加强成人高等教育学籍异动管理的探讨

学籍管理工作是成人教育管理的核心,学籍异动是学籍管理工作的重要方面。随着计算机技术的快速发展,基于WEB的网络信息管理技术正快速渗入到教育管理的各个方面,信息化、网络化、现代化、规范化管理已成为学籍管理的必然趋势。传统的学籍异动管理模式和工作方式就显得与信息化机制格格不入,因此,针对目前学籍异动管理工作中存在的特点及问题,结合工作实际提出新的对策和思路,适应教育管理技术信息化的改革与发展,有着重大意义。     

试论成人高校实行学籍管理网络化的意义

成人高校学籍管理网络化是学籍管理向信息化管理发展的必然趋势,利用计算机网络等现代化技术,通过不断实践探索、总结经验,深入研究网络化管理的有效途径,使成人教育学籍管理向电子化、信息化和科学化方向发展。     

文章顶层结构对工科学生阅读记忆的影响

文章顶层结构在帮助读者保持阅读信息记忆方面能起很大的作用,读者运用文章顶层结构能帮助他们再现所获得的信息,加深阅读记忆。不同的文章顶层结构对工科学生的阅读记忆没有影响,对工科中的男女学生影响不同。原因可能是男生和女生所受到的训练模式以及思维模式上有差异,在文章顶层结构偏好上男女生也有差异。     

基于大学生社团的高校图书馆读者服务

大学生社团是由高校学生依据兴趣、爱好自愿组成并按照章程自主开展活动的学生组织,其成员人数众多、积极性高、有组织性、有很强的参与社会实践活动的需要。徐州医学院图书馆发挥自身优势,成功引进大学生社团参与图书馆的管理与服务创新,取得了较好的效果。大学生社团的参与不仅补充了馆员不足,推动了服务模式创新,促进了与读者的沟通,而且锻炼了大学生的能力,丰富了校园文化生活。     

美国公共图书馆志愿者网页调查与分析

本文借助网页调查的方式,收集整理了美国16所公共图书馆的志愿者网页信息,分析了其整体框架结构、具体信息组织、内部链接结构等内容,并归纳了6个共同点和3个特色,阐述了对我国公共图书馆网站志愿者网页建设的参考和借鉴意义。     

Transitioning to the Embedded Librarian Model and Improving the Senior Capstone Business Strategy Course

In collaboration with a strategy professor, a research librarian at a four-year SACS and AACSB-accredited Southern college transitioned from the one-time library instruction model to the role of an embedded librarian within a senior-level capstone course over a multi-year transition period. Through the use of multiple quantitative and qualitative assessment instruments, as well as anecdotal comments, and finally pre- and post-test student satisfaction and learning surveys, the library instruction and course requirements were revised. This course's implementation formed the basis of a campus-wide effort to embed librarians within on-campus and online/hybrid courses. Conclusions, discussion and areas for future research are included.     

The impact of teacher immediacy and perceived caring on teacher competence and trustworthiness

This research investigated the impact of teacher caring and teacher immediacy on student perceptions of teachers' credibility. While the results of the two studies conducted indicated the presence of strong main effects for teacher caring and immediacy and strong negative effects for teacher non‐caring and nonimmediacy on the various dimensions of teacher credibility (as hypothesized), significant interaction effects were observed between caring and nonimmediacy on both dimensions of credibility studied (competence and trustworthiness). In most cases, when teacher caring was low, whether the teacher was in the immediate or nonimmediate condition made no significant difference—both produced negative perceptions of teacher credibility. In contrast, when teacher caring was high, teacher nonimmediacy significantly lowered perceived credibility. Probing of the interaction results suggested that high verbal caring tends to soften the negative impact of teacher nonimmediacy. The results of these studies demonstrate that teachers should maintain high verbal caring to preserve their credibility in the classroom. Implications for teacher training and suggestions for future research are discussed.     

Assessing conceptual knowledge using similarity judgments

This study evaluates the validity of a similarity judgments test (SJT) for assessing conceptual knowledge. 89 high school seniors judged the semantic similarity of a set of concepts. The resulting scores are calculated using a correlational approach as well as the MDS and Pathfinder approaches, respectively. The validity of the SJT is estimated by comparing (a) the scores with the test scores resulting from a multiple-choice test, (b) the scores resulting from pre- and post-instruction, and (c) the scores of students with high vs. low expertise. Our results support the validity of the SJT and show that both the correlational and the Pathfinder approach outclass the MDS approach. Recommendations to evaluate the SJT are provided.     

Poverty & privilege: Primary school inequality in South Africa

The strong legacy of apartheid and the consequent correlation between education and wealth have meant that, generally speaking, poorer South African students perform worse academically. Although racial segregation has been abolished for 18 years now, schools which served predominantly White students under apartheid remain functional, while those which served Black students remain dysfunctional and unable to impart the necessary numeracy and literacy skills students should be acquiring by this level. The present study provides an overview of this dualistic nature of the primary education system in South Africa, with special attention paid to the bimodality of student performance. It argues that there are in fact two different education systems in South Africa and thus two different data-generating processes. These two sub-systems can be seen when splitting student performance by former-department, language, or socioeconomic status. The implications of such a dualistic schooling system are also elucidated, with special emphasis on government reporting and econometric modeling. The recently released SACMEQ III dataset is used for the econometric modeling. The study finds that when modeling student performance separately for the wealthiest 25% of schools on the one hand, and the poorest 75% of schools on the other, there are stark differences in the factors influencing student performance. Only five of the 27 factors are shared between the two models for mathematics, and 11 of the 30 factors for reading. This suggests a bifurcated system where the process which converts inputs into outputs is fundamentally different for each sub-system. Ultimately the paper has two logical conclusions: 1) Observing averages in South African education is uniquely misleading and overestimates the educational achievement of the majority of students, and 2) Modeling a single schooling system when there are in fact two school systems can lead to spurious results and misleading policy conclusions.     

Weighing the difference: the validity of multiplicative and subtractive approaches to item weights in an instrument assessing college choice decisions

The Admitted Student Questionnaire Plus (ASQ⁺) is a standardised measure that provides an analysis of the student's college selection process. Among other things, the instrument inquires about the importance of 16 college characteristics, followed by quality ratings of specific colleges that the student considered on these same characteristics. This study investigated the utility of importance weights in the assessment of college choice, examining how much the importance rating would improve one's ability to predict the student's actual college choice over and above what is possible with just the quality ratings. Another purpose of the study was to determine if importance ratings and quality ratings were independent of each other or associated in some way. Two types of weights were studied: (1) standardised weights created by averaging the importance ratings of the entire sample; and (2) subjective weights unique to each respondent. The weights were combined with quality ratings by either: (1) multiplying the quality rating by the importance rating; or by (2) subtracting the quality rating from the importance rating (gap score). Standardised weights did not improve prediction at all, and subjective weights only improved the predictability of college choice by a very miniscule amount (about 1%). Importance and quality ratings were found to be associated, especially in the ratings of the college that the student decided to attend. Some correlations were linear in nature, but many were non-linear, such that characteristics rated high or low were perceived as more important than characteristics assigned mid-range quality ratings. It was concluded that importance weights do not enhance prediction of college choice, but they may be useful for administrators in prioritising interventions.