小学教育专业本科生专业认同与学习投入的关系研究

研究探讨小学教育专业本科学生专业认同现状和学习投入现状,并探究专业认同与学习投入之间的关系。采用专业认同量表和学习投入量表以344名1-4年级的学生为研究对象进行调查,研究发现,小学教育专业本科生学习投入和专业认同水平均处于中等偏上,根据回归分析结果显示,小学教育专业本科生专业认同中认知性、情感性、行为性和适切性能够正向预测学习投入。建议通过优化学习环境,加强专业教育;创造学术氛围,落实专业行为;重视群际差异,因材施教等方面来促进学习投入。     

5G赋能时代体育教师智慧专业学习共同体构建

伴随着以5G为代表的互联网技术在我国民用领域正式商用,我国对体育教师的专业素养和信息素养提出了更高层次的要求,并出台多项政策。借助5G的强劲推动力,体育教师专业发展必须实现与5G的深度融合,5G赋能时代的互动性、适应性和灵活性,对体育教师的专业发展、学习方式和学习时空都具有革新作用,建设体育教师智慧专业学习共同体成为提高体育教师专业素养的必然选择。在厘清相关概念的基础上,分析了5G赋能时代体育教师智慧专业学习共同体构建的必要性与可行性,并提出五条构建路径,即搭建“学科-专家-教师”三位一体智慧学习平台、建立线上线下相结合的学习通道、创建校际联合与“晒课”的二元路径、组建不同目标的智慧体育虚拟组织和搭建5G时代的虚拟教室,以促进我国体育教师的专业发展。     

Environmental Sustainability and Social Work: A Rural Australian Evaluation of Incorporating Eco-Social Work in Field Education

Climate change poses significant threat to the wellbeing of global society. Addressing this change has as yet generated no fixed blueprint for social work practice and education. This paper reports on a formative evaluation of one Australian initiative to address this transformative opening in social work field education. Prompted by service users' and workers' experience of the impact of drought, a rurally located social work course team amended the field education curriculum to include a focus on Environment and Sustainability. This learning goal was added to the existing learning goals derived from the Australian Association of Social Workers (AASW) Practice Standards. Students and field supervisors were surveyed on their experience of meeting this new learning goal. While most expressed confidence in understanding the concepts involved, they clearly lacked assurance in interpreting these in practice encounters. Considering their qualitative input suggests that this topic is making a transition from being on the margins of social work to becoming mainstream. Their open-ended responses indicate that the incorporation of environmental sustainability into practice is at a threshold stage of development. Further enactment of eco-social work at the local level is concluded to be supported by using a transformative learning framework in facilitating critical reflection and collaborative dialogue for effective change.     

Speed Mentoring in Teaching and Learning: Young people with experience of the care system mentor social work students

The value of listening and talking to young people with experience of the care system has been recognised as a vital and positive contribution to social work students' learning. A model of co-production was used to develop a series of speed mentoring events whereby social work students placed in local authority children and family settings were mentored by young people with experience of the care system. This tentative review of this small-scale project shares the authors' critical reflections on the value and reliability of this model, for evaluating the outcomes of co-productive mentoring relationships between young people and social work students. The reversal of the power dynamic between student and service user contributed to the unsettling of assumptions about each other and empathy for each other's role. The student authors reflect on learning about the child's experience that has influenced their practice. The mentor authors welcomed the opportunity to participate in the development of ‘young people friendly’ social workers. Suggestions are made as to how this model could be developed to contribute to a more systematic approach to the role of service users in mentoring, advising and contributing to the supervision process of students and social workers.     

A Statistical Framework for Hypothesis Testing in Real Data Comparison Studies

In computational sciences, including computational statistics, machine learning, and bioinformatics, it is often claimed in articles presenting new supervised learning methods that the new method performs better than existing methods on real data, for instance in terms of error rate. However, these claims are often not based on proper statistical tests and, even if such tests are performed, the tested hypothesis is not clearly defined and poor attention is devoted to the Type I and Type II errors. In the present article, we aim to fill this gap by providing a proper statistical framework for hypothesis tests that compare the performances of supervised learning methods based on several real datasets with unknown underlying distributions. After giving a statistical interpretation of ad hoc tests commonly performed by computational researchers, we devote special attention to power issues and outline a simple method of determining the number of datasets to be included in a comparison study to reach an adequate power. These methods are illustrated through three comparison studies from the literature and an exemplary benchmarking study using gene expression microarray data. All our results can be reproduced using R codes and datasets available from the companion website http://www.ibe.med.uni-muenchen.de/organisation/mitarbeiter/020_professuren/boulesteix/compstud2013.     

The Challenges in Developing an Online Applied Statistics Program: Lessons Learned at Penn State University

Numerous professional fields have an increasing need for individuals trained in statistics and other quantitative analysis techniques. Today there exists great potential to fulfill this need by providing opportunities through online learning. However, to provide a high-quality education for returning adult professionals seeking advanced degrees in applied statistics online, many challenges need to be overcome. Based on our experience developing Penn State University’s online program in applied statistics, we discuss the evolution of the program’s curriculum, recruitment and development of online faculty, and meeting the requirements of students as important areas that require consideration in the development of an online program. We also highlight program evaluation strategies employed to ensure innovation and improvement in online education as cornerstones to a program’s success.     

跨学科批判性思维与信息素养教育整合研究

目前我国高校的批判性思维课程与信息素养课程几乎都是单独开设的选修课程。由于缺乏具体的学科教学情境,这类课程难以激发学生的学习积极性,教学效果普遍较差;学生也经常抱怨它们与后续课程学习缺乏关联,选修只是浪费时间。本文以“复杂性科学与哲学”课程改革经验为基础,探讨跨学科批判性思维与信息素养整合的必要性和有效整合的途径。研究发现：跨学科整合课程能够激发学生的主动学习欲望和独立探究意识,也能够最有效地实现批判性思维和信息素养教育目标;教师与图书馆员的合作教学为学生提供了充分的学术能力训练机会,并帮助他们学会自主学习和终身学习;在整合课程的教学实践中,图书馆员能起到直接且积极的作用,并实现从单纯提供信息的服务者向学术指导与信息服务并重的教育者转变。     

Solving Current Social Challenges: Engaging Undergraduates in Policy Practice

This article explores an innovation in teaching policy practice at the undergraduate level. It analyzes an experiential learning model that uses current social challenges as a compelling way to generate student learning about policy practice. Over the course of the semester, students examine antecedents, current issues, and potential solutions to a contemporary social issue through a series of assignments that build knowledge and skills and link the topic to larger social policy concerns. Using quantitative and qualitative evidence from seven semesters, the article explores benefits and challenges of this approach to teaching, and derives lessons for social work education.