教师的教学效能感与自我提升

教学效能感是教师在教学活动中对其能否有效地完成教学工作、实现教学目标的能力知觉和信念,它是解释教师教学动机的关键因素,它影响着教师对教育工作的积极性,影响着教师对教学工作的努力程度,以及在遇到困难时的坚持程度等方面.因此,对教师教学效能感的含义、结构、功能、特点和影响因素以及如何进行自我提升加以系统和深入的研究与分析,为教育教学改革的顺利开展提供相应的参考,尤为重要.     

四种药剂防治酢浆草岩螨药效试验

利用10%叶螨净WP（自制）、5%噻螨酮EC、10%浏阳霉素EC和10%溴虫腈SC共4种农药对酢浆草岩螨进行田间药效试验.结果表明：速效性最好的是10%叶螨净WP 1000倍液,药后5 d的校正防效为78.8%;试验药剂的长效性均较好,药后15 d,10%叶螨净WP 1000倍、2000倍液,10%浏阳霉素EC 1000倍、2000倍液的校正防效均达到了100%,5%噻螨酮EC 1000倍、2000倍液,10%溴虫腈SC 1000倍、2000倍液的校正防效也均超过了96%.     

网络自主学习行为特征与大学英语学习效能分析

网络多媒体技术在英语学习中的广泛应用给学生自主学习实践提供了很好的平台,但在实际应用中却难以达到理想的效果。学习者在网络自主学习中不同的学习行为特征会因各种因素影响着大学英语网上学习效能,分析网络环境中学习行为特征和学习效能的关系可以引起学习者和教学者的重视,对网络自主学习更好地辅助大学英语学习起到积极的作用。     

博士后工作满意度及其影响因素的实证分析：基于《自然》全球博士后的调查数据

中国博士后群体在规模不断扩大的同时,亦面临着生存境遇、学术发展与自主独立等现实挑战,但学界缺乏从内部与系统角度研究其工作满意度及影响因素。为推动相关制度改革、提升博士后群体工作满意度,基于2020年《自然》的全球博士后调查数据,在满意度指数模型的理论框架下采用结构方程模型分析发现,全球样本博士后工作满意度指数得分为63.16分,处于基本满意阶段。其中,组织保障、合作导师支持和工作期望能显著正向预测博士后工作满意度,且合作导师支持的总体效应较高;工作期望不仅可以直接预测博士后工作满意度,还通过组织保障与合作导师支持两个中介变量对博士后满意度产生间接影响,而组织保障通过影响合作导师支持发挥链式中介效应;不同性别、流动方式与工作年限的博士后具有差异化的工作满意感知。由此,中国相关博士后政策制度应明确其职业地位,提升组织保障水平,加大合作导师支持力度并关注不同博士后的现实需求。     

Teacher efficacy in Teaching and Teacher Education

The author reviews twelve of 111 articles focusing on teacher efficacy published in Teaching and Teacher Education since 1985. The twelve articles are placed in three sections that include a) instruments, factor analyses, and cultural influences, b) participants, contexts, and teacher instruction, and c) teacher wellness. These sections offer research and studies from various teacher efficacy investigators that share insights, understandings, and interpretations. The selected TATE articles provide a plausible (expanding) sphere of growing and developing research and studies in teacher efficacy.     

中学生班级集体效能感、学业自我效能感与学业成绩的关系研究

通过对1773名中学生施测班级集体效能感量表(CCEI)和学业自我效能感量表,探讨中学生班级集体效能感、学业自我效能感与学业成绩之间的关系。经统计结果表明中学生在班级集体效能感水平上中等偏上,在学校类型、年级、是否班干部、是否独生子女、生源以及用功程度这几个变量上存在显著差异;回归分析表明,部分人口学变量、学业自我效能感变量对于班级集体效能感具有显著的预测作用;进一步结构模型分析发现,班级集体效能感对学生的学业成绩具有正向预测作用,学生自我效能感对学生的学业成绩也具有正向预测作用,且对学生班级集体效能感也具有正向预测作用。     

中文版数学焦虑量表的信度和效度研究

Betz编制的数学焦虑量表(MAS)在国际上得到了广泛使用,中文版MAS具有较高内部一致性信度、分半信度和重测信度;探索性因素分析的有关结果证明MAS包含两个主要的因素,验证性因素分析表明双因素结构的模型数据具有较优的拟合指数;MAS和MSES的相关课程分量表存在较高相关,表明量表具有较好的预测效度;就MAS的预测效度而言,证据仍显单薄.     

Academic optimism: an individual teacher belief

In this study, academic optimism as an individual teacher belief was investigated. Teachers’ self‐efficacy beliefs were measured using the short form of the Teacher Sense of Efficacy Scale. One subtest from the Omnibus T‐Scale, the faculty trust in clients subtest, was used to measure teachers’ trust in students and parents. One subtest from the Organizational Climate Index was used to measure academic emphasis. Pupil Control Ideology was used to measure teachers’ beliefs about classroom management. Constructivist teaching subscale of the Teacher’s Belief Survey was used to measure teachers’ instructional beliefs and practices. Organizational Citizenship Behaviour Scale was used to measure teachers’ citizenship behaviour. Life Orientation Test was used to measure dispositional optimism. The findings indicated that teachers differed in the extent of their academic optimism. The findings also indicated that teacher’s sense of academic optimism is positively and significantly related to student‐centred teaching, citizenship behaviour and dispositional optimism. The findings further indicated that student‐centred teaching beliefs, dispositional optimism and citizenship behaviour emerged as significant predictors of individual teacher’s academic optimism. Lastly, the findings revealed that teaching phase is the only teachers’ biographical variable that is a significant predictor of academic optimism.     

The Future for Information Professionals: Back to the Future

ABSTRACT

This paper explores the changing role of the information professional in a dynamic environment in which technology, resources, information needs, and user expectations change very rapidly. The author's conclusion is that while some of the roles of traditional librarians may be disappearing, there are plenty of opportunities for proactive information professionals in the new information environment. There are new services, new expertise, and new job titles. Businesspeople recognize that technology is not everything; the human factor, a person to select, filter, and analyze information, is critical. Information brokers and library fee-based service staff stand at the forefront of this new environment, because they are already used to employing and continually improving these vital skills.     

Similarity and difference in fee-paying and no-fee learner expectations,interaction and reaction to learning in a massive open online course

The new pedagogical opportunities that massive open online course (MOOC) learning environments offer for the teaching of fee-paying students on university-accredited courses are of growing interest to educators. This paper presents a case study from a postgraduate-taught course at the Open University, UK, where a MOOC performed the dual role of a core teaching vehicle for fee-paying students and also as a “free-to-join” course for open learners. An analysis of survey data revealed differences between the two groups in respect to prior experience, knowledge, expectations and planned time commitment. The nature and experience of interaction was also examined. Fee-paying student feedback revealed four conditions in which MOOCs could be considered a pedagogic option for taught-course designers. These are: when there is a subject need; when used to achieve learning outcomes; when there is acknowledgement or compensation for the financial disparity; and when issues of transition and interaction are supported.