Teacher Induction: An Empirical Study of Knowledge,Skills and Attitudes of Beginning Teachers     

William H. L. Young 《Asia-Pacific Journal of Teacher Education》1979,7(1-2):42-46

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吉林省21世纪高校图书馆开放式运行机制研究   总被引：3，自引：0，他引：3  

刘贵富  孙红艳  满玉敏 《情报科学》2001,19(6):582-583,623

本文分析了高校图书馆传统运行机制，同时结合吉林省情况对21世纪高校图书馆的开放式运行机制进行了研究探讨。  相似文献   

城市居民能源消费行为低碳化的心理动因——以江苏省徐州市为例     

芈凌云  顾曼  杨洁  俞学燕  刘玥 《资源科学》2016,(4):609-621

为了更好地引导城市居民的能源消费行为向低碳化转变,促进中国节能减排目标的实现,本文以"计划行为理论"和"价值-信念-规范理论"为基础,建立了城市居民能源消费行为低碳化的心理动因理论模型,以江苏省徐州市的城市居民为调查对象,获得710份有效的城市居民调查问卷,运用结构方程模型,对理论模型进行了实证检验。研究结果显示:(1)城市居民的低碳行为意愿是导致其实施低碳化能源消费行为的最直接心理动因,对行为各维度的作用强度均较高,因此,要引导居民实施低碳化的能源行为,激发其低碳行为意愿是关键;(2)居民的主观规范、知觉行为控制、利他价值观通过影响低碳行为意愿而间接驱动行为,其中主观规范的作用最大,利他价值观的作用最小,生态价值观的作用则不显著;(3)居民的低碳意愿向低碳行为的转化过程,受能源价格感知和能效产品经济性的正向调节,并且更多地转化为购买型低碳行为,对习惯型节能行为的作用相对偏弱;(4)家庭收入、家庭规模、住宅产权和家庭类型对居民能源消费行为低碳化有显著影响。  相似文献   

建立信息产业综合指标体系的思考     

罗曼 《情报杂志》1994,13(3):25-27

在对信息产业加以界定的基础上,建立起了信息产业综合指标体系,用量化的方法对信息产业的发展水平进行描述。  相似文献   

Assessment for learning in the accountability era: Empirical evidence from Scotland     

Carolyn Hutchinson  Myra Young 《Studies in Educational Evaluation》2011,37(1):62-70

In many European languages, the words ‘assessment’ and ‘evaluation’ are synonymous, but in English the two terms are used differently. Educational ‘assessment’ is learner-focused and part of professional pedagogy, relating directly to the accountability of practitioners and schools to learners and their families. Educational ‘evaluation’ is understood to be a parallel and linked process, relating to the quality of national policy and of provision and practice in establishments, part of accountability to the wider public. In Scotland, assessment policy has been focused on aligning ‘assessment for learning’ and ‘assessment for accountability’ for nearly a decade and policy guidance has been based on the principle that formative and summative uses of information can apply as well to system evaluation as to school-based assessment. Self-evaluation has been increasingly emphasized, promoting better understanding of the role of continuous review in supporting and improving education. In theory, the two processes of assessment and evaluation should align without difficulty as ‘intelligent accountability’ and together should act as a powerful driver for improved educational outcomes. However, achieving alignment in practice, which requires good professional relationships and mutual trust in different communities of practice, as well as shared understanding and expectations, has proven to be very hard to achieve. This article will show the progress that has been made with alignment; indicate where there have been difficulties and why; and suggest that several important factors need to be acknowledged if alignment is to be achieved.  相似文献   

Are the Effects of Student–Faculty Interaction Dependent on Academic Major? An Examination Using Multilevel Modeling     

Young K. Kim  Linda J. Sax 《Research in higher education》2011,52(6):589-615

Using multilevel models, this study examined whether and why the strength of association between student–faculty interaction and student cognitive skills development varies across academic majors. The study utilized data from the 2008 University of California Undergraduate Experience Survey (UCUES) and a sample of 43,014 students from 119 academic majors across nine campuses. The results indicate that the impact of interaction with faculty on students’ cognitive skills development significantly varies by academic major. Findings also suggest that some aspects of departmental climate can potentially magnify the effects produced by student–faculty interaction.  相似文献   

Peer reviewers learn from giving comments   总被引：1，自引：0，他引：1  

Young Hoan Cho  Kwangsu Cho 《Instructional Science》2011,39(5):629-643

Research on peer reviewing has revealed that comments received from peer reviewers are helpful when it comes to making revisions in an individual’s writing, but the role of providing comments to peer writers has been little explored despite the potential value of such research. In this study, we explored how student reviewers learn by reviewing peer drafts in the context of reciprocal peer reviewing. Undergraduate students in an introductory physics course participated in this study as part of their course activities. Participants wrote technical research drafts, reviewed three or four peer drafts, and revised their own drafts in the SWoRD system. A total of 3,889 comment segments were analyzed in two dimensions: (a) evaluation (strength vs. weakness) and (b) scope (surface, micro-meaning, and macro-meaning). We found that providing weakness comments for micro-meaning and strength comments for macro-meaning improved the reviewers’ writing qualities. In addition, reviewers’ initial writing skills and the quality of reviewed peer drafts influenced the types of comments given. The results are discussed, along with their implications for improved writing through reviewing.  相似文献   

抑癌基因PTEN载体构建及在LOVO细胞中的表达   总被引：1，自引：0，他引：1  

徐宁  李曼  黎小琼  赵学芹  何敏  黄宪章  庄俊华 《实验技术与管理》2011,28(5):37-40

目的:构建抑癌基因PTEN的表达载体并在LOVO细胞中表达。方法:从人外周血中提取总RNA,通过RT-PCR扩增出PTEN基因片段,将PTEN基因连入pLenti6/V5载体。测序鉴定后,经脂质体转染入LOVO细胞,对细胞株进行RT-PCR和Western blot检测。结果:DNA测序证实pLenti6/V5-PTEN表达载体为阳性克隆;该表达载体转染LOVO细胞后上调了PTEN mRNA和蛋白的表达。结论:成功构建了pLen-ti6/V5-PTEN表达载体,为进一步研究PTEN在LOVO细胞中的功能奠定了基础。  相似文献   

基于认知发展理论的公共图书馆儿童阅读推广服务策略研究     

王满 《河北科技图苑》2020,33(2):54-57,47

认知发展理论对公共图书馆开展儿童阅读推广服务具有重要影响。文章基于皮亚杰认知发展理论,阐述儿童认知发展不同阶段对阅读体验的需求,提出公共图书馆儿童阅读推广服务策略:根据儿童认知发展阶段特征,开展分级阅读推广服务;应用认知发展理论,指导儿童阅读推广服务工作;融入游戏设计,打造儿童阅读推广品牌活动;寻求多元化合作,探寻儿童阅读推广服务新路径。  相似文献   

北魏《韩玫墓志》四题     

赵满 《中国国家博物馆馆刊》2020,(2):47-56

北魏正光五年(524年)《韩玫墓志》所载志主家世、家族郡望及其生命后期的仕宦抉择颇有价值。《韩玫墓志》所载高祖韩苟、曾祖韩元兴,即《魏书·韩茂传》之韩耆、韩茂。韩茂家族并非如姚薇元先生所说出自匈奴族,而应是先被赫连夏政权吸纳,后又进入北魏政权的安定地方汉人豪强。孝文帝定姓族后,韩玫家族进入新门阀序列,志主韩玫即凭依门第入仕。门阀化后的韩玫家族舍弃旧贯,攀附南阳郡望,入唐以后其后裔又改以昌黎为郡望,由此可见北朝隋唐间郡望兴衰之于身份认同的意义。从韩玫生命后期的仕宦抉择,可以窥见高阳王元雍与正光政局关系之一端。  相似文献