Teachers’ conceptions of assessment: Comparing two inventories with Ecuadorian teachers

Teacher beliefs about the purpose of assessment matter to how assessment is implemented in classroom settings. Two different teacher conceptions of assessment inventories have originated separately in Spain and New Zealand. This study examined (a) the extent to which the models for each inventory could be recovered and (b) the relationship between inventories. Responses were obtained from 566 Ecuadorian primary and secondary teachers in two rounds of surveying. Results showed that with a few modifications both the Spanish and New Zealand models fit the data. Mean scores were strongest for improvement, caution, and societal control factors. Factor inter-correlations between the Spain and New Zealand models indicated that the teaching, certifying, and accounting domains were moderately correlated with accountability and improvement purposes, while societal control correlated with caution, and formative regulation correlated with irrelevance. These results are consistent with how teachers seem to conceive of assessment within strong examination systems.     

Short-term motivation trajectories: A parallel process model of expectancy-value

Motivation plays a critical role in human behavior and is particularly important during college, where a single class can make or break an academic career. The longitudinal research on expectancies for success and utility value primarily focuses on prediction or change over many years, rather than change over a short period of time. However, a single class in college can often be the difference between getting a degree or not. To better understand how motivation progresses in the short-term, we examined changes in expectancy and utility value simultaneously during a single college class. Both constructs declined during the class and showed significant variability across individuals. In addition, change in expectancy was strongly correlated with change in utility value, and the expectancy slope estimates were significant predictors of continuing interest. We discuss the need for a better understanding of short-term dynamic relationships between expectancies, utility value, and outcomes.     

Science teachers' conceptions of teaching and learning,ICT efficacy,ICT professional development and ICT practices enacted in their classrooms

This study assessed several precursors that might be connected to Information and Communication Technology (ICT) practices enacted in classrooms, namely, science teachers' conception of traditional versus constructivist teaching and learning, their sense of efficacy, ICT efficacy, and ICT professional development. Data were gathered from 303 science teachers. According to the results, constructivist conceptions exerted moderate effects on the teachers' sense of efficacy constructs, which in turn increased their ICT efficacy. Additional results pointed to the positive mediation role of teachers' ICT professional development in linking their ICT efficacy to ICT use for constructivist activities in their science classroom.     

面向语义网的本体学习技术和系统研究*

针对网络中存在的不同结构化程度的数据,探讨目前用于实现语义网的各种常见本体学习技术、方法及其可获得的本体元素、存在的问题,比较当前融合多种本体学习技术的本体学习系统,分析所采用的关键技术、适用的处理对象以及生成的结果描述。     

我国公益性社会体育指导员队伍结构调整与素质提高的现状及对策研究

公益性社会体育指导员队伍结构调整是促进其健身指导作用发挥的目的所在。其作用发挥的大小决定于队伍结构合理与否。研究分析表明,队伍结构调整是提高公益性社会体育指导员队伍素质的主要途径,但由于受种种因素的影响,当前应一方面注重队伍结构调整,一方面从提高队伍素质与作用发挥来弥补公益性社会体育指导员队伍结构的不合理之处。唯有如此,才能肩负起社会所赋予的宣传者、指导者与组织者的责任。     

中美苏战略大三角的结构现实主义分析

当今日中国一步步走向全球，再审视与当时两个超级大国同台共舞的点滴，显然在那段精彩演绎背后透露出的战略逻辑十分值得我们研究。以往对两国关系的研究多注重当前国际形势的分析及未来走向预测，较少涉及以历史的视角审视国家行为的根源。而本文从结构现实主义理论框架着手，通过对战略大三角的过程模式分析解读这一重大历史进程，并借助史实对战略大三角的形成，发展以及淡化来分析新现实主义在这一过程中的作用，不仅有助于我们正确地看待冷战以来虽饱经风雨却不断发展的两国关系，而且就未来进一步加深理解、拓宽合作以及提升双边关系不无裨益。     

《电子技术基础》课程试卷生成系统的设计

本文主要介绍了笔者所编制的（电子技术基础）课程试卷生成软件。结合介绍该软件的设计,重点讨论了试题库的结构模型、相应的试题数据库的设计和组卷算法。     

陕西省土地利用现状与土地资源合理开发利用研究

在以最新TM彩色合成图像为主要信息源编制成的陕西省1：50×104土地利用现状图的基础上,对陕西省土地利用现状的八大类型,利用数理统计方法,分析研究了土地利用现状特征、结构格局和分布规律,提出了合理开发利用途径。此研究为有关部门决策和制定区域土地利用总体规划以及指导农业生产提供了科学依据。     

Reconciling before educating? Narratives of conflict and peace among teachers in Côte d’Ivoire

While teachers are generally perceived as positive agents of change in post-conflict countries, recently researchers have started questioning teachers’ ability and willingness to teach ‘peace’ after conflict. The vast majority of these studies have been qualitative in nature. The current paper makes an important contribution to this debate by analysing quantitatively how teachers’ narratives of the violent past affect their teaching practices in Côte d’Ivoire, a country that emerged from violent conflict in 2011. Drawing on a survey conducted among secondary school teachers (n = 984) in Abidjan, we show that teachers remain sharply divided along ethno-political lines concerning their perceptions of the past conflict and current peace and reconciliation process. There also exists a potentially problematic relation between these narratives and teachers’ teaching practices: Teachers in support of the narrative associated with the current government seem much more willing to discuss their country’s violent past in the classroom than others.     

Sensation Seeking and the Integrated Model of Intercultural Communication Competence

There is a recent body of research that draws a connection between sensation seeking and intercultural communication. In the present study, the relationship between sensation seeking and variables that contribute to intercultural communication competence are explored in the context of the Integrated Model of Intercultural Communication Competence. Four hypotheses were proposed. Results from structural equation modeling supported two of the proposed hypotheses. Though there was no direct relationship between sensation seeking and ICC, the results supported previous findings that sensation seeking has a positive relationship with ICC in the presence of mediating variables. The implications of the findings are discussed.