发挥留学人员作用发展高新技术企业     

中国苏州留学人员创业园 《研究与发展管理》2000,12(1):58-61

留学人员是我国科技发展的一支重要力量 ,充分发挥好这支队伍的作用是加快我国科技发展 ,赶超世界科技先进水平的一个重要途径。我国改革开放以来 ,有近 30万人负笈海外求学 ,逾1 0 0多个国家和地区 ,其中有不少已学有所成。随着我国政治、经济、社会的发展 ,近两年来回国干一番事业的留学人员越来越多。这种情况下 ,如何充分发挥他们的知识才能 ,最大程度地满足他们报效祖国的一片赤子之心 ,加快我国现代化科技和经济建设 ,成为我们在实际工作中不断探索总结的领域。在教育部和科技部的支持和指导下 ,于 1 998年 2月依托已有的“苏州高新技…  相似文献   

Academic Language Instruction for Students in Grades 4 Through 8: A Literature Synthesis     

Adrea J. Truckenmiller  Jiyoon Park  Arfang Dabo  Yi-Chieh Wu Newton 《Journal of research on educational effectiveness》2019,12(1):135-159

Academic language, which is characterized by the words and structure of the language of schooling, is an important teachable component of academic achievement. When compared to other strong predictors of academic achievement (e.g., decoding, fluency, vocabulary, comprehension), academic language is not as well understood or explicitly taught in schools. The purpose of this literature synthesis is to identify the instructional practices that currently have the best evidence to improve academic language and broader academic achievement outcomes. The most prolific study of academic language instruction occurs with English learner samples. In the current study, we sought high-quality empirical intervention studies conducted with English learners. We describe the components of instruction that explicitly address academic language skills, and we describe the impact on outcomes for English learner students as well as their English-only peers.  相似文献   

“I am Out of My Comfort Zone”: Self-study of the Struggle of Adapting to the Professional Identity of a Teacher Educator     

Jared Allen  Meredith Park Rogers  Rebecca Borowski 《Studying Teacher Education》2016,12(3):320-332

It is often assumed that graduate students will develop as teacher educators simply by participating in a doctoral program. However, research has shown that doctoral students find the shift from teaching K-12 to preparing teachers to be a difficult transition. Within the context of a doctoral program community of practice established specifically for the purpose of examining this transition through self-study research, we sought to understand the shift in identity of a novice teacher educator working as an early field experience instructor with elementary science and mathematics preservice teachers. Our findings indicate that the process of self-study research, when supported within a community of practice, offered Jared the opportunity to recognize different aspects of his shifting professional identity, the dominance of particular aspects of his identity in certain situations, and the impact this was having on his students’ development as teachers. Developing this awareness of his adapting professional teaching identity from a classroom teacher to a teacher educator should help as he continues to develop his knowledge and skills working with teachers in different contexts and at different grade levels. Implications for how teacher education programs could better support the professional identity development of novice teacher educators through the use of a self-study focused community of practice are discussed.  相似文献   

Aggressor/victim subtypes and teacher factors in first grade as risk factors for later mental health symptoms and school functioning     

Jong -Hyo Park 《Asia Pacific Education Review》2006,7(1):108-119

In a sample of 244 first graders, we identified four subtypes of children based on multi-informant measures of victimization by peers and aggression toward peers: aggressive victims (AV), non-victimized aggressors, non-aggressive victims, and non-aggressive, non-victimized (i.e., normative) children. We examined the differences between the aggressor/victim groups concurrently and two years later in third grade in terms of both mental health symptoms (severity and directionality) and school functioning (academic competence and school engagement). AV showed the worst results for mental health, academic competence, and school engagement concurrently and two years later. The role of first-grade teacher experience and education in predicting third-grade outcomes was also the subject of examination. Significant interactional effects were found between both AV and teacher experience and education. Most notably, the education level of first-grade teachers interacted with AV status to predict school engagement, such that the least engaged students at third grade were AV whose first-grade teachers had no schooling beyond a bachelor’s degree.  相似文献   

Technological requirements of profile machining     

PARK Sangchul CHUNG Yunchan 《浙江大学学报(A卷英文版)》2006,7(9):1461-1466

INTRODUCTION Many products, from automotive body panels to television consoles, are designed with sculptured surfaces, and all rely on sculptured surface machining technology for the production of the dies and moulds used in manufacturing. Since the quality of machining is no better than the quality of its tool path, generating an accurate tool path in an efficient manner has been investigated by numerous researchers. Profile ma- chining refers to the milling vertical surfaces de- scribed …  相似文献   

A Web-based machining process monitoring system for E-manufacturing implementation   总被引：2，自引：0，他引：2  

SHIN Bong-cheol KIM Gun-hee CHOI Jin-hwa JEON Byung-cheol LEE Honghee CHO Myeong-woo HAN Jin-yong PARK Dong-sam 《浙江大学学报(A卷英文版)》2006,7(9):1467-1473

INTRODUCTION Recently, the application of the information technology into manufacturing fields gets more and more importance on the whole manufacturing shop floors. Currently, many researches reflect the effec- tiveness of knowledge-based production system re- lated to the exchange and management of various manufacturing information using information tech- nology via the Internet in order to increase the com- petitive power of industries. This research suggests a Web-based machining proce…  相似文献   

Early Education Essentials: Validation of Surveys Measuring Early Education Organizational Conditions     

Stacy B. Ehrlich  Debra Pacchiano  Amanda G. Stein  Maureen R. Wagner  Sangyoon Park  Elizabeth Frank 《Early education and development》2019,30(4):540-567

Research Findings: The Early Education Essentials surveys use teacher and parent perceptions to measure 6 organizational conditions of early childhood education programs, extending and complementing existing measures of early childhood care and education (ECE) quality constructs. This study tests the reliability and concurrent validity of the Early Education Essentials in 81 school- and community-based ECE sites in a large Midwestern city selected using a stratified random sampling method. Using a Rasch item response theory model, scales were created; theory and exploratory factor analyses combined scales into higher level constructs called essentials. Multilevel models took into account individual measurement error to create site-level essential scores and assessed relationships between programs’ essential scores and site-level teacher–child interactions scores and student attendance. Findings suggest that the Early Education Essentials is reliable in multiple ECE settings; it is sensitive to site-level differences; and some, but not all, organizational conditions measured are associated in expected directions with site-level metrics indicative of center-based ECE quality. Practice or Policy: The Early Education Essentials has the potential to provide leaders and practitioners with actionable data about organizational supports that enable ECE practitioners to be more effective in their daily work with children and families.  相似文献   

Reading,Writing, and English Course Pathways when Developmental Education is Optional: Course Enrollment and Success for Underprepared First-time-in-College Students     

Chenoa S. Woods  Toby Park  Shouping Hu  Tamara Bertrand Jones 《Community College Journal of Research & Practice》2019,43(1):5-25

Academic underpreparedness is an issue for many first-time-in-college students, particularly those entering community colleges. Whereas many underprepared students enroll in developmental education, research has indicated that traditional remediation may not increase students’ chances for success. Therefore, states and colleges have begun to implement new course placement strategies to increase the accuracy of initial course placement and new instructional approaches to better serve their developmental students. Specifically, in 2013, the state of Florida passed Senate Bill 1720 which redesigned developmental coursework and placement policies across the Florida College System. The reform lifted developmental education placement exam testing and course enrollment requirements for certain exempt students, irrespective of prior academic preparation or achievement. The current study focuses on these exempt students—those who had the option to bypass developmental education—who were also underprepared, and their initial course selection and subsequent success in their gateway (introductory college-level) English course. Using statewide student-level data and logistic regression techniques, the results indicated that level of preparation was related to students’ course enrollment and gateway English course success. Students slightly underprepared in reading or writing were more likely than severely underprepared students to enroll in the gateway English class, relative to a developmental reading or writing course. In reading and writing, slightly underprepared students were more likely to pass English, relative to severely underprepared students. The authors consider the findings in light of recent national changes to developmental education and offer recommendations for policy and practice.  相似文献   

Dynamic characteristics of mental models and dynamic visual displays     

Ok-Choon Park  Stuart S. Gittelman 《Instructional Science》1995,23(5-6):303-320

Mental models are hypothetical constructs for explaining human cognitive processes of understanding external reality, translating the reality into internal representation and utilizing it in problem solving. Three experiments were conducted to investigate important characteristics of mental models, their influence on task performance, and instructional strategies facilitating their formation. The experiments were conducted in computer-based training environments designed to teach troubleshooting electronic logic circuits. The results suggested: (a) dynamic characteristics of mental models are important for solving problems if understanding functional behaviors of the system is required to perform the task; (b) dynamic characteristics of mental models are determined primarily by subjects' understanding of the system features and functions more than by the visually presented training contents of the system; and (c) motion simulating system functions in visual displays is more effective than static visual displays in facilitating the formation of dynamic characteristics of mental models. Consequently, dynamic visual displays are more effective than static visual displays for teaching electronic troubleshooting skills. These findings provide direct implications for the development of training programs.  相似文献   

Predicting student evaluations of teaching using decision tree analysis     

Eunkyoung Park  John Dooris 《Assessment & Evaluation in Higher Education》2020,45(5):776-793

Abstract

This study uses decision tree analysis to determine the most important variables that predict high overall teaching and course scores on a student evaluation of teaching (SET) instrument at a large public research university in the United States. Decision tree analysis is a more robust and intuitive approach for analysing and interpreting SET scores compared to more common parametric statistical approaches. Variables in this analysis included individual items on the SET instrument, self-reported student characteristics, course characteristics and instructor characteristics. The results show that items on the SET instrument that most directly address fundamental issues of teaching and learning, such as helping the student to better understand the course material, are most predictive of high overall teaching and course scores. SET items less directly related to student learning, such as those related to course grading policies, have little importance in predicting high overall teaching and course scores. Variables irrelevant to the construct, such as an instructor’s gender and race/ethnicity, were not predictive of high overall teaching and course scores. These findings provide evidence of criterion and discriminant validity, and show that high SET scores do not reflect student biases against an instructor’s gender or race/ethnicity.  相似文献