中科院产研合作对其科技成果转化影响研究

本文旨在分析中科院产研合作对其科技成果转化的影响。在回顾文献的基础上,本文基于复杂网络理论提出了中科院产研合作整体网络的小世界性,以及局部网络中心性与结构洞对中科院成果转化影响的基本假设,并利用中科院2006-2017年专利数据进行实证检验。研究结果表明：（1）中科院产研合作整体网络小世界性的提升有助于中科院整体成果转化效率的提升;（2）在产研合作网络中具有较高中心性的中科院研究所转化效率更高,而结构洞不具有显著影响。总结来看,中科院产研合作向企业和中科院提供了有效的沟通渠道,有助于自身成果转化。     

我国校企合作对培养高校人才的必要性

目前,我国高等教育进入快速发展阶段,每年的高校毕业生有很多找不到合适的工作,甚至失业,而企业又出现人才短缺现象。众所周知,高校人才的培养是为社会经济发展服务,高校培养的人才能否满足社会的需要,特别是企业的需求是决定高校人才培养成败的检验标准之一。因此,校企合作是提高我国高校人才培养质量的必要措施。     

Associations between partnership characteristics and perceived success in Dutch sport-for-health partnerships

To reach and include socially vulnerable people through sport, it is important to create partnerships between sports organisations and public health organisations (i.e., sport-for-health partnerships). Working in sport-for-health partnerships is challenging, however, and little is known about how to manage such partnerships. To explore possible predictors of successful sport-for-health partnership, the authors administered a questionnaire among 86 participants in Dutch sport-for-health partnerships. The questionnaire included measures pertaining to three indicators of successful inter-sectoral partnership (i.e., partnership synergy, partnership sustainability, and community outcomes) and nine partnership elements that may predict its success. Multivariate results suggest that (a) partnership synergy may be best predicted by communication structure and building on the partnership participants’ capacities, (b) community partnership outcomes may be best predicted by partnership visibility and task management, and (c) partnership sustainability may be best predicted by partnership visibility. Hence, the authors would recommend actors in sport-for-health partnerships to pay particular attention to communication structure, building on capacities, visibility, and task management.     

校企合作培养 提升毕业设计实践教学质量

实践与创新能力的培养是大学工科专业培养的首要目标。实践教学基地是实践与创新能力培养不可或缺的平台。文章在校企合作人才培养基地建设与教学实践的基础上,总结了校企合作人才培养基地的建设目标和"基于CDIO理念、回归工程"的建设思路,探讨了以"校企互动、统一管理"为基础的合作基地实践教学运行管理模式,分析了基于校企合作的毕业设计等实践教学培养效果。     

Teachers’ Learning Journeys: The Quality Learning Circle as a Model of Professional Development

Worldwide, teachers struggle to keep pace with demands for learning. Educational reforms mandated at a national level require teachers to reconsider their teaching, curriculum and assessment philosophies and practices. This reliance on national policy initiatives increases teachers’ dependence on others knowing what their learning needs might be. Such dependence creates problems for sustained learning because teachers are not encouraged to help themselves. This article introduces an alternative approach to professional development, known as the Quality Learning Circle (QLC), to show how it can empower teachers to become agents of change able to meet both local needs alongside national agendas.     

HELIOS Education Gold Award Winner

ABSTRACT

This paper describes a collaborative project between the staff of twelve mainstream schools and Suffolk Local Education Authority staff which has aimed to develop differentiated teaching strategies. The project has developed teaching and assessment techniques for pupils with literacy difficulties and approaches to delivering aspects of the whole curriculum to pupils with special educational needs. The project recognizes the central importance of mainstream teachers if integration for pupils with special educational needs is to be a truly meaningful educational experience.     

福建省服务外包人才“订单培养”模式探究——基于高等教育培养现状分析

简要综述外包人才培养相关文献,分析福建省外包产业人才结构和高校教学资源现状,提出根据企业的用人要求,结合国家高等教育的培养目标,建立创新型的实训教育理念,以能力体系为中心,以课程体系为基础,利用校企联合实践和理论相结合的评估体系,形成"产、学"一体化的订单人才培养模式和实施方法,为解决服务外包人才的供给缺口问题提供理论参考。     

Salary Planning

No abstract available for this article.     

We make the road by walking together: New teachers and the collaborative and context-specific appropriation of shared social justice-oriented practices and concepts

This study examined the work of a collaborative group of six new United States-based social studies teachers from the same social justice-oriented teacher education program (SJOTEP). Shared practices and concepts introduced previously in the SJOTEP were developed and appropriated to their classrooms and schools in consideration of the local context, through the collaborative problem-solving process of the group. It is argued that SJOTEPs and TEPs committed to issues of diversity, democracy, inclusion, and/or equity should be collaboration-based, teach a coherent and consistent social justice-focused curriculum, and provide post-graduation collaborative support and research it.