基于元数据分析的地学共享数据资源现状研究

对国家科学数据共享工程中地球系统科学领域数据资源的元数据信息进行抓取和处理,从不同的角度进行统计分析,展现当前地球系统科学领域已共享科学数据资源的基本情况,然后重点研究了科学数据资源的采集、生产和发布机构的特征及地域关系。结论表明:此领域科学数据的共享已具有一定的数据采集、生产和发布流程,相关机构及数据涉及的研究区域分布也形成一定的特征,但已共享科学数据资源量比较小,对科学数据的管理和共享处于初级阶段。     

The Non-Tested Years: Policy’s Impact on Early Childhood Curriculum

Early childhood and elementary education emerged from a variety of knowledge and research bases. Tensions emerged as they were brought together in a unified public kindergarten through 12th-grade educational system. This review describes how standards and accountability policies have exacerbated tensions between early childhood and elementary curriculum and instructional approaches and impacted the voice and role of early childhood educators. We argue that this is a critical time for understanding and addressing these issues.     

“No Excuses” in New Orleans: The Silent Passivity of Neoliberal Schooling

Abstract

Drawing on ethnographic data, this article critically analyzes pedagogy in “no excuses” charter schools in New Orleans. Employing Ladson-Billings's framework for culturally relevant pedagogy, the author describes the level of academic rigor, cultural competence, and critical consciousness development across classrooms. This study provides empirical evidence that within a market-based system, the purpose of schooling shifts toward the production of assessment data at the expense of culturally relevant practices.     

从学生错误看影响顺利完成交际的文化因素

文化差异通常是阻碍交际能力发挥 ,引起交际障碍的因素 ,要防止和减少由此导致的文化错误 ,不仅要在语言教学中融入文化教学 ,还必须弄清楚那些文化因素需要在教学中优先导入。本文主要对中国学生常犯的几类典型文化错误进行归纳分析 ,从中找出最经常、最直接影响语言交际的文化因素     

网络信息资源管理模式——元数据

在数字图书馆建设中，元数据是网络信息资源组织的一种新工具．文章提出了元数据的3种格式，4种类型，讨论了元数据在网络信息资源组织中的应用．     

企业的知识流动机理及优化途径分析

企业开展技术创新活动必然会存在知识流动，但优质的知识流动并不是自然而然的行为。因而。有必要研究企业内部与企业间的知识流动机理，发现其流动过程中的主要障碍性因素。从而优化其流动机制，推动知识流动，在知识的流动中实现知识的价值和知识的增值，并最终达到提高企业核心竞争力的目的。     

A metasynthesis of the complementarity of culturally responsive and inquiry‐based science education in K‐12 settings: Implications for advancing equitable science teaching and learning

Employing metasynthesis as a method, this study examined 52 empirical articles on culturally relevant and responsive science education in K‐12 settings to determine the nature and scope of complementarity between culturally responsive and inquiry‐based science practices (i.e., science and engineering practices identified in the National Research Council's Framework for K‐12 Science Education). The findings from this study indicate several areas of complementarity. Most often, the inquiry‐based practices Obtaining, Evaluating, and Communicating Information, Constructing Explanations and Designing Solutions, and Developing and Using Models were used to advance culturally responsive instruction and assessment. The use and development of models, in particular, allowed students to explore scientific concepts through families’ funds of knowledge and explain content from Western science and Indigenous Knowledge perspectives. Moreover, students frequently Analyzed and Interpreted Data when interrogating science content in sociopolitical consciousness‐raising experiences, such as identifying pollution and asthma incidences in an urban area according to neighborhood location. Specific inquiry‐based practices were underutilized when advancing culturally responsive science instruction, though. For example, Using Mathematics and Computational Thinking and Engaging in Argument from Evidence were infrequently encountered. However, culturally responsive engineering‐related practices were most often connected with these, and thus, represent potential areas for future complementarity, particularly as the United States embraces the Next Generation Science Standards. In considering innovative directions for advancing equitable science education, several possibilities are discussed in light of the findings of this study.© 2017 Wiley Periodicals, Inc. J Res Sci Teach 54:1143–1173, 2017     

Raising the Bar: Using Coaching Conversations to Address Issues of Low Expectations for Students in Urban Settings

Abstract

Two instructional coaches explore the effectiveness of targeted coaching conversations to address teachers' perceptions of their students' capacities. In this study, the researchers focus on how specific questions can promote teachers' metacognition of underlying biases held toward their students. Researchers also explore the implications for curricular practices when teachers are prompted to address conceptions of ability.     

“You have to know the past to (blog) the present:” Using an Educational Blog to Engage Students in U.S. History

In this study the authors investigate whether a whole-class educational blog could facilitate culturally relevant instruction and authentic intellectual work in U.S. history. Qualitative data were collected and analyzed that included student comments posted to an educational blog, classroom observations, and follow-up interviews. Based on the analysis, the authors determined four major findings: (a) Students were able to engage in historical analysis while working in the blog environment when it was focused on a single source and included a hard scaffold; (b) when students situated the activities in relevant cultural experiences, they were able to better use their prior knowledge;(c) a variety of affordances related to blogging encouraged and supported students as they completed their work; and (d) the blogging activities were constrained by the limits of students’ literacy and historical skills, and the limits of technology.     

Comparative School Marks of September and January Junior High-School Entrants

ABSTRACT

The author used an explanatory mixed methods research design. The first phase involved the collection of quantitative data to examine the nature of preservice teachers’ (N = 192) culturally responsive teaching self-efficacy beliefs. Follow-up face-to-face interviews were carried out with a subsample selected from Phase 1 participants. These interviews were used to identify the types of culturally responsive teaching self-efficacy-forming experiences that preservice teachers encountered during their teacher education program and the perceived influence that these experiences had on the development of their self-efficacy beliefs. The face-to-face interviews uncovered disparities among preservice teachers regarding the aspects of culturally responsive teaching that were discussed, modeled, and practiced. The theoretical and practical implications of this study are discussed.