个体在剪纸文化内涵认知方面的偏差研究

[目的/意义] 以剪纸作品为载体,通过探究不同个体在剪纸文化内涵认知上存在的偏差,了解在传统文化传播过程中导致个人对传统文化内涵认知的差异化的因素,以期能在传统文化的内涵识别、精准传播方面获得有益启示。[方法/过程] 通过眼动实验、问卷调查获取样本数据,采用方差分析判定影响个体对剪纸文化内涵认知的潜在因素。[结果/结论] 研究发现,文化程度、学科背景、对剪纸文化的了解程度、家庭文化氛围等因素会影响个体对剪纸文化内涵的识别,而性别则不会影响。在此基础上,就如何进行传统文化精准化传播给出建议。     

The Effects of Faculty Demographic Characteristics and Disciplinary Context on Dimensions of Job Satisfaction

This study applies Kalleberg’s framework to better understand the effects of diverse demographic faculty characteristics on dimensions of job satisfaction. We also extend his work and the work of others to explore the contextual effects of academic disciplines on faculty job satisfaction. We find that women are consistently less satisfied than their male colleagues and that the effect of being female varies by discipline on levels of job satisfaction. We also find race/ethnicity has mixed effects on dimensions of job satisfaction but the effects of race/ethnicity tend to be constant across discipline. Our findings hold important implications for those seeking to understand the experiences of college faculty from diverse demographic backgrounds.     

The Effects of Discipline on Deep Approaches to Student Learning and College Outcomes

“Deep learning” represents student engagement in approaches to learning that emphasize integration, synthesis, and reflection. Because learning is a shared responsibility between students and faculty, it is important to determine whether faculty members emphasize deep approaches to learning and to assess how much students employ these approaches. This study examines the effect of discipline on student use of and faculty members’ emphasis on deep approaches to learning as well as on the relationships between deep approaches to learning and selected educational outcomes. Using data from over 80,000 seniors and 10,000 faculty members we found that deep approaches to learning were more prevalent in Biglan’s soft, pure, and life fields compared to their counterparts. The differences were largest between soft and hard fields. We also found that seniors who engage more frequently in deep learning behaviors report greater educational gains, higher grades, and greater satisfaction with college, and that the strength of these relationships is relatively consistent across disciplinary categories.     

班级心理辅导提高初中生遵守纪律能力的实验研究

针对目前国内纪律问题严重,教师缺乏应对学生违纪行为有效方法的现状,结合纪律领域的研究成果,设计了《中学生纪律培养方案》,同时以班级心理辅导方式为学生开设每周一次的纪律教育课程,从预防和发展的角度对学生遵守纪律的能力进行培养。研究结果表明,《中学生纪律培养方案》有效提高了中学生遵守纪律的能力。     

数学观的内隐认知研究探析

学生的数学观由数学知识观、数学学习观和数学自我概念3部分构成.在数学教学改革和内隐社会认知大行其道的背景下,把内隐社会认知和数学观的研究结合起来,了解学生内隐的数学自我概念是必要的.采用内隐联想测验和刻板印象解释偏差这两种内隐认知测量方法测量学生的内隐数学自我概念是可行的.未来研究中还可以尝试用其它内隐认知研究方法研究数学观.     

Using conjoint analysis to examine bias in referral to a behavior intervention program

Research in the United States suggests that teachers view Black students' misbehavior as more likely to reoccur, but such research has not disentangled the effect of race from related factors. We used conjoint analysis to experimentally test the effect of multiple student characteristics on the chances of being referred for a behavior intervention program. Although preservice teacher participants were not more likely to refer Black students, they were more likely to refer students who had lower grades, lived in poverty, lived with a single mother, and had been retained. We interpret these results and highlight directions for future research and practice.     

守正与超越:教育技术学的边界与跨界

学科边界是学科的重要属性,教育技术学需要守正自身边界。教育技术学是教育技术的理论抽象,认识教育技术学的边界要先从认识教育技术边界开始。教育技术是一种客观存在,其边界的划定可以从教育技术本体和实践两个维度进行,教育理念和技术手段的不断变革和进步推动着教育技术边界的不断拓展。教育技术学是一个科学理论体系,不但具有知识属性,还承载着社会属性,并具有明显的“国籍性”。我国教育技术学的学科边界取决于其核心问题的理论关联度和教育技术学的主要研究话题。同时,学科跨界成为教育技术学超越自我的发展动力,这是由教育技术研究问题的复杂性和学科性质决定的。教育技术学应从学科封闭走向学科间性,这既要树立教育技术研究的问题意识,还要加强独立学科意识。学科意识既是学科跨界的起点,也是学科跨界的归宿。     

学科、专业与职业解析

本文将学科、专业与职业置于高等职业技术教育的人才培养模式的范畴里,从内涵、功能及相互关系的角度进行解析,阐述了学科、专业、职业在现代高职教育中提高学科能力和职业能力的重要作用,以及三者之间的相互依托、相互过渡、相互转化。     

从“重点学科”到“一流学科”:政策学习视角

从政策学习主体开放度与政策学习意愿两个维度,将政策学习分为封闭型、抵抗型、争议型和开放型四种类型。贯穿我国高校学科建设政策发展历程的学习主要为封闭型学习,表现为政策学习主体为政府部门主导的小范围的政策网络,政策学习的动因重在经验汲取和问题解决,政策学习的目标为基于满意原则的渐进变迁与局部调整。封闭型政策学习使得学科建设政策无法容纳新因素成长和制度创新的内部机制,无法实现政策的"范式转变",不能满足"一流学科"建设的需要。治理视域下"一流学科"建设应以开放型政策学习推动政策创新和政策范式的转换。     

Do gender and physical attractiveness affect college grades?

In this study, data on grades awarded for bachelor and master theses at a large Polish university were used to identify possible discrimination on gender or physical attractiveness. The focus is on the gap between the grades awarded by the advisor (who knows the student personally) and the referee (who typically does not, so that gender is less salient and attractiveness is not observable). This provides an excellent control for actual quality of the work, which is often problematic in previous literature. Observations on nearly 15,000 students are available, of which some 2600 also have their physical attractiveness rated and are included in the analysis. It can thus be checked if the advisor–referee grade gap depends on students’ gender and attractiveness, also in interaction with their genders. Based on stereotypes discussed in the literature one can hypothesise that females are treated relatively favourably by advisors (and males by referees). Likewise, it can be expected that physically attractive individuals’ advisors award them relatively high grades. Overall, we observe some evidence that females indeed get relatively high grades from advisors and no evidence of influence of physical attractiveness.