技术成熟度评价方法在省级重大科技专项管理体系中的定位研究------基于广东实践的思考

本文结合广东省重大科技专项中期评估的实际工作,研究了技术成熟度（TRL）在省级科技项目评估中的应用方法,建立基于TRL方法的一般评价规则,并针对不同的科技项目类型,给出了评价标准与实施方案。该方法将项目关键技术的当前状态、较立项状态提升的程度,以及与项目目标预期状态的距离,有助于及时掌握项目关键技术的实施进展情况,发现潜在的技术风险。广东省重大科技项目中期评估首次尝试采用TRL方法,作为一般省级科技项目的应用参考。     

基于eGRI指数的我国电子政务发展现状研究

文章利用电子政务准备度指数(eGRI)体系框架,在分析我国电子政务的准备实施程度、应用现状和发展潜力基础上,探讨了我国电子政务发展与应用相对滞后的制约因素,并着重从如何提高电子政务公共服务的交付能力、持续改善信息基础设施环境与提高公众信息素养三个方面,提出了促进我国电子政务快速发展与应用不断深化的实施策略.     

The contributions of ‘hot’ and ‘cool’ executive function to children's academic achievement, learning-related behaviors, and engagement in kindergarten

Executive functioning (EF) refers to higher order thought processes considered foundational for problem-solving. EF has both ‘cool’ cognitive and ‘hot’ emotional components. This study asks: (a) what are the relative contributions of ‘hot’ and ‘cool’ EF to children's academic achievement? (b) What are the relative contributions of ‘hot’ and ‘cool’ EF to learning-related classroom behaviors and observed engagement? (c) Do learning-related classroom behaviors and observed engagement account for the relation between EF and achievement? For a sample of 173 kindergarteners, cool EF predicted math achievement, learning-related classroom behaviors, and observed engagement. Hot EF did not predict any achievement or behavior outcomes when examined concurrently with cool EF. Children's classroom behavior did not account for the relation between cool EF and math achievement, suggesting cool EF and math performance are directly associated.     

Learning through working: a case study of Chinese college students in South Korea

This qualitative case study was designed to provide an understanding of the work experience of Chinese college students in South Korea. A growing number of Chinese students are coming to South Korea for college education, and their aspirations for better work materialize into work experiences in South Korean businesses. In-depth interviews were conducted with five Chinese students to investigate their learning experience at local workplaces. The Chinese students' work experience not only led them to a deeper understanding of local culture and language, but also gave them integral learning within an experiential, situated learning environment.     

宁夏南部山区农村儿童的入学准备状况及其影响因素

本研究以宁夏南部山区218名农村儿童为被试,运用《儿童入学准备综合测评工具》(SRTB-CV)和《儿童家庭教育环境调查表》考查其学龄前阶段入学准备发展水平及家庭环境的作用。结果发现:(1)宁夏南部山区农村儿童的入学准备严重不足,且没有表现出随年龄发展的成熟效应和性别差异,回族儿童的入学准备水平显著低于汉族儿童;(2)家庭经济水平、父母受教育程度对被试的入学准备有重要影响;(3)宁夏南部山区农村当前的学前教育对当地儿童的入学准备状态没有显著贡献。     

Pre‐school Verbo‐sensory Motor Status as a Predictor of Educational Life‐courses and Self‐perceptions of Young Adults

During a 15‐year longitudinal study, 31 Finnish students (risk group) who had been identified as having deficiencies in reading and writing readiness at pre‐school through the German Breuer–Weuffen Differentiation Test were compared with their peers (n = 62) in order to study long‐term differences that emerged at the starting point of the study. In 1999, the students in the risk group were found to achieve significantly lower final school grades and they also had lower perceptions of their own scholastic competence. In 2005, students in the risk group perceived themselves as less competent than their peers in social acceptance, sense of global self‐worth areas and in the strength‐perceptions related to mathematical thinking, learning skills, and self‐regulation. Path analyses showed that verbo‐sensory motor status measured at pre‐school age had long‐term effects on participants’ educational life‐course and global self‐worth. Possible explanations of the findings and implications for early identification are discussed.     

Family and social risk,and parental investments during the early childhood years as predictors of low-income children's school readiness outcomes

Using data from the National Early Head Start (EHS) Research and Evaluation Project (N = 1851), the current study examined relations among cumulative family and social risk, assessed during infancy and the preschool years, and children's prekindergarten achievement, self-regulatory skills, and problematic social behavior, testing if these associations were mediated through two sets of family processes–responsive parenting practices and the provision of language stimulation and literacy practices. Structural equation modeling results highlight the significance of the timing of children's experience of risk in predicting school readiness competencies. Risk exposure during infancy was observed to be most detrimental for children's school readiness skills and was partially mediated by risk exposure during the preschool years and family processes, assessed during toddlerhood and the preschool years. Moderation analyses revealed no difference in the strength of relationships among the study variables by EHS assignment or by race/ethnicity.     

‘They call me wonder woman’: the job jurisdictions and work‐related learning of higher level teaching assistants

This paper reports on an in‐depth interview study of the roles, job jurisdictions and associated learning of higher level teaching assistants (HLTAs). This role has the core purpose of covering classes to enable teacher release for planning, preparation and assessment. HLTAs’ individual job jurisdictions are described and discussed as are implications for their knowledge and practice. The HLTAs are found to have wide‐ranging job domains and, sometimes, unexpected involvements which mean they have to improvise practice. The study acknowledges that these HLTAs are being creatively managed and deployed by head teachers for the sake of teachers and schools. However, they are, at times, required to take on planning and cover duties which are beyond their knowledge and training with a likely impact on children’s learning. Given their training and experience it is asked if covering classes to release teachers is the most effective use of their abilities and time.     

Students’ experiences of clinic‐based learning during a final year veterinary internship programme

This study investigated veterinary students’ experiences of clinic‐based learning (CBL) during a comprehensive final year internship programme. Open‐ended surveys (n = 93) were used to gather qualitative data about students’ conceptions of what is learned during CBL and their approaches to learning in clinics. Phenomenography was used for detailed analysis of the variation evident in students’ responses. Relationships between qualitative differences in students’ conceptions and approaches were then evaluated using quantitative statistical analysis. Links to achievement during final year were examined. Close associations were found between the quality of students’ experiences of CBL and achievement during the internship programme.