The protective role of teacher–student relationships against peer victimization and psychosocial distress

This study examined whether teacher–student relationships protect against peer victimization and its negative psychosocial effects (i.e., depression, anxiety, and stress). Additionally, the influence of teacher–student relationships, peer relationships, and students’ perceptions of school order and discipline was investigated as these variables were expected to be negatively related to the former. Data were collected from high school‐aged adolescents (N = 539; 51% female) in the U.S. Southwest. Study results indicate that teacher–student relationships buffered against experiencing psychosocial distress associated with peer victimization. Although positive teacher–student relationships, peer relationships, and students’ perceptions of school order and discipline all were negatively associated with peer victimization and psychosocial distress, teacher–student relationships were robustly related to peer victimization and psychosocial distress over the influence of the previous variables. In other words, as a key study finding, teacher–student relationships may reduce the impact of peer victimization by mitigating its negative psychosocial effects in a robust yet relatively unexplored way. Therefore, although more research is needed, fostering positive teacher–student relationships might be an effective way to reduce peer victimization as well as its negative effects.     

浅评当今植物系统学中争论的三个问题——并系类群、谱系法规和系统发育种概念

一般来讲,进化学派承认分支学派对系统学的研究作出了有意义的贡献,如应用分支分析方法重建系统发育,应用共有衍征确定分类群之间的分支关系以及应用外类群方法来判断性状的极性等,都对系统学的方法有所改进。但分支学派的致命缺点是拒绝接受并系类群。我们属于进化学派,认为并系类群是可以接受的。例如,根据分子资料分析,Zabelia属可以包括于Abelia属内。Zabelia属不但在花粉上和Abelia属不同,可能由于它占有了新的生态位,获得了新的特征,如叶柄基部膨大两两联合,并宿存以保护腋芽。有理由认为它们应独立成属,并不由于Zabelia属从Abelia属分出而使后者成为一个并系类群而把它们合并。分支学派的一些学者认为生物名称作为交流的工具和生物信息储存系统应有明晰的、唯一的和稳定的特性。但具等级的林奈命名系统并不具有这些特性来命名分支和种。最后,PhyloCode被提出。PhyloCode对分支的命名方法有3种,即分支结点定义、分支基干定义和衍征定义。我们认为林奈命名系统作为传媒系统在生物学界的应用已近250年,若要废弃它而采用PhyloCode,必然会在命名方面引起一片混乱。但我们并不是说PhyloCode的拥护者所提出的建议一无是处,我们建议他们宜继续进行研究。由于应用生物学种概念于植物界产生了许多问题,因此多为植物系统学家所抛弃。分支学派的兴起,推动了系统发育种概念的提出。该概念基于3个特征,即自征、区别特征和基本排它,因此分别命名为自征种概念、特征种概念和谱系种概念。事实上,目前大多数植物系统学家仍然应用着形态–地理学种概念,但我们在划分种时,必须有尽可能多的资料,特别是要将传粉、繁育系统、分子系统学资料和形态学资料结合起来。     

Teachers’ interpersonal relationships and instructional expertise: How are they related?

This study explores new directions to study and combine measurements of instructional expertise and teachers’ interpersonal relationships with students. The sample comprises 34 in-service teachers. The My Teacher questionnaire (MTQ) was used to operationalize teachers’ instructional expertise. The Questionnaire of Teacher Interaction (QTI) was used to describe teachers’ interpersonal relationships with students. Hypotheses were tested using circular mixed-effects models. Results indicate that teachers’ interpersonal relationships differ at successive levels of instructional expertise. Results further indicated that increases in instructional expertise are associated with a sharp decrease in the within-class variance in interpersonal relationships. Specifically, the higher teachers’ instructional expertise, the more teachers' interpersonal relationships are described as “directing” and “helpful” by all students in the class.     

健美操教学中学生站位不同对其综合素质影响的实验研究

通过调查研究和教学实践,以及对未来高校体育教学改革发展的认识,对健美操教学中传统的站位法进行了改革。通过对我校健美操教学改革前后的教学对比分析,对健美操教学改革中学生位次改变对其综合素质的影响作了一定程度的探讨。目的是摆脱传统的班级固定位次授课法的束缚,开创学生积极主动的学习新模式,培养终身体育意识以及能力。     

基于MANOVA的高新区科技人才个体差异与工作满意度关系研究

以中国高新区科技人才为研究对象,通过因子分析法挖掘的工作自身、人际关系和外部激励满意度及总体满意度作为多维研究变量,通过多变量方差分析法,对不同个体差异特质因素下多维研究变量差异显著性与否的相互关系和规律作用进行了研究.结果显示,在不同个体差异因素影响下,分项满意度差异性呈现不同的显著程度和分布特点,对总体满意度差异性起到加强或削弱作用.由此,探讨了在科技人才满意度的分析中此规律作用的发生根源和对策建议.     

新能源汽车产业创新生态系统研究——基于网络关系嵌入视角

基于产业创新生态系统网络化组织特征,从系统成分和系统关系2个维度对产业创新生态系统进行研究。通过对辽宁省新能源汽车产业创新生态系统实证分析发现:辽宁省新能源汽车产业创新生态系统结构不均衡,表现在以整车制造企业和零部件企业为主的创新消费者种群占据绝对主导地位,而创新生产者、分解者种群以及创新生存因子出现明显的边缘化现象;创新种群间尚未形成紧密的群落结构,技术流动效率不足;区域产业中的龙头企业作为"基石物种"占据着重要的结构洞位置,具有较高的整合力和媒介作用;知识链型、产业链型和地理邻近型网络关系与产业创新生态系统间互惠性强;而知识链型网络关系与产业链型网络关系之间存在一定程度上的相互抑制。基于以上结论,提出相应的对策建议。     

网络环境下大学英语教学中良好师生关系的建立

英语教学是一种双向活动,教师每一项教学任务的完成都需要学生的积极参与和配合,良好师生关系所创造的轻松、和谐的课堂气氛能有效地提高教学效果。随着网络多媒体技术在英语教学中的广泛应用,如何利用网络多媒体技术来建立和维护老师和学生之间的良好关系受到了越来越多的关注。论述了良好师生关系的建立对教学效果的促进,并提出了建立良好师生关系的基本途径。     

Revisiting the dialogue on the transition from coteaching to inservice teaching: new frameworks, additional benefits and emergent issues

In this rejoinder, we respond to the major points made by Gallo-Fox (this forum), Beers (this forum), Carambo and Stickney (this forum), and Murphy, Carlisle and Beggs (this forum). We focus primarily on the benefits and considerations that stem from employing additional theoretical frameworks for analyzing research in coteaching. We also address some of the future directions that should be explored in coteaching research.

How social relationships influence academic health in the ‘enterprise university’: an insight into productivity of knowledge workers

The comparatively poor mental health status of academics at Australian universities compared with the general Australian workforce poses a public health challenge. Productivity of knowledge workers is a key issue for the new economy. Using the case of one university, I interviewed employees stratified by level of employment and showed that their mental health is adversely affected by social relationships that result from historically‐based bargains. These rely on divergent and sometimes adversarial value systems of employers and employees and a preference for particular institutional policies and practices based on contemporary cultural trends of individualism and economic rationalism that affect social support and social networks in a detrimental way. To redress this burden of mental illness, it is imperative that employer‐employee discourse is changed to incorporate the social reality of the work context. This study offers insights into productivity of knowledge workers generally in service industries of education, information and communication.