Implementation of a collaborative data use model in a United States context

Collaborative data use requires educator capacity in moving data to action to address root causes of student underperformance. Implementation of the model used in the present study has proved promising in European countries for building educator capacity and addressing problems-of-practice, but this model has not been studied in the United States (US), where structural issues and accountability factors present different challenges. In the present study, we explored enabling and hindering factors of the implementation in an elementary school in the US to better understand how differences in policy and practice contexts influence collaborative data use. Organizational structures and some policies in the US hindered implementation. Drawing on our findings, we suggest shifting thinking around data use to accommodate for both short cycles of data use (for straightforward problems) and intentionally slow cycles for stickier problems; furthermore, nesting collaborative data use within high-priority initiatives may help mitigate barriers to future implementations.     

Numbers defy the law of large numbers

As the number of independent tosses of a fair coin grows, the rates of heads and tails tend to equality. This is misinterpreted by many students as being true also for the absolute numbers of the two outcomes, which, conversely, depart unboundedly from each other in the process. Eradicating that misconception, as by coin‐tossing experiments, should be incorporated early on into learning the law of large numbers.     

数学创新性教学的理解与实施

数学创新性教学是以数学课程内容为载体,以创新性数学教学活动为中介,以培养学生创新意识、创新思维、创新能力和创新精神为根本目的的教学。它具有最大创新可能性和最大生成性的基本特征。实施数学创新性教学有四条基本原则：氛围的宽松性、思维的主体性、时间的等待性和评价的激励性。常用基本教学策略有：创设典型性的问题情境;激励学生积极思考大胆猜测和引导知识的整合与分化。     

Actors’ misaligned interests to explain the low impact of an information system – A case study

The lack of success of information systems has been studied extensively. However, often only the implementation of an information system is studied without analysing the consequent effects on its adoption and later use. Our paper uses actor network theory to show how successful implementation and adoption can lead to a low level of later use and lack of achievement of the declarative goals. The same actors may form networks leading to a successful outcome in one particular situation but not in another. In such a way seamless implementation can hinder the subsequent use and hide problems from the management. An analysis of a case study of an information system's implementation, adoption and later use in a primary school allows a better understanding of the reasons for the subsequent low use.     

我国非政府组织的公共责任及其实现机制

非政府组织的产生是基于对社会公共利益和他人利益的关心和关注,它影响的是社会公共生活,承担的是公共责任。非政府组织公共责任的缺失会导致公共资源的浪费,损害公共利益。因此,必须加强非政府组织的公共责任。通过多元共治来实现非政府组织的公共责任。     

课改视角下的高中人工智能课程分析

"人工智能初步"选修模块是我国高中信息技术新课程的亮点之一,然而诸多因素导致了该课程的推进十分艰难。文章在分析我国高中人工智能课程现状的基础上,探讨了影响该课程推进的因素,最后对该课程的建设进行了反思。     

武术教学中隐蔽课程的特殊功能及实施研究

长期以来,隐蔽课程在体育教学中被有意或者无疑地忽视,通过文献资料法,论证了隐蔽课程和显性课程的本质、特征和功能。并把隐蔽课程有目的、有计划地纳入武术教学中,充分挖掘武术教学中隐蔽课程资源,从非智力因素方面对学生实施教育,使隐蔽课程和显性课程在武术教学中有机结合,形成更完整的武术教育,以拓展武术教育的研究方向。     

新时代公民道德建设的福建探索

?新时代公民道德建设实施纲要?是推动新时代公民道德建设的一个纲领性文件,为新时代推进公民道德建设提供了基本遵循。福建省作为全国首批新时代文明实践中心试点省份,从基层党建工作、社会主义核心价值观、道德建设领域、道德教育、道德养成和法治建设等方面开展了卓有成效的工作,逐步形成了围绕基层党建、人民利益、工作方式和地域特色为立足点的公民道德建设工作经验。福建新时代文明实践中心的经验是新时代公民道德建设与地方文化建设相结合的有益探索。     

教育行政处罚制度的实践特征、变革动因与发展路向 ——兼论《教育行政处罚暂行实施办法》修改

教育行政处罚制度改革是全面深化教育领域综合改革的重要组成部分,也是清除教育行政执法体制机制障碍的关键举措。以1998-2020年75个涉及教育行政处罚的司法案例作为样本,通过分析教育行政处罚决定书、裁判依据和判决结果的相关数据,发现教育行政处罚实践存在专门规章适用率不高、非法定违法情形普遍、执法行为规范化不足和司法对行政监督乏力等特征,凸显了当前教育行政处罚制度在规范体系、违法情形、处罚程序和处罚实施等方面存在的不足。当前,深化教育行政处罚制度改革,应以新修订的《中华人民共和国行政处罚法》通过为契机,以实践困境与诉求为出发点,尽快启动《教育行政处罚暂行实施办法》的全面修改,进一步增强规范体系的系统性,扩大违法情形的覆盖面,推进处罚程序的法治化和提升处罚实施的实效性。