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1.
高校合并过程中档案工作面临的问题与对策 总被引：2，自引：0，他引：2
高校合并给档案工作发展提供了机遇,也为档案工作提出了新的要求,如：原有的各学校档案怎么办？合并过程中职责不明、移交不清的现象怎样解决？合并后的高校档案材料怎样立卷？以及遗留问题怎样处理？等等。针对以上这些问题,首先要做好合并期间的档案收集工作;第二,强化文件材料的预立卷管理;第三,建立健全档案管理制度和严密的奖惩考核制度,这样才能保证并校后“并档”不致影响其他工作的正常开展,才能抓住机遇,创高校档案事业发展的新高潮。 相似文献
2.
高等学校科技档案日益丰富,但是科技档案工作普遍存在价值低估、管理制度缺位、专业化引导缺乏、科技泄密和知识产权争议等问题。为此,需要建设专兼结合的高素质档案管理队伍,提高科技档案的利用率;完善管理机制,增强科技资料归档制度的执行力;加大宣传力度,提升科技人员和档案管理人员的保密意识和能力;加强信息平台建设,提高科技档案管理信息化水平;开阔视野,构建高校科技档案资源共享系统。 相似文献
3.
Yaron Doppelt 《Learning Environments Research》2006,9(2):163-178
During recent decades, educational research has dealt with the contribution of the learning environment to the accomplishment of educational goals, such as improvement of academic achievement and motivation. In this research, an intervention program was implemented into the learning environment of science–technology classes at the junior high school level (Grades 7–9, 12–15 years old) in Israel. The intervention included a three-year workshop involving 224 hours each year. The teachers (N = 22) were required to reflect on their experiences using a portfolio that described their actual teaching experiences for relevant discussions at the workshop. Quantitative and qualitative tools were used to examine the teachers’ implementation of new teaching/learning and assessment methods or new subject matter, that were addressed by the workshop in their classes, and to identify learning environment characteristics and learning outcomes according to teachers’ perceptions. Differences were found between teachers’ and pupils’ perceptions of the impact of learning environment characteristics on learning outcomes. 相似文献
4.
Rachel Mamlok-Naaman Avi Hofstein John E. Penick 《Journal of Science Teacher Education》2007,18(4):497-524
We describe a workshop in which 10 teachers from 10 schools, located in central Israel, participated in the development of
alternative assessment tools in the context of implementing a new science curriculum for senior high-school students, namely
“Science for All” (an STS type curriculum). In order to assist a group of teachers (who began teaching the “Science for All”
program) in both teaching and assessment strategies, it was decided that the Department of Science Teaching at the Weizmann
Institute of Science would sponsor a workshop for them. An evaluation study was conducted during the workshop and at its completion.
The main goal of the study was to evaluate the outcomes of the workshop and to determine whether its objectives were attained.
The research tools consisted of (a) an attitude questionnaire administered to participating teachers, (b) structured interviews
with the teachers, (c) structured interviews with students, and (d) an attitude questionnaire administered to the students.
Based on the results of the questionnaires and the interviews, it seems that all the teachers who participated in the workshop
gained self-confidence in using the teaching strategies and assessment methods of this new interdisciplinary curriculum. The
interviews with students revealed that their active involvement in their own assessment improved their sense of responsibility
for their achievements. The variety of assignments enabled them to be at their best with certain assignments and to succeed
less with others. In conclusion, we found that running a new interdisciplinary curriculum requires a professional development
program that will stimulate teachers’ creativity and diversify the instructional strategies that they use in the classroom.
Such skills should improve their ability to understand the goals, strategies, and rationale of the curriculum, as well as
their students’ learning difficulties. 相似文献
5.
Bob Lingard 《The Australian Educational Researcher》2001,28(3):1-46
This paper is a reflection on the current policy moment in educational research in Australia in the context of globalisation. Set against a consideration of the emergent structure of feeling, the paper draws on three case studies of research to draw out some lessons for educational researchers and the research community. The argument is put that the dangerous ‘we’ of AARE needs to support increased funding for education and for educational research and, for the latter, to support a range of funding sources, types of research, methodologies and dissemination approaches. Increasingly there are pressures upon such eclecticism because of governmental attempts to ‘instrumentalise’ relationships between educational research and practitioner needs as perceived by governments. While such research is necessary, there is also a need within a democratic polity for research framed by agendas set by researchers that critiques government-directed developments. The paper argues there is a complex relationship amongst researchers and educational policy and pedagogical practitioners and as such the concept of ‘impact’ as applied to educational research requires substantial theorising. Contemporary research policy has tended to inhibit the dissemination of academic research to educational practitioners, while educational policy has tended, inappropriately in the argument of the paper, to construct teachers as the mere recipients of policy and research done elsewhere. 相似文献
6.
While audio recordings and observation might have dominated past decades of classroom research, video data is now the dominant form of data in the field. Ubiquitous videography is standard practice today in archiving the body of both the teacher and the student, and vast amounts of classroom and experiment clips are stored in online archives. Yet little to no research interrogates how this data partakes in the history of scientific cinema, assembling particular images of teacher and student bodies, nor how the digital nature of video devices might indeed challenge theoretical assumptions about social science more generally. This paper situates current video research practices within the history of scientific cinema and opens up the discussion about how these practices are linked to shifting structures of industrial labor. The paper uses the work of Gilles Deleuze – on art, cinema and the body – as a means of provoking the reader to consider new ways of working with the moving image. 相似文献
7.
This paper discusses an initial analysis of the form of Australian postgraduate scholarship over the last four decades in
relation to curriculum inquiry. The study forms part of an ARC funded project on the shifts and emphases of Australian curriculum
policy from 1975 to 2005 which seeks to contribute to understandings of how Australian curriculum has developed across states
and over time. Analyses of changing emphases within education thesis production are hampered by the lack of systematic and
consistent indexing of the theses, but within the criteria and methods we used, the thesis analysis elicited some tantalising
findings. These seem to show a changing focus away from curriculum study in the most recent decade of Australian postgraduate
theses, following three decades of rising interest in that area of education. But the study also demonstrated inherent methodological
and practical problems for doing the inquiry itself, in terms of (1) the ways we categorise and think about education as a
field; (2) limitations of the archiving and coding practices we have put in place to sustain a sense of our own history and
the need to improve these; and, (3) potentially, research assessment now in train, and its intention to categorise work via
“field of research” codes. 相似文献
8.
王艳玲 《南昌教育学院学报》2011,26(5):195-196
业务档案在图书馆工作中发挥着重要的作用。业务档案建设,对图书馆的科学管理和业务工作标准化建设,具有很强的推进作用。文章论述了业务档案规范化管理的必要性,以及档案的收集、归档、整理编目等科学管理方法。 相似文献
9.
高校照片档案是以一种特殊的信息记录载体成为高校档案的重要组成部分。通过分析高校照片档案收集的重要性,从高校照片档案的收集、整理、保管和利用等方面探讨其高校照片档案管理,为高校照片档案管理技术人员提供管理依据。 相似文献
10.
Professional Development of Physics Teachers in an Evidence-Based Blended Learning Program 总被引：1，自引：0，他引：1
Hana Berger Bat-Sheva Eylon Esther Bagno 《Journal of Science Education and Technology》2008,17(4):399-409
The present study examined continuity of learning between face-to-face and online environments in a “blended” professional
development program designed for 16 physics teachers. The program had nine face-to-face meetings as well as continuous online
exchanges between them through a website. The program focused on “knowledge integration” (KI) innovative activities in physics
classes using an “evidence-based” approach: The teachers implemented the activities, collected and analyzed data about their
practice and their students’ learning, and reflected on the evidence with their peers. Five reflective tools were used to
promote continuity: Your Comments, Hot Polls, Smashing Sentences, Hot Reports, and Mini Research. Continuity was assessed with regard to the ideas discussed by the teachers and the reasoning patterns that they employed.
Analysis of the online exchanges in relation to teachers’ face-to-face discourse revealed that the teachers discussed the
same ideas (KI, evidence and learner-centered pedagogies), employed the same reasoning patterns (e.g., forming generalizations),
and extended ideas in re-visitation. The online and face-to-face environments played different and complementary roles in
the teachers’ learning. This study shows that appropriate use of an online environment in a blended program can lead to a
continuous course of learning and can transform a “9 once-a-month-meetings” workshop into a “9-month” workshop. 相似文献
11.
尹泊生 《石家庄职业技术学院学报》2014,(3):61-63
档案归档准备工作是为收集和移交档案材料、整理档案及档案入库做好制度细则上安排。主要就档案管理要求、发布归档通知以及监督检查等方面提出了一些行之有效的管理方法和工作办法,以保证档案的完整性和有效性。 相似文献
12.
Duane F. Shell Gregory R. Snow Daniel R. Claes 《Journal of Science Education and Technology》2011,20(2):161-177
This paper reports results from evaluation of the Cosmic Ray Observatory Project (CROP), a student, teacher, scientist partnership
to engage high-school students and teachers in school based cosmic ray research. Specifically, this study examined whether
an intensive summer workshop experience could effectively prepare teacher—student teams to engage in cutting edge high-energy
physics research. Results showed that teachers and students could acquire enough knowledge about cosmic ray physics and self-efficacy
for conducting cosmic ray research during a summer workshop to be full participants in an SSP conducting research in their
schools, and a capstone anchoring approach using an authentic research activity was effective for motivating student engagement
in didactic classroom learning. CROP demonstrated “proof of concept” that setting up cosmic ray detector arrays in schools
run by teachers and students was feasible, but found that set-up and operation in a high-school was technically difficult. 相似文献
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15.
John O. Anderson Mei-Hung Chiu Larry D. Yore 《International Journal of Science and Mathematics Education》2010,8(3):373-388
This special edition of IJMSE focuses on the Programme of International Student Assessment (PISA) project now that it has
completed a full cycle of administration—reading, mathematics, and science—to look at ways in which PISA has been used in
participating countries and with what consequences, and to identify potential research and policy directions emanating from
this initiative. Articles were invited to (a) reflect international perspectives on the uses and consequences of PISA to date
and (b) speculate on future directions for research, curriculum, and policy using the PISA datasets. The introductory article
provides a brief overview of common aspects of PISA: Evolving definitions of reading literacy, mathematics literacy, and science
literacy; technical design of the instruments and data analysis procedures; the changing emphasis of administrations; and
recent research using the datasets. PISA, unlike other international assessments in reading, mathematics, and science, has
provided a fresh perspective on ‘what might be’ by decoupling the assessment from mandated curricula to focus on literacies
needed for a 21st century economy. This unique feature of PISA brings with it possibilities and cautions for policy makers. 相似文献
16.
Among the studies of the internal efficiency in higher education, most have focused on the scale of university (the economies
of scale), but little on internal operating efficiency in higher education, especially on the combined efficiency of outputs
(the economies of scope). There are few theoretical discussions or experimental research on whether teaching resources are
complementary with research resources, or whether resources in undergraduate cultivation are shared with those in postgraduate
training. In the background of the resource scarcity, it is significant to study the economies of scope in higher education
to realize intensive development of higher education. Based on the multiproduct cost function and the data of universities
attached to the Ministry of Education, this paper attempts to deal with the complementarities of resources used in undergraduate
cultivation, postgraduate training and research to find that universities produce these outputs without sufficient resource
sharing, the diseconomies of scope in postgraduate training is highest. As far as the quality of teaching and research are
concerned, diseconomies of scope of the outputs are great. The main reasons are as follows: poor distribution of facilities,
teachers and books, overlapping internal management systems, and the current postgraduate cultivation model. Therefore, relative
departments should take internal resource sharing in higher education into account when making the administration policy of
higher education.
__________
Translated from Beijing Shifan Daxue Xuebao (Shehui Kexue Ban) 北京师范大学学报 (社会科学 版) (Journal of Beijing Normal University (Social Sciences)), 2007, (2): 81–91 相似文献
17.
Policy as numbers: ac/counting for educational research 总被引：1，自引：0，他引：1
Bob Lingard 《The Australian Educational Researcher》2011,38(4):355-382
This paper provides an account and a critique of the rise of the contemporary policy as numbers phenomenon and considers its
effects on policy and for educational research. Policy as numbers is located within the literatures on numbers in politics
and the statistics/state relationship and, while recognising the longevity of the latter relationship, it is argued that the
governance turn and neo-liberalism have strengthened the role of numbers in contemporary education policy. This phenomenon
is situated in the contemporary ‘structure of feeling’, which sees politics reduced to managing the everyday and the evisceration
of a progressive imaginary. The paper then documents the impact within education, focusing both on the emergent global education
policy field and on the national agenda in Australian schooling and the related rise of ‘gap talk’, both globally and nationally.
The paper concludes by drawing out some implications for educational research, suggesting that we as educational researchers
are also being positioned by policy as numbers. 相似文献
18.
Trevor Gale 《The Australian Educational Researcher》2006,33(2):1-14
Academic engagement with higher education research policy in Australia, and with education policy more generally, is in crisis.
This time around, it is not just that our theoretical tools are blunt and irrelevant (Ball 1990), so are our politics. It
seems our attention has been so consumed by “what is policy” (Ball 1994a) and with challenging its claims to authority, that
we have missed or ignored imperatives to engage with its production. Even though some have attempted contributions, for the
most part we have been “coerced into an era of cooperation”. Getting ourselves out of this mess will take more than just better
theories and new politics. It will require a degree of cooperation, to advance a theory and practice of policy engagement
and to re-establish a field of education that resists the tendency to fragment and/or the temptation to defend itself “against”
policy. In this paper I attempt an assessment of where we are theoretically and politically with regard to education policy
and where we need to look to find new forms of policy engagement. By way of illustration, I draw on examples from AARE (the
Australian Association for Research in Education) and the Australian RQF (Research Quality Framework) although the analysis
is by no means restricted to these. 相似文献
19.
Libby F. Gerard Jane B. Bowyer Marcia C. Linn 《Journal of Science Education and Technology》2008,17(1):1-18
Reforms such as technology-enhanced instruction require principal leadership. Yet, many principals report that they need help
to guide implementation of science and technology reforms. We identify strategies for helping principals provide this leadership.
A two-phase design is employed. In the first phase we elicit principals’ varied ideas about the Technology-enhanced Learning
in Science (TELS) curriculum materials being implemented by teachers in their schools, and in the second phase we engage principals
in a leadership workshop designed based on the ideas they generated. Analysis uses an emergent coding scheme to categorize
principals’ ideas, and a knowledge integration framework to capture the development of these ideas. The analysis suggests
that principals frame their thinking about the implementation of TELS in terms of: principal leadership, curriculum, educational
policy, teacher learning, student outcomes and financial resources. They seek to improve their own knowledge to support this
reform. The principals organize their ideas around individual school goals and current political issues. Principals prefer
professional development activities that engage them in reviewing curricula and student work with other principals. Based
on the analysis, this study offers guidelines for creating learning opportunities that enhance principals’ leadership abilities
in technology and science reform. 相似文献
20.
Bev Rogers 《The Australian Educational Researcher》2003,30(2):65-87
Educational research has been criticised by governments and practitioners. For some politicians and policy makers, there is
a tendency to look for direct links between research and successful, effective and efficient practice. Research is needed
to inform their evidence-based practice as policy makers, and to provide the kind of research teachers need to base their
practice on the best available evidence for doing ‘x rather than y’ (Hargreaves 1996) or predicting the ‘size of the effect
of A on B’ (Blunkett 2000). There is no doubt that both teachers and policy makers do make decisions on a daily basis based
on some form of evidence. This paper explores Hargreaves’ notion of evidence-based practice, providing a range of criticisms.
It also examines Carr’s historical account of ‘praxis’ and ‘poiesis’ to suggest a notion of evidence-based praxis based partly
on the historical notion of ‘phronesis’ — practical wisdom. The basis for this is the argument that wise and practical ethical
and moral judgements are central to an understanding of teachers’ daily work. What to do in a specific educational situation
cannot be determined solely by theoretical beliefs or by ‘techne’. However the ethical dimension is not the only consideration.
The paper suggests that evidence-based praxis use Stenhouse’s notion of ‘actionable evidence’, which includes the ethical
dimension, but also Thomson’s concept of ‘thisness’, which describes the unique contextual characteristics of a school. If
disadvantaged schools can make some sort of difference to learning opportunities for students, it is argued that teachers
might engage in evidence-based praxis which involves them in reflecting on, and theorising what is happening in classrooms,
schools and neighbourhoods. This ‘praxis’ also involves them in modifying their theories, critically analysing ‘what works’,
questioning how they know and developing ideas about how things might be done differently. There will be an element of developing
knowledge about teaching and learning strategies (Hargreaves’ ‘body of knowledge’), but it will be in the context of the ethical
and moral dilemmas associated with education. It will take up the question of local differences as well as a realistic approach
to what constitutes actual school improvement. Evidence-based praxis is also essentially a collective activity not an individual
approach. Future development of the notion of evidence-based praxis might also include involving students in a more reciprocal
and open learning process like that highlighted by researchers who focus on student participation linked to school reform. 相似文献