现代图书馆工作中的机构与组织

现代图书馆工作是随着计算机技术的应用而体现出来的,它涉及的面不仅包括传统的图书馆管理,而且需要引入企业的管理经验和理论。图书馆的工作是通过建立特色馆藏来吸引更多的读者,围绕这些就必须有完善的规章制度和考核内容,进行重组机构来平衡工作量,把引导性导读转向知识性导读,把学习型向研究型工作深入,真正让读者体验出现代图书馆的品位。     

我国大中型企业职工体育的现状分析

本文运用问卷调查法、文献资料法、访谈法和数理统计法,对分布于我国13省(自治区)的68家大中型企业职工体育开展情况进行调查,并针对我国职工体育面临的新形势、新特点,提出若干发展对策,以期进一步促进与社会主义市场经济相适应的职工体育工作新格局的建立。     

教师激励机制的理论依据与报酬模型

本文用委托代理理论和声誉理论作为教师激励机制的理论依据,在此基础上探讨了教师工资激励模型的基本架构。     

高校编制外劳动用工法律风险及控制措施

目前高校编制外劳动用工存在诸多法理和情理问题,文章总结高校编制外劳动用工存在的法律风险等问题,提出控制编制外用工法律风险的主要措施,旨在高校依法治校,规范编制外用工管理,提高办学效益,构建稳定和谐校园。     

结合地方经济发展的高职双师型教师队伍建设创新——以无锡工艺职业技术学院为例

高等职业教育是现代高等教育的重要组成部分,高职院校师资队伍建设水平与人才培养的质量有着密切关联。“双师型”教师队伍是高职院校师资队伍建设的重要内容。高职院校要充分结合和运用地方经济发展的需要,扬长避短,彰显高职院校所具有的地方经济特色,整合和利用地方经济发展中的各种教育教学资源,强化“双师型”教师队伍建设,注重高职院校“双师型”教师队伍建设创新,不断提高高等职业教育师资队伍建设的水平。     

Parent and teacher perceptions of students＇ general scholastic abilities： Effects on involvement and communication

Parents＇ and teachers＇ perceptions of students＇ general scholastic abilities, such as being able to complete their school work, retain what they learn, and achieve sufficiently compared to other students at their ages, were analyzed for how well they predict parents＇ forms of involvement in their children＇s education and teachers＇ forms of communication to parents. Data were collected from parents and teachers in two Title I, public middle schools in a large, urban city in the southwest. Parent involvement and teacher communication practices were measured using the ＂school and family partnerships survey＂. Parents＇ and teachers＇ perceptions of students＇ general scholastic abilities were measured using a teacher-rating version of the ＂perceived competence scale for children＂. Linear regression analyses revealed that parents＇ perceptions did not predict their involvement, nor did teachers＇ perceptions predict their amount of communication as reported by parents. Although parents＇ and teachers＇ perceptions did not predict involvement in this study, perceptions of children＇s general academic abilities should be further explored in relation to family-school partnerships. The results suggest that involvement in middle school occurs in ways distinctive from elementary school. Therefore, improved instruments are needed to more accurately measure parent involvement and teacher communication at grade levels beyond elementary school.     

Using Activity Theory to inform sessional teacher development: what lessons can be learned from tutor training models?

Abstract

Sessional teachers in universities are often marginalised by their part-time status, availability for training, and invisibility within the institution’s infrastructure. Nevertheless, tutors as a subset of this group, regularly have access to some training and development. This paper presents a methodological approach for implementing the BLASST framework for sessional staff at a New Zealand university, based on a project to benchmark support for tutors. Using Activity Theory, I discuss tensions associated with developing a training programme for tutors and how such an approach can aid the development of similar models for all sessional teachers.     

加强高等院校图书管理工作的探讨

文章结合作者的工作实践,从目前高等院校院校图书馆管理工作中存在的一些实~--f＊3题出发,从完善借阅机制、加强图书馆的硬件和软件建设等方面论述了当今如何做好图书管理工作的意见和建议。     

我国中小学生师比与平均班额解悖分析——从我国与部分OECD国家的比较角度

为解决我国中小学生师比与平均班额之间存在的"悖论",通过与部分OECD国家进行比较,发现我国教育经费投入严重不足、教师工作量过大、学生课业负担较重、教育规划布局不尽合理这四个方面,是导致我国中小学生师比与平均班额反常发展、班级规模居高不下的重要原因。     

Exploring tertiary English as a Foreign Language writing tutors’ perceptions of the appropriateness of peer assessment for writing

Despite the increasing volume of research in peer assessment for writing, few studies have been conducted to explore teachers’ perceptions of its appropriateness for writing instruction. It is essential to understand teachers’ perceptions of peer assessment as teachers play an important role in whether and how peer assessment is implemented in their instruction. The current study investigated tertiary English writing tutors’ perceptions of the appropriateness of peer assessment for English as a Foreign Language writing in China, where peer assessment has been increasingly discussed and researched but only occasionally used in teaching. The current study scrutinised the reasons behind its limited use via in-depth exploratory interviews with 25 writing tutors with different teaching backgrounds. The interview data showed tutors’ limited knowledge of peer assessment and unanimous hesitation in using it. The former was explained by insufficient instruction and training in peer assessment. The latter relates to the incompatibility of peer assessment with the examinations-oriented education system, learners’ low English language proficiency and learning motivation, and the conflict of peer assessment with the entrenched teacher-driven learning culture. Suggestions are made about training and engaging teachers to effectively use peer assessment in instruction.