Primary prevention of reading failure: Effect of universal peer tutoring in the early grades

Reading is typically considered a survival skill in our technology- and literacy-bound culture. Individuals who struggle with learning to read are at significantly elevated risk for a number of negative outcomes, including school failure, under- and unemployment, and special education placement. Thus, those who do not learn to read fluently will likely be a greater drain on society's resources. The authors examined the effects of a universal (school district-wide) implementation of a well-validated peer-tutoring reading intervention as a system-wide prevention measure in kindergarten through Grade 3 in a small metropolitan area in Canada. Results suggest that nearly all children demonstrated improved reading fluency over time. Yet those at highest-risk for poor outcomes, including those living in poverty and those who face learning challenges due to English as a second-language status or special education enrollment, did not make parallel gains to same-age peers in more affluent schools. Implications for educational policy are discussed.     

Teacher liking as an affective filter for the association between student behavior and peer status

This study investigated how peer perceptions of teacher liking and disliking for a student shape students’ social cognitions by moderating associations between the student’s peer-perceived social behavior and peer liking and disliking status. We studied individual teacher liking and disliking as well as classroom norms as moderators of individual and classroom-level behavior-status associations. Peer nominations of (dis)liking, being (dis)liked by the teacher, and prosocial and aggressive behavior were gathered from 1454 students (M_age = 10.60) in 58 fifth-grade classes in the Netherlands. Results from multilevel analyses showed the teacher made a difference in particular for those students who were at-risk of low peer status, that is, those students who were perceived by many of their peers to show aggressive behavior and by few to show prosocial behavior. These students were disliked less and liked more when they were perceived by peers to be less disliked and more liked by the teacher. Furthermore, the amount of disliking associated with overt and relational aggression differed across classrooms, depending on norms of teacher liking. These findings may help teachers to understand and improve an individual student’s peer status, and alter the behavior–status dynamics in their class.     

The role of the English learner facilitator in developing teacher capacity for the instruction of English learners

As a field, we have a limited understanding and a dearth of empirical research concerning the role of high school instructional coaches focused on English learners (ELs). This paper examines one EL facilitator’s work as an instructional coach and resource for supporting mainstream content teachers as they learn to meet the needs of adolescent ELs in one high school. This analysis is grounded within an examination of the influence of school structure and organization on the EL facilitator’s work and her role as a resource. Drawing on sociocultural learning theory, as well as literature on teacher leadership and instructional coaching, case study data from a year-long qualitative research project are analyzed. Implications for research, policy, and practice are discussed.     

科学家与产业合作的矛盾心理及其影响

本文选择矛盾心理这一社会心理学分析视角,首次提出科学家与产业合作的矛盾心理这一概念,并据此在合作创新的制度环境与微观行为之间建立起关联,拓展了跨学科讨论创新政策作用机制的研究。文中对科学家矛盾心理产生的主客观条件进行了深刻剖析,围绕矛盾心理对科学家与产业合作的行为选择的影响以及领导支持对矛盾心理与合作行为之间关系的影响进行了理论建构。论文在中科院下属获得产业界横向经费较多的前30家研究所中选取2854名科学家为样本展开验证分析。实证研究发现,矛盾心理程度越高的科学家,越不会与产业合作;科学家所在单位的领导者对科学家的矛盾心理和合作创新之间的关系发挥调节作用:如果领导比较支持产学研合作,则能够显著弱化矛盾心理对合作创新的消极影响。本文的研究发现对于政策制定具有两点重要启示:第一,从降低矛盾心理出发,关注创新政策的配套和衔接,避免逻辑上对立的政策打包共同作用于政策对象,造成政策对象的心理矛盾状态。第二,从激励科学家个人转向更加关注科研组织建设。组织已被证明比个人更长于应对协调张力和降低矛盾心理,所以,建立现代科研院所制度,发展出二元型科研组织——一方面开展探索性的基础前沿研究、另一方面开展面向产业需求的应用研究,应是深化科技体制改革的重中之重。     

扎根范式下虚拟企业战略演进过程及机理的研究

虚拟企业作为适应动态复杂市场环境的主要组织形式，其战略演进过程及作用机理是本文研究的核心问题。本文以三家典型企业为样本，采用中国管理扎根研究范式，发现了虚拟企业战略演进的两个过程：在市场环境影响下，领导者认知满足利益相关者的生存需求，形成虚拟企业初级阶段的战略；领导者认知满足利益相关者的成长需求，并积极响应市场环境，形成虚拟企业成熟阶段的战略。领导者认知是推动不同战略过程转变的关键影响因素。伴随领导者认知地位从被动向主动转变，战略演进过程呈现出“随行就市”和“造势入市”的特征。本文通过认知地图的方式结合战略演进过程的特征，构建出符合虚拟企业战略演进过程特征的动态连续“W”模型，形象深入地剖析了虚拟企业战略演进过程的内在动因与形成机理，为后续详尽的探究虚拟演进理论提供了可能的视角。     

历代大学校长“级别”考

历代大学校长一脉相传,都属于有较高＂级别＂的＂朝廷命官＂。汉代及汉代以前的大学虽然未设专门的校长,但代行校长之职的官员已具有一定的级别。西晋专设国子祭酒后,其级别总体上呈现由高向低的趋势：西晋、东晋和南朝为正三品,隋唐为从三品;唐代以后各朝国子祭酒,除元代为从三品外,宋、明、清诸代皆为从四品。历代大学校长级别是由大学政治地位决定的。唐代以后,大学校长级别的不断下降,是科举时代大学政治地位不断下降趋势的直接反映。     

在线实践社区中教师同伴互助活动的可视化

教师同伴互助活动的可视化有助于设计者对在线实践社区功能的反思和更精致设计的决策,对于参与在线实践社区同伴互助活动的教师而言,有利于识别教师同伴互助的行为模式、增加社区感、增强社会存在感、吸引教师的专注力和个人行为的反思与行动。对于研究的本身,为进一步的教师同伴互助行为的预测和挖掘奠定了基础。本文的目标是探究教师同伴互助活动可视化的思路、技术和方法。     

高校创新团队建设研究

本文从创新团队建设的意义入手,通过国内外创新团队建设研究现状,发现创新团队在建设进程中的问题,并针对现有问题提出切实有效的建议。     

从图书信息传播看高校图书馆读者组织的功用

在图书信息传播中,读者组织起到了意见领袖的作用,它促进了信息传播,提高了传播效率.注重组成成员年龄及知识结构的多元化、性格特征的多元化、媒介选择的多元化是加强和改进读者组织工作的有效方式.     

信息安全工作领导者培养问题研究

信息安全工作领导者作为国家信息安全保障事业发展的引领者和推动者,是我国紧缺及急需重点培养的人才。信息时代的信息安全工作领导者具有特定的内涵、特点与素质要求。针对当前我国信息安全工作领导者培养的现状及不足,基于我国国情及借鉴美国相关经验,积极采取切实有效的措施,以加强信息安全工作领导者培养,形成以政府为主导、高校和社会力量等多方参与的联动培养机制。