民族教育的经济效益与社会效益

经过20多年的改革开放和近年来高强度的西部大开发,我国民族地区的经济社会结构已发生了本质的变化,其对人力资源的需求也与从前大不相同.这对民族教育提出了新的要求,要求民族教育要在创造经济效益的同时,还要创造巨大的社会效益.     

安徽电大远程开放教育专业招生规模与发展态势的灰关联分析

运用灰色系统理论中的灰色关联度分析方法,对安徽电大开展远程开放教育试点项目以来各专业的招生规模与发展趋势等进行定量的关联度分析,并根据分析结果提出专业结构优化措施及建议,为确保安徽电大远程开放教育健康、可持续的发展态势,提供科学的决策依据.     

Mathematics: a female,male or gender‐neutral domain? A study of attitudes among students at secondary level

The aim of the current study is to investigate whether Swedish secondary school students perceive mathematics as a female, male or gender‐neutral domain. A sample of 1300 students in two age groups, 15‐ and 17‐ years, answered a questionnaire and about 50 students participated in interviews. The main part of the inquiry form consists of Who and mathematics, an attitude scale recently developed by other researchers. The results are analysed with respect to gender, school year and study programme. Gendered attitudes were found among considerable minorities. There is a marked tendency to view mathematics as a symbolically male domain: positive aspects are associated with boys and negative aspects perceived as more female. Older students hold more strongly gendered views than younger. Boys in the science programme have the strongest beliefs of mathematics as a male domain.     

Longitudinal Evaluation of a Scale-Up Model for Teaching Mathematics With Trajectories and Technologies

Abstract

We used a cluster randomized trial to evaluate the effectiveness of a research-based model for scaling up educational interventions, focusing on the persistence of effects with and without a follow-through intervention. The instantiation of the Technology-enhanced, Research-based, Instruction, Assessment, and professional Development (TRIAD) model emphasized teaching early mathematics for understanding via learning trajectories and technology. The TRIAD implementation began in 42 schools in two city districts serving low-resource communities, randomly assigned to three conditions. In pre-kindergarten, the 2 experimental interventions were identical, but 1 included follow-through in the kindergarten year, including knowledge of the pre-K intervention and ways to build upon that knowledge using learning trajectories. Intent-to-treat analyses showed that students in both the follow-through condition (g = .33) and non-follow-through condition (g = .22) scored statistically significantly higher than children in the control condition. Both groups outperformed the control condition in treatment-on-the-treated analyses (g = .38, follow-through; g = .30 non-follow-through). Moderators and mediators were also analyzed. We conclude that the instantiation of the TRIAD model was successful and that follow through may contribute to the persistence of the effects of preschool interventions.     

基于DEA模型的高等教育个案分析——以福建师范大学福清分校为例

我国高等教育经历了世纪之初的高速发展后,已经达到一个从外延扩张转向内涵建设的转折点。本文从规模经济的角度出发,利用DEA模型,以福建师范大学福清分校为例测算出它的办学规模和相应的办学效率。认为现阶段,一些规模偏小的普通高等院校还处于规模经济的阶段,还可以适当地提高办学规模。     

我国检察官不起诉裁量权的立法完善

目前,我国存在低不起诉率现状。改革和完善我国检察官的不起诉裁量权应当全面认识自由裁量权的价值和可能被滥用的倾向,通过扩大检察官不起诉裁量权的适用空间、改革不起诉的运作程序、建立和完善不起诉裁量权的制约和救济制度等措施,使检察官不起诉裁量权更加丰满,运作程序更加简化和规范,以体现其应有的价值和立法意旨,充分发挥其在构建和谐社会中的作用。     

浅谈“两个尺度”的问题

马克思关于“美的规律”的提法是马克思美学理论中的一段极为重要的论述,然而对于其中“内在的尺度”究属谁的尺度却众说纷纭,本从比较各家译入手,指出问题的症结在于中译词和德原词义不完全对等上,根据中译词词义,则理解为“物种的尺度”和“人的尺度”均无不可,但根据德词义的特定含义,则“内在尺度”只能理解为“物种的尺度”。     

"惠化"的思想行为与柳宗元柳州诗文

柳宗元在柳州任刺史时,以自己的政迹惠及生民,对开发柳州地区贡献了巨大的力量。他的这些思想和行为在他的柳州诗文中有明显的反映,本文在分析这类诗文的基础上进一步探讨了“惠化”这一思想行为对柳宗元后期诗文的思想内容和艺术风格的影响及原因。     

Modeling Self-Regulation as a Process Usinga Multiple Time-Scale Multiphase Latent Basis Growth Model

Measurement burst designs, wherein individuals are measured intensively during multiple periods (i.e., bursts), have created new opportunities for studying change at multiple time scales. This article develops a model that might be useful in situations where the functional form of short-term change is unknown, might consist of multiple phases, and might change over the long term. Specifically, we combine measurement of intraindividual entropy, a latent basis growth model, a multiphase growth model, and a growth model with covariates into a unified framework that could help accommodate the complexity of patterns that emerge in multiple time-scale categorical data streams. Empirical data from a longitudinal study of young children’s behavior during laboratory tasks designed to induce frustration are used to illustrate the utility of the proposed model for simultaneously describing intratask (short-term) change in self-regulation and developmental (long-term) shifts in intratask change.     

Administrative and structural changes in student evaluations of teaching and their effects on overall instructor scores

Using nine years of student evaluation of teaching (SET) data from a large US research university, we examine whether changes to the SET instrument have a substantial impact on overall instructor scores. Our study exploits four distinct natural experiments that arose when the SET instrument was changed. To maximise power, we compare the same course/instructor before and after each of the four changes occurred. We find that switching from in-class, paper course evaluations to online evaluations generates an average change of ?0.14 points on a five-point scale, or 0.25 standard deviations (SDs) in the overall instructor ratings. Changing labelling of the scale and the wording of the overall instructor question generates another decrease in the average rating: ?0.15 of a point (0.27 SDs). In contrast, extending the evaluation period to include the final examination and offering an incentive (early grade release) for completing the evaluations do not have a statistically significant effect on the overall instructor rating. The cumulative impact of these individual changes is ?0.29 points (0.52 SDs). This large decrease shows that SET scores are not comparable over time when instruments change. Therefore, administrators should measure and account for such changes when using historical benchmarks for evaluative purposes (e.g. appointments and compensation).