Victor A. Ginsburgh and David Throsby (eds.): Handbook of the economics of art and culture,volume 2     

Douglas J. Hodgson 《Journal of Cultural Economics》2016,40(4):547-551

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Science Education and Citizenship     

Don Metz 《Science & Education》2016,25(3-4):469-470

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Social media use in the career development of graduate students: the mediating role of internship effectiveness and the moderating role of Zhongyong     

Changqing He  Jibao Gu  Wei Wu  Xuesong Zhai  Jun Song 《Higher Education》2017,74(6):1033-1051

This paper proves that social media use can contribute in important ways to employability outcomes. Specifically, results from a survey of 196 recent graduate students in China indicate that social media use is positively related to employability skills. Internship effectiveness serve as a mediating mechanism through which social media use affects employability skills. Zhongyong has a moderating effect on the social media use-internship effectiveness relationship. In addition to the direct moderating effect, Zhongyong is found to moderate the indirect relationship between social media use and employability skills. We discuss implications of these results for research and practice.  相似文献   

Chemical composition and antioxidant activities of essential oils from different parts of the oregano     

Fei Han  Guang-qiang Ma  Ming Yang  Li Yan  Wei Xiong  Ji-cheng Shu  Zhi-dong Zhao  Han-lin Xu 《Journal of Zhejiang University. Science. B》2017,18(1):79-84

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Erratum to: Defining and measuring literacy: Facing the reality     

Manzoor Ahmed 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2011,57(1-2):197

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Tracing Darwin’s footprint in Greece’s literary milieu     

Costas Mannouris 《Metascience》2016,25(1):75-78

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ABSTRACTS     

Randall J. Van Wagoner 《Community College Journal of Research & Practice》2013,37(9):715-741

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Localized Representation of Formative Assessment in China: A Regional Study from a Sociocultural Perspective     

Qiuxian Chen 《Frontiers of Education in China》2017,12(1):75-97

Formative assessment originated and developed in a Western context. With its function of learning improvement being evidenced in research, formative assessment has been adopted in assessment initiatives in multiple contexts including that of China. Research, however, reveals that formative assessment as implemented in Chinese contexts is by no means equivalent to what is understood and implemented in the West; rather, in many cases, it is decontextualised and recontextualised, or culturally appropriated. This paper presents findings of a study which examined the culturally appropriated representation of formative assessment within eight universities in a mid-western province of China. Senior administrators in each university were interviewed face-to-face and individually to fulfill three purposes: (1) To clarify understandings of formative assessment in the area of college English education; (2) To explore the existing gap between formative assessment principles and their representation in College English Curriculum Requirements (CECR), and the gap between formative assessment initiatives at the national level and local contexts; and (3) To distill implications for policy-borrowing and effective implementation in the Chinese context.  相似文献   

Too much mike     

Jean K. Van Tassell 《Early Childhood Education Journal》1982,10(2):26-27

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‘Social Skills’: Following a Travelling Concept from American Academic Discourse to Contemporary Danish Welfare Institutions     

Annick Prieur  Sune Qvotrup Jensen  Julie Laursen  Oline Pedersen 《Minerva》2016,54(4):423-443

The article traces the origin and development of the concept of social skills in first and foremost American academic discourse. As soon as the concept of social skills was coined, the concern for people lacking such skills started and has been on the increase ever since (now sharing public attention with related concepts such as self-control, emotional intelligence and empathy). After the analysis of the academic history of the concept follows an examination of the implementation of a range of assessment instruments and training programmes related to social skills (and lack hereof) in contemporary Danish welfare institutions (more specifically, day nurseries and schools, employment and penal services). The analysis forwarded in the article thus demonstrates how an intellectual idea may develop and travel - and on its journey connect to pre-existing cultural logics and societal concerns. The idea of social skills has through its development been made uncontroversial – everybody wants to be skilful. The concept does, however, convey an individualistic view on social life and imposes a reflexivity over own performance on the participants. Further, its normative character contributes to a problematization of those who are perceived to lack these skills.  相似文献