近10年科技期刊办刊队伍建设研究综述   总被引：1，自引：0，他引：1  

李来福  刘莹娟  刘培一 《编辑学报》2014,26(6):532-538

从期刊主编、编委、学科编辑、审稿专家和经营管理团队等5个方面,对科技期刊办刊队伍建设进行了文献梳理和综述研究,归纳了各类办刊队伍的定位、作用、素质、责任意识和相关要求,并对各类办刊队伍建设的发展做了展望。  相似文献   

学习障碍初中生同伴交往结构特点研究     

刘金荣 《毕节师范高等专科学校学报》2014,(7):66-71

本研究选取学习障碍初中学生和与其对照的普通初中学生183名为研究对象,采用调查表和访谈提纲对初中生进行访谈和调查。研究结果表明,学习障碍初中生的交友范围整体比普通初中生广,部分同伴来源于网络和社会上的青少年;绝大多数的学习障碍初中生同伴社会圈子较小,同伴数量也明显比普通学生少;学习障碍初中生更喜欢找比自己年龄小者作为同伴;学习障碍初中生选择同性同伴的比率高于普通初中生,同伴结构相对单一。  相似文献   

基于同侪互评的在线学习评价研究综述     

马志强  王雪娇  龙琴琴 《电大教学》2014,(4):86-92

在线同侪互评是一种形成性评价策略。它通过学习者之间相互给予评分或反馈来改善学习成果,对学习者的学习成绩、态度及高阶思维能力等方面能够产生重要的影响。首先回顾了近10年来国际在线同侪互评的主要文献．从概念与内涵、程序与方法、系统与工具,以及效果与影响等四个方面综述了现有研究成果。而后,展望未来研究可能聚焦于：同侪互评与其他网络教学策略整合、同侪互评与教师评价结合运用、同侪评语分析等主题。  相似文献   

创新效能感在护理期刊审稿人科研能力与创新绩效间的中介效应及其对培养优秀审稿人的启示          下载免费PDF全文

谢文鸿 《编辑学报》2021,33(2):221-225

分析护理科技期刊审稿人创新效能感在科研能力与创新绩效间的中介效应,并探讨如何培养优秀审稿人,以优化审稿人队伍并提高护理科技期刊审稿人的审稿水平.采用一般资料问卷、创新效能感量表、科研能力自评量表及创新绩效量表,以网络发放方式对护理科技期刊审稿人进行调查.护理科技期刊审稿人创新效能感得分为(31.50 ±5.11)分,得分指标为78.75％;科研能力得分为(95.36±17.39)分,得分指标为79.47％;创新绩效得分为(33.60±4.47)分,得分指标为84.00％.创新绩效与科研能力及创新效能感总体呈正相关(r =0.495,r =0.741,均P＜0.001).多元线性回归结果显示,科研能力及创新效能感进入创新绩效回归方程(标准系数β=0.166 ～0.640,P＜0.05).护理科技期刊审稿人创新绩效处于中等偏上水平,创新效能感在科研能力与创新绩效间起到部分中介效应(中介效应为33.4％),通过举办护理科研学术沙龙、护理科研培训班、倡导知识共享等措施以提高其创新效能感与科研能力,进而提升其创新绩效;通过培养优秀审稿人以提高其审稿质量,进而提升护理科技期刊的论文质量及期刊影响力.  相似文献   

Passive,active, and constructive engagement with peer feedback: A revised model of learning from peer feedback     

《Contemporary educational psychology》2023

To deepen understanding of learning through peer feedback, the current study investigated the relationships between different peer feedback activities (organized into constructive vs active activities) and learning (i.e., transfer to new tasks), examining the nature of activities within provided feedback, received feedback, and revisions in response to feedback. Across five US high schools, 367 students in Advanced Placement classes participated, implementing common assignments and peer assessment rubrics. Provided/received comments and revisions in one assignment, and writing improvements observed in a second assignment were exhaustively coded and subjected to hierarchical model regression analyses. Results showed that constructive activities (providing explanations and making revisions after receiving explanations or providing suggestions) were consistently associated with learning, whereas passive (e.g., receiving feedback without making revisions) or active activities (e.g., implementing specific suggestions) were not. Further, the effects of received feedback on learning were mediated by the number of revisions. Theoretical and practical implications of the findings are discussed.  相似文献   

我国图书馆同业影响的实证分析     

范红霞  刘泽隆 《图书馆工作与研究》2011,(4):13-15

同业影响分析是在DEA模型研究基础上发展起来的,在评价相对效率优先的生产单元中有广泛应用。本文以DEA模型和同业影响分析为理论基础,选取我国31个省、直辖市、自治区省级公共图书馆的投入产出数据,应用DEAP软件进行计算和分析。结果显示:有5个地区的省级公共图书馆技术有效,其余26个地区省级公共图书馆技术无效且以5个有效省级公共图书馆中的1个或多个为同业目标。  相似文献   

Formative observation of teaching: focusing peer assistance on teachers’ developmental goals     

Steve Drew  Liam Phelan  Katherine Lindsay  Angela Carbone  Bella Ross  Kayleen Wood 《Assessment & Evaluation in Higher Education》2017,42(6):914-929

Peer observation of teaching can provide valuable insights into effective educational practices. By adopting a developmental focus, peer observation can also provide insights into how practices might be enhanced and, importantly, how enhancements in practices might be aligned to teachers’ development goals. However, a review of peer observation of teaching undertaken at Australian universities demonstrates that observation instruments and protocols typically do not explicitly afford alignment of peers’ observations with teachers’ developmental goals. Analysis of observers’ uses of popular peer observation instruments through the deployment of the Peer Assisted Teaching Scheme through multiple institutions across Australia has informed the development and trial of a novel observation instrument and protocol design that is aligned with observer use characteristics, and provides a focus on development goals. This study will be of interest to teachers and academic developers researching and implementing goal-oriented curricular and pedagogical development through peer observation.  相似文献   

同伴关系与幼儿的自我效能感发展     

丁艳芬 《黑龙江教育学院学报》2006,25(6):62-63

同伴关系为幼儿的自我效能感发展提供了丰富的信息来源,是影响学前期幼儿自我效能感发展的重要因素;与此同时,幼儿的自我效能感发展又会影响到幼儿同伴关系的确立和同伴之间的活动。  相似文献   

Peer tutoring in conceptual design     

G. K. Schleyer  G. S. Langdon  S. James 《European Journal of Engineering Education》2005,30(2):245-254

A peer tutoring scheme has been introduced into the Department of Engineering at the University of Liverpool to help 2nd year undergraduate students tackle conceptual design problems. Conceptual design is an iterative process consisting of a series of generative and evaluative stages, which gradually converge on a preferred conceptual solution. Students are generally less comfortable with the task of generating, evaluating and presenting ideas and this leaves them less able to tackle a conceptual design project without the help and intervention of available teachers or experts. Formally, the students were taught through lectures, coursework and critique sessions. Peer tutors were trained to facilitate group sessions whereby the students were able to discuss ideas, evaluate new concepts, generate solutions and learn to communicate more effectively within a non-threatening environment. The students developed problem-solving skills, became more confident and took more responsibility for their own learning. The peer tutoring process also had a positive effect on the tutors, who felt they had become more responsible and employable, improved their communication and leadership skills and deepened their own understanding of design, as a result of the peer tutoring experience.  相似文献   

What Students Think and Do in Classroom Teams When Peer Evaluations Are Highly Consequential: A Two‐Stage Study          下载免费PDF全文

Avan R. Jassawalla  Hemant C. Sashittal 《Decision Sciences Journal of Innovative Education》2017,15(2):219-247

The article presents findings from a two‐stage study that examined student perceptions of peer evaluations (PEs) conducted in undergraduate business classroom teams. In stage 1, we used qualitative research to identify constructs focal in students’ PE‐related cognitive schemas and developed grounded measurement scales and hypotheses about their relationships. Then, we implemented PEs in 17 sections of undergraduate business courses taught over seven semesters. The PEs were highly consequential; i.e., they entirely determined the grade each student received on her/his team project. At the end of each semester, we surveyed student perceptions and behaviors using measurement scales we developed after stage 1 of the study. We find that the knowledge of impending PEs leads students to exercise a great deal of care in terms of what they say and do while working with others. The higher levels of care trigger both impression management behaviors and perceptions that others are contributing more. The perceptions that others are contributing more seem instrumental in shaping students’ decision to contribute more themselves. Implications for instructors and future research are discussed.  相似文献