Monitoring Classroom Behavior in Early Childhood: Using Group Observation Data to Make Decisions

Monitoring and evaluating classroom behavior in early childhood for the purpose of improving teaching and learning is critical. There is a clear link between social behavior and academic learning. Classrooms where students are following expectations, engaging academically, and transitioning effectively between activities are classrooms where students spend more time accessing instruction. In order to make efficient and effective decisions for class-wide supports, data should be collected on the class as a whole. With accurate data, interventions can be implemented for the whole group that will increase instructional time. In this paper we propose quick and efficient data collection methods for three key behaviors: following expectations, engaging academically, and transitioning amongst activities. With minimal disruption and effort, teachers can collect data that will enable them to support appropriate behaviors, ensure that students understand behavioral expectations, maintain an organized environment, improve positive interactions, and decrease the number of students needing intensive, individualized supports.     

一类时滞微分方程的ω-周期正解

考虑一类具有时滞的泛函微分方程x＇（t）=-a（t）g（x（t））x（t）＋λb（t）f（t,x（t-τ（t）））周期解的存在性问题,通过利用泛函分析方法研究此类方程,获得其周期解存在充分条件,得到两个新的定理,这些定理推广了已有的结果。     

Novice in secondary school – the coin has two sides

The aim of this study is to gain an insight into novice teachers’ diverse experiences. The study is conducted among nine beginning teachers in upper secondary school in Norway, and the research instrument was semi structured interviews. The main findings indicate that there are two sides of the coin of being a new teacher, positive as well as less positive aspects. The beginning teachers want to be recognised as who they are, new to the job, and on the other hand, they want to be accepted as fully qualified teachers. The two contradictory perceptions of themselves as professionals represent two sides of the same coin.     

气候系统中的反馈机制与气候的稳定性

在气候系统中,存在着很多的正负反馈机制．由于正反馈机制的存在,加之影响气候的外部因素的经常变动,以及大气的流体性质,使气候表现出不稳定性,同时,由于负反馈的广泛存在,从较长一段时间看,气候又具有一定的稳定性,而人则是现代气候不稳定的一个最重要因素     

如何让教育投入发挥正效应

我国政府宣布,将于2012年实现财政性教育经费支出占国内生产总值4%的目标。教育投入的增加,将为教育的改革和发展提供良好的外部环境。但要让新增的教育投入发挥积极的正效应,必须处理好教育投入与学校办学自主权、现代大学制度建设的关系,同时形成正确的“教育产出”观,以保证教育发展的正确方向。     

二元函数极值定理的一种新证法

本文利用二元连续函数的局部保号性及正（负）定矩阵理论，给出了二元函数极值充分条件定理的一种新证法．     

Between a growth and a fixed mindset: Examining nuances in 3rd-grade students’ mathematics intelligence mindsets

Children’s growth and fixed intelligence mindsets in mathematics are noted as important sources of mathematics motivation and achievement. Nuanced beliefs about the malleability of mathematics intelligence that lie between fixed and growth mindsets may also be important to consider for children’s mathematics learning, yet little is known about whether children endorse these in-between beliefs and how they fit in the popular growth and fixed mindset framework. In this study, we investigated nuanced mindsets in mathematics, which we term “mixed” intelligence mindsets, alongside fixed and growth mindsets in a sample of 698 third-grade students in the United States. Factor analyses using data from a newly developed mathematics intelligence mindset scale indicated good and similar fit of three multidimensional models. Two of these models included mixed mindset items, one with a combined growth and mixed mindset factor and another with a separated mixed mindset factor. Strong positive correlations were found between the growth and mixed mindset factors. Mathematics achievement had a moderate positive correlation with mixed mindset and a moderate negative correlation with fixed mindset. These correlations were both significantly stronger than the small correlation between mathematics achievement and growth mindset. Our findings suggest mathematics intelligence mindset is multidimensional and the addition of a mixed mindset aspect could improve the adequacy and precision of the conceptualization and measurement of the growth mindset dimension. In practice, mixed mindsets may provide teachers and parents with more flexible messages to present to children when encouraging them to engage in adaptive achievement behaviors in mathematics.     

企业知识员工长期薪酬激励的实证调查研究

采用调查问卷和走访座谈的形式,对焦作地区企业知识员工长期薪酬激励进行调查研究,分析影响知识员 工长期薪酬水平因素、长期薪酬形式和激励效果,为进一步完善企业知识员工长期薪酬激励提供思路。     

具有阶段结构的合作系统的收获模型

研究具有阶段结构的合作系统的收获模型,确定了正平衡点的存在性及全局渐近稳定性.     

具有分布滞量的微分方程的正周期解的存在性

通过使用Krasnoselskii锥不动点定理，研究了一类具有分布滞量的微分系统的正周期解的存在性。