质性知识构造与量化知识分析综论:兼论学术对标法理论基础

文章在简要综述知识基因、知识单元、知识表示和知识图谱的基础上,探讨知识的质性构造和量化分析基础,指出知识具有表型(外型)、构型(内型)和量型(量值)三型特征。用逻辑分析法从现象到本质揭示知识表型特征,包括语言文字型、公式符号型和图表图谱型;知识构型可用学科类别和特征概念标识;知识量型可基于数据或信息计算知识量。进一步提出用知识花图式和知识花程式展示质性知识构造与量化知识分析。由知识三型特征引出知识变换三假设以及学术评价对标法;揭示质性知识构造适合解析静态知识特征,量化知识分析可延伸处理动态知识演化。质性知识构造与量化知识分析同时适用于剖析知识客体和知识主体,并独具学术评价应用价值。倡导通过知识分析创新图书情报学,同时也通过图书情报学促进知识之花盛开。     

No harmless child labor: The effect of child labor on academic achievement in francophone Western and Central Africa

This study empirically examines the effect of child labor on academic achievement in 10 francophone Western and Central African countries. The data were taken from the Programme d’Analyse des Systèmes Educatifs de la CONFEMEN and comprised characteristics of 25,288 grade six students across 1803 schools. Two-stage least squares analysis highlights that child labor undermines academic achievement regardless of subject, gender, and age. It lowers reading and mathematics scores for both genders and for children under 12 and over 13 years. Child labor therefore hinders human capital accumulation in African countries, and it takes place at the cost of future prosperity.     

Co-developmental trajectories of psychological need satisfactions at school: Relations to mental health and academic functioning in Chinese elementary school students

This study explored the co-developmental trajectories of autonomy, competence and relatedness need satisfactions at school and their relations to mental health and academic functioning in Chinese elementary school students. An accelerated longitudinal design was used with a sample of three cohorts (grade 3, grade 4, and grade 5) (N = 1070, 45.8% female; M_age = 9.44, SD = 0.97) on four occasions at 6-month intervals. Parallel process latent class growth models revealed five heterogeneous patterns (i.e., Congruent-moderate; Congruent-high; Congruent-low; Congruent-decreasing; Low-autonomy, High-competence and relatedness), all of which significantly associated with time-varying mental health and academic functioning indicators. The findings highlight the importance of subgroup differences and possible cultural considerations in understanding the progression of psychological need satisfactions and the need for universal screening and dynamic monitoring of students’ psychological need satisfactions at school and implementing more sophisticated interventions tailored to the unique characteristics of the relevant subgroups to promote optimal mental health and learning.     

Do peer relationships mediate the association between children’s facial emotion recognition ability and their academic attainment? Findings from the ALSPAC study

We examined whether children’s facial emotion recognition ability predicted their academic attainment over time, and whether peer relationships mediated that association. A secondary aim was to test whether the putative causal pathways would be significantly different for boys and girls. The model was tested using data from The Avon Longitudinal Study of Parents and Children (ALSPAC), a prospective longitudinal cohort population. Facial emotion recognition ability was assessed using the Diagnostic Assessment of Non-Verbal Accuracy (DANVA) at age 8.5 years while academic attainment was measured using data on UK Key Stage 4 (General Certificate of Secondary Education) at 16 years (outcome). The teacher’s version of the Strengths and Difficulties Questionnaire was used to measure children’s peer relationship problems at 10–11 years (mediator). We adjusted for area-level socio-economic status and child’s early academic attainment, and examined whether mediation was moderated by sex. The results showed that low facial emotion recognition ability in childhood was associated with low academic attainment at age 16 years. There was evidence of mediation via peer problems, with an estimated 19% of the total effect mediated by errors in emotion recognition. Further analyses showed that there was no difference in mediation for boys versus girls. The findings suggest that children’s facial emotion recognition ability and peer relationships should be potential targets for programmes that aim to improve children’s educational attainment and their social and emotional competence.     

学业成就评价的新视角

个体的学业成就是一个受其心理因素和环境因素等多重影响的复杂体系,结合学业成就有关的研究,构建了学业成就的评价模型。在层次分析法(AHP)的基础上,利用模糊综合评价的方法对模型做出了系统的评价,并且给出了具体的评价实例及其过程。结果表明构建的模型是合理的,运用此方法对学业成就进行评价是有效的。     

外籍读者服务模式的主动改变:厦门大学图书馆的经验

随着厦门大学国际声望的提升,外籍师生渐增。外籍读者服务已成为厦门大学图书馆对外服务的重要环节。语言障碍、硬件不足并非影响服务效果的重要因素,而服务模式的主动改变是改善服务质量的重要手段。在实际工作中,厦门大学图书馆试图开创基于理念创新的全新服务模式,更好地为外籍读者服务,同时也提高了整体服务能力。     

Joint trajectories of behavioral,affective, and cognitive engagement in elementary school

The aim of the present study was to model student trajectories of behavioral, affective, and cognitive engagement from Grade 3 to Grade 6. The authors also examined whether teachers perceptions could predict student trajectory membership. The authors collected data from a sample of 831 students and 152 teachers. Using multiple-process growth mixture modeling, they identified 5 distinct trajectories of student engagement. Although a large majority of children presented a stable and high level of engagement on the three dimensions over time, more than one third of them showed a lower or changing level of engagement as the years progressed. These students were more likely to be boys and to be perceived by teachers as being less engaged. They also present more learning or behavioral problems and share less positive relationships with teachers. The results support the need to consider group-based differences when designing and adapting prevention and intervention strategies to favor student engagement.     

What contemporary work are student ratings actually doing in higher education?

It is conventionally assumed that student ratings perform a significant function in driving improvement in pedagogical practices in higher education. As a result, this form of evaluation has gradually become institutionalised in recent decades as an essential proxy for understanding teaching and course quality in universities across the world. However, with the rise of market-based models in higher education and heightened expectations for accountability mechanisms, the role and functional purpose of ratings-based student evaluation have become increasingly confused. This rising ambiguity has created strong tensions between the seminal drive of student ratings as a tool of quality improvement, and the emerging demands for its use as a transparent accountability measure for the comparative assessment of academic performativity. So are student ratings now largely a tool of quality assurance or performance measurement, or do they remain a legitimate tool for pedagogical improvement? This paper reports on a study that responded to this critical question by considering the contemporary work of student ratings in a major Australian university. The outcomes of this research demonstrate that tension between improvement and accountability motives is causing considerable confusion and discord around the role and value of the student voice. It also reveals that academics are tending to discount the often critical insights of students on the implications of their pedagogical practices as a result of the elevating institutional role of student ratings as a proxy for teaching quality. In considering these outcomes, rising levels of academic dissonance around student ratings would suggest a necessity to consider broadened evaluative strategies that are able to more effectively capture the improvement potential offered by the student voice.     

Government research evaluations and academic freedom: a UK and Australian comparison

Performance management systems have been an inevitable consequence of the development of government research evaluations (GREs) of university research, and have also inevitably affected the working life of academics. The aim of this paper is to track the development of GREs over the past 25 years, by critically evaluating their adoption in the UK and Australian higher education sector and their contribution to the commodification of academic labour, and to highlight the resultant tensions between GREs and academic freedom. The paper employs a literature-based analysis, relying on publicly available policy documents and academic studies over the period 1985–2010. GREs are a global phenomenon emanating from new public management reforms and while assessments of university research have been welcomed, they have attracted critique based on their design, the manner in which they have been applied, and the unintended consequences of their implementation on academic freedom in particular. Consistent with international research on the impact of GREs, Australian research assessments appear to be undoing the academic freedom that is central to successful research. Further empirical research on the impact of GREs on academics is urgently needed.     

Analysis of academic administrators’ attitudes: annual evaluations and factors that improve teaching

This article examines academic administrators’ attitudes towards the academic evaluation process in the US and those factors that are utilised to improve teaching. We use path regressions to examine satisfaction with evaluation procedures, as well as the direct and indirect effects of these factors on perceptions of whether the evaluation process facilitates quality instruction. With increased pressure for accountability being placed on higher education, it is important to ensure that we are meeting both public and academic expectations. The evaluation process is an important tool to ensure the university’s goals and values are articulated and that academics can be successful in their individual career paths. The problem is most research finds flaws with the current method of evaluation, and academics and academic administrators are sceptical about the process and results. We find there are environmental factors that influence academic administrators’ perceptions of academic evaluations and the ability to improve classroom instruction.