基于协同学的生态工业园不稳定现象的解释与对策     

张奔  戴铁军 《科技管理研究》2010,30(8)

针对生态工业园中出现的不稳定现象,从协同学的涨落、不稳定模、序参量三个角度,具体分析物质链接困难阻碍产业链网络化、生产环境变化触发原料隐性危害、管理模式变动迫使产业链重组这三种不稳定形式,提出了生态工业园经营者需要积累前人经验、全面采取预防和应对措施以避免园区中巨涨落的出现,结点企业任何变动需要从全局考虑、保持园区环境协调统一以抑制新的不稳定模的产生,前后两任管理者需要加强沟通、确保新旧管理模式方向一致以增强新旧序参量的兼容性这三项解决对策。  相似文献   

The growing (but still limited) importance of evidence in education policy and practice     

Amanda Cooper  Ben Levin  Carol Campbell 《Journal of Educational Change》2009,10(2-3):159-171

The last decade of education change has been characterized by the rise of evidence-based policy and practice agendas. Internationally, we are witnessing efforts to increase and incorporate research use in public services. This article examines efforts in education to address the research–practice gap through an emerging field we term knowledge mobilization (KM). We explore some of the controversy surrounding the use of ‘evidence’, outline national and international KM initiatives and consider some of the issues and challenges that arise from the increased interest in evidence and research use in education. We also assess the current state and desirable future directions of efforts to strengthen the role of research and evidence in education.  相似文献   

Paving a clear path in a thick forest: a conceptual analysis of a metacognitive component     

Anat Zohar  Adi Ben David 《Metacognition and Learning》2009,4(3):177-195

The concept of metacognition refers to one’s knowledge and control of one’s own cognitive system. However, despite being widely used, this concept is confusing because of several reasons. First, sometimes it is not at all clear what is cognitive and what is metacognitive. Second, researchers often use the same term, namely, “metacognition” even when they refer to very different aspects of this complex concept. Alternatively, researchers may use different terms to indicate the same metacognitive elements. Another foggy matter is the interrelationships among the various components of metacognition discussed in the literature. This conceptual confusion regarding the concept of metacognition and its sub-components calls for in-depth theoretical and conceptual clarifications. The goal of this article is to portray a detailed example of a conceptual analysis of meta-strategic knowledge (MSK) which is one specific component of metacognition. This specific example is used to draw a general model for conceptual analyses of additional metacognitive components. The approach suggested here is to begin with a clear definition of the target sub component of metacognition, followed by a systematic examination of this sub component according to several dimensions that are relevant to metacognition in general and to that sub component in particular. The examination should include an analysis of how the details of the definition of the target sub-component refer to: (a) general theoretical metacognitive issues raised by prominent scholars; (b) definitions formulated and issues raised by other researchers who have investigated the same (or a similar) sub-component and, (c) empirical findings pertaining to that sub-component. Finally, it should be noted that since metacognition is a relational rather than a definite concept it is important to situate the context within which the conceptual analysis takes place.  相似文献   

SELECTION BY ATTAINMENT AND APTITUDE IN ENGLISH SECONDARY SCHOOLS     

by John  Coldron  Ben  Willis  Claire  Wolstenholme 《British Journal of Educational Studies》2009,57(3):245-264

ABSTRACT:  This paper presents the findings from a study of the admission arrangements for all secondary schools in England. We sketch the history of selection, answer questions about the scale and extent of selection by attainment or aptitude including an account of partially selective schools, consider the similarity and differences between selection by aptitude and by attainment and analyse some of the issues associated with both kinds of selection.  相似文献   

System thinking skills at the elementary school level   总被引：1，自引：0，他引：1  

Orit Ben‐Zvi Assaraf  Nir Orion 《科学教学研究杂志》2010,47(5):540-563

This study deals with the development of system thinking skills at the elementary school level. It addresses the question of whether elementary school students can deal with complex systems. The sample included 40 4th grade students from one school in a small town in Israel. The students studied an inquiry‐based earth systems curriculum that focuses on the hydro‐cycle. The program involved lab simulations and experiments, direct interaction with components and processes of the water cycle in the outdoor learning environment and knowledge integration activities. Despite the students' minimal initial system thinking abilities, most of them made significant progress with their ability to analyze the hydrological earth system to its components and processes. As a result, they recognized interconnections between components of a system. Some of the students reached higher system thinking abilities, such as identifying interrelationships among several earth systems and identifying hidden parts of the hydrological system. The direct contact with real phenomena and processes in small scale scenarios enabled these students to create a concrete local water cycle, which could later be expanded into large scale abstract global cycles. The incorporation of outdoor inquiry‐based learning with lab inquiry‐based activities and knowledge integration assignments contributed to the 4th grade students' capacity to develop basic system thinking abilities at their young age. This suggests that although system thinking is regarded as a high order thinking skill, it can be developed to a certain extent in elementary school. With a proper long‐term curriculum, these abilities can serve as the basis for the development of higher stages of system thinking at the junior–high/middle school level. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47: 540–563, 2010  相似文献   

Book reviews     

Tina Rae  Ben Levy  Sarah Burcham  Sadie Westrup  John Finlay  Lisa Hawking 《Educational Psychology in Practice》2010,26(2):205-218

  相似文献   

《西州使程记》中的北宋初期高昌回鹘体育研究——兼论“一带一路”倡议下新疆体育文化的发展启示     

赵犇  王辉 《武汉体育学院学报》2018,52(11):36-42

《西州使程记》是记录北宋初期高昌回鹘社会文化风貌的重要史料。通过对历史文献和文物古迹的双向考证,对《西州使程记》中记载的体育娱乐活动进行研究,在此基础上提出“一带一路”倡议下新疆体育文化的发展启示。结果表明：《西州使程记中》所记载的体育娱乐活动有骑射、射物禳灾、苏幕遮以及优戏。《西州使程记》中的体育娱乐活动,反映出北宋初期高昌回鹘社会具有一定的经济发展水平、体现多元的文化形态以及深受宗教思想影响等特征。研究《西州使程记》中的北宋初期高昌回鹘体育,得到的启示是：“一带一路”倡议背景下,新疆体育文化的发展应避免宗教的干扰;应加强对外沟通和交流;新疆体育文化应当引起学界的更多关注;新疆体育文化的研究需注重文物保护和宣传工作。  相似文献   

Religious justification,elitist outcome: are religious schools being used to avoid integration?     

Tammy Harel Ben Shahar  Eyal Berger 《教育政策杂志》2018,33(4):558-583

Despite ongoing efforts to promote ethnic, racial and socio-economic integration, segregation continues to challenge education administrators and legal scholars. Privileged parents seeking to avoid integration employ various strategies such as attending private schools or buying houses in neighbourhoods with good school. This paper offers a combined empirical and legal research of another such strategy: the resort to religious schools. The research is conducted within one specific context, that of Israeli Religious State Schools. The empirical study examines whether “Torani” religious state schools (a category of religious schools that offer enhanced Jewish studies and a strict religious environment) induce socio-economic segregation. The findings indicate that “Torani” schools are indeed socio-economically segregated and serve children from higher socioeconomic class than regular religious state schools. It also shows that “Torani” schools are less reflective of their surroundings than regular religious state schools, and are more likely to be established by privileged parents in poor areas, where they are dissatisfied with the local state schools. The legal research offers an explanation of how legal regulation can determine whether religious schools will become a means for avoiding integration. Specifically, it points to three areas in which “Torani” schools are regulated differently than regular religious state schools – the rules regarding the establishment of new schools; the rules concerning school funding; and the rules concerning student enrolment – and argues that special treatment meant to protect religious interests is responsible for making “Torani” schools socially segregated.  相似文献   

Disruptive innovation,labor markets,and Big Valley STEM School: network analysis in STEM education     

Scott Ellison  Ben Allen 《Cultural Studies of Science Education》2018,13(1):267-298

A defining characteristic of contemporary trends in global education policy is the promotion of STEM learning in the primary, secondary, and tertiary sectors of education as a means to generate innovation and prosperity in the economy. Intertwined with common sensical assumptions about future labor markets and the transformative potential of technology in education, STEM has become a hegemonic discourse informing policy formation and educational practice. In Gramscian terms, the struggle over STEM as a discursive practice, between proponents of instrumental learning of marketable economic skills and those of education towards humanistic goals, reveals insights about the ideological characteristics of the push for STEM learning. This article explores the power dynamics behind the push for STEM learning as an ideological discourse propagated by global networks of elite policy actors and enacted by non-elite policy actors at the school level. The findings point toward a disjuncture between the discourse of elite policy actors in the US, the realities of STEM labor markets, and the actualization of this policy discourse into classroom practice. The implications of this study indicate that analyses of vertical power relations in network governance in STEM education should attend to the semiotics, materiality, and mutability of networked spaces.  相似文献   

校企合作与高校科研绩效：高校类型的调节作用          下载免费PDF全文

王晓红  张奔 《科研管理》2018,39(2):135-142

本文利用2007-2014年我国88所高校的面板数据,采用系统广义矩（Sys-GMM）模型方法,实证研究了校企合作活动对我国高校科研绩效的影响,以及高校类型的调节作用。研究结果表明：（1）校企合作对高校科研绩效的影响呈倒U型;（2）高校类型对校企合作与高校科研绩效之间的倒U型曲线关系具有显著的负向调节作用。本研究不仅丰富了产学研合作理论,同时对高校制定及完善校企合作政策提供了理论参考。  相似文献