Revisiting the effects of project-based learning on students’ academic achievement: A meta-analysis investigating moderators

Project-based learning is generally considered an alternative to traditional, teacher-led instruction. However, there is a noticeable lack of meta-analyses with regard to determining its overall effects on students' academic achievement, and what study features may moderate the impacts of project-based learning. This study thus performed a meta-analysis to synthesize existing research that compared the effects of project-based learning and those of traditional instruction on student academic achievement. Forty-six effect sizes (comparisons) extracted from 30 eligible journal articles published from 1998 to 2017 were analyzed, representing 12,585 students from 189 schools in nine countries. The results showed that the overall mean weighted effect size (d₊) was 0.71, indicating that project-based learning has a medium to large positive effect on students' academic achievement compared with traditional instruction. In addition, the mean effect size was affected by subject area, school location, hours of instruction, and information technology support, but not by educational stage and small group size.     

The role of teachers' instrumental and emotional support in students' academic buoyancy,engagement, and academic skills: A study of high school and elementary school students in different national contexts

In this investigation of high school students (N = 2510) in Singapore (Study 1) and elementary school students (N = 119) in Australia (Study 2), we examined the role of instrumental and emotional forms of teacher support in students' academic buoyancy and academic outcomes (engagement and academic skills). In both studies, perceived instrumental support (but not perceived emotional support) was positively associated with academic buoyancy (moderate effect size in Study 1, large effect in Study 2). In Study 1, academic buoyancy was positively associated with students' academic engagement (specifically, effort and persistence [large effect], perceived importance of school [moderate effect], and feelings of school belonging [moderate effect]). In Study 2 academic buoyancy was positively associated with gains in students' academic skills and engagement (specifically, class participation [large effect] and future aspirations [large effect]). In both studies, there was tentative support for a mediating role of academic buoyancy linking students' perceived teacher support to academic outcomes.     

The relation between teacher-set performance goals and students’ mathematical achievement

The relation between teacher-set performance goals for 361 individual students and these students’ mathematics achievement was investigated. High performance goals were found to strongly relate to student performance, with an effect size of d = 0.80. The performance goals were set by the teachers at the end of a step-by-step procedure, consisting of initial teacher expectations, the use of data, and team input. This procedure was expected to decrease negative expectancy bias. Higher teacher performance goals than teachers’ initial expectations, so-called positive changes, were positively associated with the performance of initially low achievers. Initially high achievers, for whom the teachers made a positive change, performed worse than comparable students for whom initial expectation and final goal were the same.     

高中学业水平合格性考试命题难度控制技术的探究——以信息技术学科为例

高中信息技术学业水平合格性考试作为标准参照性考试,命题过程需要按照考试目标及要求做好难度控制,通过准确预估试题难度控制试卷难度,实现考试结果与考试目标的一致。命题难度控制技术包括试题的难度预估、试卷难度的控制。通过确定影响难度的主要客观因素、设计简便易行的试题难度计算方法、建立试题难度预估的参照模型等三个环节探究试题难度预估的方法,结合实例进一步探究试卷难度的控制技术。     

从学者自指方法看语用能力的培养及其文化因素

文章是对一系列中国学者自指方式的研究。这些研究的发现主要有两方面：一方面,国际上语言领域的英语母语作者主要用第一人称单数代词＂I＂来指单个的自己（例如：＂I propose that...＂）。而中国学者在单个自指时却极力避免使用第一人称单数代词,他们更多地使用第一人称复数代词＂我们＂、第三人称名词短语如＂作者＂和无生命名词短语如＂本文＂来指称单个的自己。另一方面,中国的英语学习者在习得自指语用能力时并未呈现稳步前进的态势。他们在步入硕士研究生阶段后,逐渐远离英语的自指方式,越来越向中文中的自指规范靠拢。在博士学位其间,尽管他们对I的使用有所上升,但总体说来,他们的作者自指还是中式的,和英语方式相去甚远。     

从网刊到新平台--“中国高校系列专业期刊”及其升级转型

“中国高校系列专业期刊”(“网刊”)上线出版已历十载,但迄今未见对这一期刊史现象的系统梳理,有必要对其理论脉络和实践进程作阶段性的回顾与反思。2011年春,为探索高校学报专业化、数字化、集约化转型的新路,部分高校学术期刊联合发起“中国高校系列专业期刊”,创办若干学科的专业网刊和跨学科的专题期刊,以开放获取方式在中国知网上线出版,因其模式创新以及对加盟刊传播的切实提升,引起期刊界和学界的关注和赞誉。随着期刊生存环境的变化,网刊发展进入瓶颈期,为探索新的出路,网刊发起者在2015年初提出“域出版”理念,自2018年起又与中国知网共同推动网刊升级转型。网刊升级转型为新平台,是网刊和“域出版”理念的延续,符合学术出版与传播的发展大势,值得期刊界和学界期待。     

Firms’ genetic characteristics and competence-enlarging strategies: A comparison between academic and non-academic high-tech start-ups

This paper argues that academic high-tech start-ups exhibit peculiar “genetic characteristics” that leave an enduring imprint on firm development. We formulate a series of hypotheses on the effects of such genetic characteristics on the post-entry strategies that academic high-tech start-ups adopt to enlarge their initial competence endowments. In the empirical section, we use matched-pair statistical techniques and run several regressions to test the theoretical hypotheses. Our findings contribute to the literature on the antecedents of the strategies adopted by academic high-tech start-ups. They also allow us to derive implications for academic entrepreneurs, university managers and policy makers.     

The social structure of entrepreneurship as a scientific field

Entrepreneurship as a scientific field has grown significantly, irrespective of the measures used. In this article we raise the question: How can we understand the evolution and success of entrepreneurship as a scholarly field? In particular, we focus on the social structure of entrepreneurship scholars to explain (1) how they are becoming integrated into larger scholarly communities and (2) how they differ from the way scholars integrate within the field of innovation studies. Based on a unique database and responses from 870 entrepreneurship scholars, we demonstrate that entrepreneurship can be regarded as a phenomenon-driven field bound together by a shared communication system and social interaction rather than strong theoretical influences, i.e., a social scholarly community. We identify two broader social communities; one embedded in entrepreneurship conferences that includes a rather eclectic group of entrepreneurship scholars, and another related to entrepreneurship journals and entrepreneurship economics, characterized by a stronger domain orientation. In contrast, scholars in innovation studies tend to be more theory-driven and are bound together by their disciplinary and theoretical background, i.e., an intellectual scholarly community.     

关于高校图书馆文献资源共享的思考

高等学校是科研的基地,是人才的摇。高校图书馆是高校教学、科研机构的重要组成部分,提高高校图书馆的文献信息功能,实现资源共享是重要途径。     

学术论文网络首发的困境及其解决路径——基于中国知网学术期刊网络首发出版发布系统的分析

【目的】 探讨学术论文网络首发中存在的困境,并提出解决路径,为期刊编辑部提供参考。【方法】 在与传统出版流程对比的基础上,以中国知网学术期刊网络首发出版发布系统为研究对象,从期刊编辑部、作者、网络出版商和期刊管理部门的角度,分析学术论文网络首发过程中存在的困境,并寻找解决困境的方法。【结果】 学术论文网络首发的困境主要体现在:网络出版商、期刊编辑部和作者三者之间的利益之争,网络出版权及其利益的高度垄断制约着期刊的发展;期刊管理政策与网络首发的内在要求之间的不匹配;现代期刊编辑角色转型带来的编辑角色失调;首发论文的校对标准之争;网络首发论文的认证、引用、评价和撤稿问题;网络首发可能导致论文多个版本共存,容易引起阅读障碍;纸刊存在价值的争议。【结论】 要破解网络首发(网络出版)的困境,最终需要平衡网络出版商、编辑部和作者之间的利益;期刊编辑需要转变为全能编辑;建立基于单篇论文网络首发的期刊出版新模式;实行以网络首发或纸刊出版为最终出版模式的单轨制出版;国家改革网络首发模式下的期刊管理办法,重点监管网刊。