Investigation of potential gender bias in the peer review system at Reproduction     

Marie Biolková  Tom Moore  Karen Schindler  Karl Swann  Andy Vail  Lindsay Flook  Helen Dick  Greg Fitzharris  Christopher A. Price  Norah Spears 《Learned Publishing》2023,36(1):25-30

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以实验教学培养大学生之"大学精神"     

张宇  莫蓓莘  汪安泰  聂晓云  陈伟钊 《实验技术与管理》2011,28(11)

大学所传授的绝不应该仅仅是科学文化知识和能力,更重要的是在潜移默化中把"大学精神"的种子播在每个大学生心中,以期在走向社会的实践中,让这颗种子长成"参天大树".在大学生参加自然科学实验课程和创新实验的学习过程中,利用自然科学与生俱来的客观规律性和逻辑必然性,在大众化教育的基础上,以精英教育为主,师生互动引导大学生自我学习并领会"创造精神、批判精神和社会关怀精神"等"大学精神"的内涵,最终成为指引他们努力一生的精神力量.  相似文献   

质量管理体系评审在高职院校的实践研究     

周晓康  赵常学 《兰州石化职业技术学院学报》2011,11(4):75-77

质量管理体系评审是组织的最高管理者评价质量管理体系的适宜性、充分性、有效性和效率的重要方式,是质量管理体系改进循环中最高层次、非常重要的活动。基于ISO9000标准,以兰州石化职业技术学院为例,探讨了高职院校质量管理体系评审的方法,给出了高职院校有效进行质量管理体系评审的实施模式和方法。  相似文献   

自我同一性理论与测量研究述评     

苏文  向岭  张平平 《成都航空职业技术学院学报》2011,27(1):11-14

目前有关同一性测量的研究,根据其理论依据的不同可以分为两种取向：一是以玛西亚理论为基础,在探索与承诺两维度下的不断延伸与补充;一是以新的同一性理论如认同风格理论、认同资源理论、认同过程理论等为依据的测量。虽然,其理论点与测量重点不同,但他们的相互配合和补充更能解释青少年同一性形成过程中的不同方面的问题。  相似文献   

Interventions supporting baccalaureate achievement of Latinx STEM students matriculating at 2-year institutions: A systematic review     

Julie P. Martin  Nathan Hyungsok Choe  Jared Halter  Margaret Foster  Jeffrey Froyd  Maura Borrego  Erica R. Winterer 《科学教学研究杂志》2019,56(4):440-464

Numerous national reports have identified the importance of significantly improving pathways that begin with Latinx students enrolling in 2-year institutions and ultimately completing baccalaureate degrees in STEM fields at 4-year institutions. Many programs using multiple interventions have been designed, implemented, and studied to achieve this goal. To synthesize what has been learned from studies of these programs, this article presents a systematic review of published studies of programs designed to support Latinx student success in 2-year institutions and successful transfer to 4-year institutions, particularly for STEM majors. A total of 49 quantitative, 9 qualitative, and 16 mixed-methods studies published as reports, articles, or dissertations since 1980 were identified that met the criteria for the review. Studies covered a wide range of interventions, including mentoring, counseling, advising, study groups, tutoring, scholarships, orientations, career services, undergraduate research, articulation agreements, and transfer programs. Individually, these studies report positive influences on student success outcomes, including 2- and 4-year graduation, transfer to a 4-year institution, retention, and success in individual courses. However, the number of qualifying studies was surprisingly small, considering the importance of improving success of Latinx students and the length of time during which the problem has been repeatedly emphasized. Few interventions have been undertaken from explicitly assets-based perspectives or theoretical frameworks. The lack of explicit frameworks underlying interventions—combined with a sole/primary focus on students—suggests many interventions were approached from a deficit-based perspective. Further, the study found no pattern of replication studies that might confirm effectiveness of potentially promising interventions. Based on our analysis of evaluations presented in the studies, it does not appear that the research community has developed agreed-upon methods to evaluate commonly agreed-upon outcomes. Finally, no intervention has been sufficiently supported that widespread implementation could be recommended.  相似文献   

Reading from paper compared to screens: A systematic review and meta‐analysis     

Virginia Clinton 《Journal of Research in Reading》2019,42(2):288-325

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欧洲大学史的研究史     

于书娟 《大学教育科学》2011,(4):79-84

通过对欧洲大学史研究相关成果的梳理,本文把欧洲大学史的研究史划分为萌芽和起步、初步发展和专门的学科领域三个阶段。三个阶段的特征分别为:描述记录式研究、理性批判式研究和多维阐释性研究。我们应该借鉴欧洲大学史的研究,加强我国大学和高等教育等方面的相关史料建设,广泛吸取各学科史、专门史的研究者从多个角度对我国大学史和高等教育史进行研究。  相似文献   

Re-viewing quality of research on initial teacher education in Australia and New Zealand: a systematic review     

Qilong Zhang 《Asia-Pacific Journal of Teacher Education》2019,47(1):18-31

For over three decades, the discourse of quality has permeated the field of research, and there has been increasing policy interest for research assessment. In light of three conceptual perspectives and relying on a systematic literature review, this paper explores four non-traditional dimensions of criteria for assessing the quality of research on initial teacher education (ITE). The four dimensions are: innovative research questions; use for practice; research capacity building; and contribution to platforms and protocols. Covering empirical ITE research articles of Australia and New Zealand from January 2005 to October 2017, the review reveals that the majority of the articles meet most of the new criteria, which shows a different picture to that viewed through the traditional lens of research quality. The review is not intended to provide a ready-to-use framework for quality assessment of research on ITE but to exemplify the possibility that a long-contemplated, unconventional perspective on quality of research on ITE can be operationalised.  相似文献   

近三十年东亚地区音乐文化研究述评     

许源元 《海南师范大学学报(社会科学版)》2011,24(5):169-172

通过选取1980至2010年间发表的有关日本、朝鲜半岛和蒙古音乐文化研究的中文论著进行综述,阐述中国学者对东亚地区音乐文化研究所取得的成就和存在的不足,提出应尽快建立独立于民族音乐学之外的东亚地区音乐文化研究学科,使该领域的研究更加系统化、专业化,以促进世界各民族音乐的交流与发展。  相似文献   

20世纪90年代以来徽州宗族研究的回眸与展望     

张安东 《巢湖学院学报》2011,13(2):94-100

传统徽州是一个宗族社会,因此对徽州宗族的研究一直深受学界关注。20世纪90年代以来,学者们对于徽州宗族的产生与发展态势、徽州族产与宗族业权、徽州族谱与家谱、徽州宗祠、徽州宗族的社会控制、徽州宗族教育、徽州宗族婚姻、徽州宗族文化等问题均予以较为详尽的考察、分析和探讨。回顾和总结当前的研究状况,有利于今后的研究在更高层面上获得发展。  相似文献