小学教师课堂教学设计能力发展特点及影响因素

运用作品分析、调查、访谈等研究方法,对小学教师这一特殊群体进行分层随机抽样调查与研究。研究结果表明,小学教师选择与运用教学媒体、编制教学目标、分析教学对象的能力明显低于选择与运用教学方法、分析教学任务、评价教学结果的能力;学校类型、教师学历、教龄是影响小学教师教学设计能力的3个主要因素。     

Effects of reinforcement and response-cost history on instructional control

The present study compared the effects of reinforcement or punishment versus no additional consequences for instruction following on instructional control and subsequent rule-governed insensitivity. In two experiments, adult participants were presented with repeated choices between a short progressive-time schedule and either a fixed time-schedule or a longer progressive-time schedule. In Experiment 1, three groups were given an initially accurate instruction relative to the direct contingency. A control group experienced no additional consequences for compliance with instructions, whereas compliance resulted in additional points for a second group, and noncompliance led to the subtraction of points for a third group. In a subsequent phase, instructions became inaccurate and there were no additional consequences for compliance or noncompliance for any group. Consistent with previous results, rule-governed insensitivity was observed in all participants. Experiment 2 employed the same procedure, except instructions were inaccurate throughout all sessions, and compliance in the subsequent phase resulted in diminishing points per session. Reinforcement for following instructions increased instructional control and subsequent rule-governed insensitivity. This increase was maintained even after the termination of additional consequences, a result that supports theoretical suggestions that a history of reinforcement for complying with instructions and rules is an important factor in rule-governed insensitivity.     

Working for the Hierarchical System: The Role of Meritocratic Ideology in the Endorsement of Corruption

Corruption has a wide range of corrosive effects on societies, but it is widespread throughout the world. There is a question, however, as to whether corruption is endorsed as an outcome of a legitimate hierarchy and meritocracy. To address this issue, the present study examines the associations between meritocratic ideology and the indicators of corruption by performing two empirical studies with correlational and experimental designs. In Study 1, all variables were measured with scales, and the results demonstrated that meritocratic ideologies were negatively associated with corruption perception but positively associated with corrupt intention. In Study 2, meritocratic ideology was manipulated, and the results demonstrated that compared with the low meritocratic‐ideology condition, the participants primed by the high meritocratic‐ideology condition reported a lower corruption perception but higher corrupt intention. In both studies, the findings suggest that the meritocratic ideology that motivates people to maintain and bolster the current hierarchical structure and meritocracy leads to the endorsement of corruption. The present study explores the roles of meritocratic ideology in the perception and intention of corruption, extends the scope of the predictive power of system justification theory to corruption beyond mere injustice‐related aspects of disadvantage, and also provides suggestions for interpreting and fighting against corruption.     

先前知识、超文本层次深度和类型对低结构化信息搜索的影响

探讨先前知识、超文本层次深度和类型对低结构化中文信息搜索的影响。采用2(先前知识)×8(文本组织形式)的被试间设计,以平均搜索时间和迷路指数为因变量。结果发现:(1)先前知识对线性文本和超文本(尤其是层次型超文本)的搜索均有利;(2)随着层次深度的增加,对超文本的搜索时间显著增加,迷路指数也呈增加的趋势;(3)搜索线性文本的迷路指数显著低于超文本;(4)不同类型超文本的搜索绩效基本无显著差异。因此,先前知识、层次深度对超文本信息搜索的影响比超文本类型和信息的结构化水平更重要。     

Student Agency in Literacy: Validation of the Student Agency Profile (StAP)

Abstract

There have been recent calls to support student agency in the field of literacy. Agency, which we define in the context of schooling, is a multidimensional construct where individuals exert influence and create opportunities in the learning context through intentions, decisions, and actions. We propose highlighting agency as an interconnected construct, which includes self-perception as readers and writers, intentionality, choice-making, persistence, and interactiveness. Elementary students (n?=?1,726) completed surveys of their agency along with standardized literacy assessments. Statistical analyses largely aligned with the hypothesized dimensions of agency. Relationships to student literacy achievement were stronger in grades 3^rd–5^th than in 1^st–2^nd grades. Discussion highlights how elementary students have a voice in their agency as it pertains to literacy. Implications for future research and practice are discussed.     

Modelling risk and uncertainty with the analytic hierarchy process

This paper proposes methods for modelling risk and uncertainty with the analytic hierarchy process (AHP). We start by showing why benefit/risk ratios, as described in previous literature, might be an improper modelling approach. We then introduce prototypical case studies where risk plays a role in multicriteria decision making. These cases demonstrate how the AHP can be used to derive relative probabilities, multiple criteria outcome measures, risk criteria, and risk adjustment factors. Copyright © 2003 John Wiley & Sons, Ltd.     

Humility and Passion: A Caitanyite Vaishnava Ethics of Devotion

Two axiological elementshumility and passionI argue, are at the ethical core of Bengal Vaishnavism. These modes of behavior, derived from early theological sources, are dialectically related and form the basis for an ethics of devotion that allows the devotee to accept, while simultaneously transcending social norms and identities. I draw primarily from what is considered the most honored story of the Bhgavata Purna , the Rsall, involving the cowherd maidens who exhibit the highest devotion to God, and from the Caitanya Caritmrta , the biography of the sixteenth century revivalist and saint Caitanya, the tradition's model for devotional life.     

On the Proper Interpretation and Impact of the AHP Axiom of Independence in Single-Criterion and Multiple-Criteria Problems

Some authors have proposed that the analytic hierarchy process (AHP) axiom of independence be relaxed to accommodate observations drawn from (a) examples of pairwise comparisons of alternatives in clusters in single-criterion AHP problems and (b) examples of problems in which the criteria have the same underlying measurement and both the achievement of the goal and the alternatives are measured objectively. We show that the illustrations given are actually single-criterion problems according to the AHP. Thus the AHP axiom of independence is inapplicable in both situations and therefore not violated. We also consider the consequence of failure to distinguish between a criterion as an attribute of alternatives and cluster of alternatives, the two being different in the hierarchic structure. Finally, we discuss transformable problems, which look like multicriteria problems but are actually single-criterion problems, and how failure to recognize this fact may lead to incorrect syntheses and false conclusions.