科学传播的科学——科学传播研究的新阶段

传统的科学传播研究主要依托科学社会学、科学技术与社会等学术背景,侧重于考察和反思科学传播过程中的权力关系。在科学传播研究经历了30年发展后,原来忽略这一领域的传播学研究者,正在以社会科学(如心理学)的理论、方法和成果为基础,推动科学传播的科学化。这些学者考察了人类接受科学信息的心理机制、科学政治化对人们掌握科学的影响、价值和信任在公众接受科学知识方面所发挥的作用及其测度、以及基于实证研究的科学传播解决方案。科学传播的科学对于走向快速发展轨道的中国科学传播领域具有重要的意义。     

Quality assurance in the political context: in the midst of different expectations and conflicting goals

Higher education quality assurance systems develop within a complex political environment where national level goals and priorities interact with European and global developments. Furthermore, quality assurance is influenced by broader processes in the public sector that set expectations with respect to accountability, legitimacy and regulatory quality. As a result, quality assurance systems often face different and even conflicting goals from different parts of society. The traditional goals of securing minimum standards and facilitating improvement within universities are augmented with such goals as providing information to the public, supporting inter-institutional competition and positioning institutions or higher education systems in the global competition. The relative priority of these goals is in a constant change over time. This paper aims to map the main tensions that emerge from the conflicting demands and discusses the extent to which impact evaluation can address some of the difficulties.     

Modeling and analysis of wet clutch engagement characteristics

A mathematical model was developed to analyze the characteristics of the wet clutch during engagement. The lubricant squeeze action was simulated with Patir and Cheng average flow model in which the permeability of friction material is taken into account, and the asperity load is calculated according to the Greenwood and Tripp approach. In this model, effects of friction material permeability, applied load and driving velocity on the engagement characteristics of the wet clutch were studied. The results show that friction material with high permeability reduces the film thickness rapidly and increases the torque peak; the applied load increases the asperity contact pressure and the friction torque, and reduces the engagement time; the driving velocity mainly increases the engagement time. The theoretical torque and relative velocity curves agree qualitatively with the experimental ones, which verifies the wet clutch engagement model.     

美国“大学生学习投入性调查”介绍及对中国高等教育的启示

基于中国高等教育质量评估的现状与问题,从多维度的评价指标,合理的机构体制,调查形式不断拓展,及时提供反馈等四个方面分析美国"大学生学习投入性调查"(NSSE)在实践中的价值,提出对中国高等教育的启示。     

土地整治公众参与主体权益偏差分析--基于利益相关者理论

基于利益相关者理论,运用米切尔评分法把土地整治公众参与主体划分为确定型、预期型及潜在型三种类型。针对与土地整治关联度较高的确定型与预期型利益主体的权益偏差进行分析,结果表明：预期型利益相关者主要是土地整治技术支持者,其基本权益的实现表现出维护地方政府及其相关部门利益向其倾斜的特点;确定型利益相关者在实现各自的权益时,表现出不同的特点：地方政府及相关部门及其官员权益扩张、村集体经济组织和村干部同时存在权益扩张与缩并的现象;项目区农民权益缩小。从加强土地整理信息透明度、构建第三方组织、改革土地整理绩效及官员考核体系等方面提出纠正两类利益相关者权益偏差的约束激励对策。     

Asian values and democratic citizenship: exploring attitudes among South Korean eighth graders using data from the ICCS Asian Regional Module

Utilizing data from the 2009 IEA International Civic and Citizenship Study Asian Regional Module, this secondary analysis explores the relationship between traditional Asian values and democratic citizenship. Findings identify two dimensions of Asian values: Asian civic values and obedience to authority. Among South Korean students, Asian civic values have a positive association with democratic citizenship, while obedience to authority displays an inverse relationship. However, attachment to obedience to authority is much weaker. The overall findings suggest the possibility of reconciliation between traditional Asian values and democratic citizenship.     

Preparing for parents: how Australian teacher education is addressing the question of parent-school engagement

Parent-school engagement is widely embraced as a policy and educational ideal, yet to date there are few studies of how teacher education prepares students for this important aspect of their professional lives. In this paper, we consider findings from a recent Australian study that explored how the issue of parent-school relations is currently addressed in Australian initial teacher education programmes. The study is situated within the broader policy context of teaching standards. Our findings challenge suggestions that parent-school engagement is largely absent from pre-service programmes, and although the study recognizes gaps and discontinuities, it also identifies four key domains in which initial teacher education currently prepares students for parent engagement. We argue that students are being prepared for parent-school engagement in a variety of ways, but that there is insufficient continuity to ensure that all beginning teachers have a thorough understanding of how to work effectively with parents.     

Student performativity in higher education: converting learning as a private space into a public performance

The paper sets out a conceptual analysis of student performativity in higher education as a mirror image of teacher performativity. The latter is well known and refers to targets, evaluations and performance indicators connected with the measurement of the teaching and research quality of university academics. The former is defined as the way that students are evaluated on the basis of how they perform at university in bodily, dispositional and emotional terms. Specifically, this includes rules on class attendance and assessment (‘presenteeism’), an increasing emphasis on participation in class and in groups as part of learning and assessment regimes (‘learnerism’) and the surveillance of students’ emotional development and values (‘soulcraft’). Student performativity is symbolic of the ‘performing self’ in wider society and is transforming learning at university from a private space into a public performance. This negatively impacts student rights to be free to learn as autonomous adults.     

Greater engagement in and responsibility for learning: what happens when students cross the threshold of student–faculty partnership

The importance of student engagement in higher education is increasingly recognised. As a result, questions have arisen regarding how best to inspire and support students in taking greater interest in and more active responsibility for their learning. Student–faculty partnerships that position students as consultants in explorations of pedagogical practice inspire and support engagement and responsibility that carry over from those partnerships into students' classroom participation. However, such partnership constitutes for many students a ‘threshold concept’. Because partnering with faculty in analyses and revisions of teaching and learning both requires and inspires students to redefine their roles, responsibilities and sense of themselves, student–faculty partnership proves troublesome, transformative, discursive, irreversible and integrative. In a case study of one partnership programme at a liberal arts institution in the Northeastern USA, we discuss how crossing the threshold constituted by student–faculty partnership in pedagogical exploration fosters in students greater engagement in, and responsibility for, learning. Implications for higher education include the potential of reconceptualising our classrooms as more democratic spaces and the work of teaching and learning as more of a shared responsibility.     

Growing in digital maturity: students and their computers in an academic laptop programme in Singapore

Using data collected through two focus group interviews with 14- to 16-year-olds involved in a one-to-one laptop academic programme in a Singapore secondary school, this paper shows some student disengagement and dissatisfaction in class, and this poses questions about the relevance of the school's laptop programme. Our findings illustrate low productivity in the students' use of their computers as they respond to their teachers' instructional agendas. Our work indicates research into one-to-one laptop learning needs to pay greater attention to the minds, motivations and hands of students as they embark on learning they do not fully understand or can control for themselves. We determine that educators and policy-makers need to know a lot more about how growth in students' digital maturity operates. In the final analysis, we understand and explain the students' views about how their learning experiences might be improved, and their behaviour (as a digital wisdom journey centred on learning) to be digitally mature.