In this study, the direct effect of school climate on teacher job satisfaction and self-efficacy, and the indirect effect of school climate on job satisfaction through the mediation of self-efficacy were examined. The data was collected through a questionnaire from a randomly selected 833 teachers who teach at elementary, middle, and secondary schools in the central region of Eritrea. The data were analyzed using structural equation modeling. The result showed that three of the dimensions of school climate such as collegial support, professional development, and student behavior have a positive and significant direct effect on self-efficacy. Moreover, three dimensions of school climate such as school leadership support, professional development, and student behavior have a positive and significant direct effect on job satisfaction. On the other hand, self-efficacy mediates the effect of professional development, collegial support, and student behavior constructs of school climate on job satisfaction. Although the effects of these dimensions of school climate on job satisfaction through the mediation of self-efficacy are very low, still they seek more attention from the educators and school managers to see the interplay they have among themselves.

学业评价是"牛鼻子",是教师引导学生达到既定课程目标的重要抓手.义务教育新课程标准突出了学业评价在课程实施中的地位,强调以评促学、以评促教,注重"教—学—评"的衔接性和一致性.这给教师依据学业质量标准进行学业评价指明了方向.

研究使用2021年全国硕士研究生学习和发展调查数据,分析家庭背景因素对研究生学术性投入的影响作用及其机制.研究发现:家庭背景对研究生学术性投入有显著正向影响,较客观家庭背景(SES)而言,主观家庭背景(SSS)对研究生学术性投入的影响更大;求学动机仅在主观家庭背景和学术性投入之间起中介作用,较外部动机来说,读研的内部动机对研究生的学术性投入影响更大.研究生教育应该调整以往升学者都带有明确而强烈的内部学习动机的基本前提假设,找到一条可以有效促进学校层面研究生培养目标取向与学生个体研究生教育目标取向之间合理互动的协调发展路径.

精准化和个性化一直是教育的理想和诉求.随着信息技术的发展和教育信息化的推进,教育大数据时代已经来临,利用数学建模和大数据分析技术为精准教育提供支持成为可能.本文从多阶段决策视角研究精准化教学干预问题,引入强化学习算法,刻画教学的过程属性和时序性特征,构建精准化教学干预的通用框架,给出了开展精准化教学干预的具体步骤以及策略,并通过高中数学教学实证研究展示这一框架在教学实践中的具体应用.结果表明,精准化教学干预框架能够提供动态的精准化教学干预策略,有助于提高学生学习效果,为教师开展精准教学提供支持.

使用2021年全国硕士研究生学习和发展调查数据分析家庭背景因素对硕士研究生学术性投入的影响作用及其机制.研究发现:客观家庭背景和主观家庭背景对硕士研究生学术性投入均有显著影响;客观家庭背景(SES)通过领悟家庭支持和院校支持对学术性投入产生作用;主观家庭背景(SSS)也是通过领悟家庭和支持院校支持对硕士研究生学术性投入产生作用,并且是否为第一代大学生在主观家庭背景通过领悟院校支持对硕士生的学术性投入产生影响这一中介效应中起调节作用.研究生高质量的培养需要院校、家庭和学生本人通力合作,重视家庭对硕士研究生学习的持续影响.

德国的学科分类主要指学理及统计上的分类.交叉学科在目录中的位置与学科发展的成熟度有关.交叉学科的设置除因学科自然分化而设立外,大体可分为多主体合作型、优势领域扶持型、人才培养导向型及研究问题导向型四个类别,具有项目化、多样性、合作性、时限性等特征.对交叉学科的评价注重绩效并考虑交叉合作对科研及育人目标的贡献度.德国最重要的科学政策咨询机构认为传统学科和交叉学科具有平等地位;在人才培养方面,本科阶段需要注重学科训练,交叉学科的学习主要应在硕士阶段开展,关键在于问题牵引和环境创设.

产教融合具有深度和层次两个维度.通过对华中科技大学(HUST)光学工程学科及其产业伙伴的调研,总结出高层次产教融合的核心特征:产业参与世界竞争、处于技术前沿,具有高成长性、持续产生需求,高度在地化、与大学联系紧密;学科具有引领性和全链条的服务能力;融合的动力主要来自内部驱动,目标在于长期的技术创新,形式主要依产业需求而变,资源要素呈产教互补态势,结果形成了产教良性循环和共生互惠.实现高层次融合需要产业和学科的长期努力.学科方需要做到保持人才培养定力、把握学科前沿方向、谋划求得多方支持、系统改革改善环境.

This study sought to examine the relationship among the aspects of school condition, job satisfaction, and intent to stay with a sample size of 833 teachers working at elementary, middle, and secondary schools in the central administration of Eritrea. Survey data were analyzed using a structural equation model (SEM). Our results showed that teachers were more likely to stay in their profession when they experienced supportive school leadership, effective professional development, and more access to school resources. Besides, the study revealed that early career teachers are more likely to leave than their mid-career, and veteran counterparts. Moreover, the findings demonstrated that overall job satisfaction partially mediates the relationship between intent to stay and (a) leadership support, (b) school resources, (c) professional development, and (d) students’ discipline. The practical implication of the findings suggested that measures targeting the improvement of the school environment should also aim to enhance overall job satisfaction to retain teachers in their profession.

义务教育阶段学生的学业负担有自身的发生逻辑.自上而下竞争压力的层层传导和高利害的选拔性考试竞争是学生负担重的实质原因.教育中的资本扩张是学业负担发生链的结果,而非主要原因.学业负担的主要来源在学校,而非校外培训机构.校内学业负担的"大户",也并非纯私人资本投资的民办学校.《教育中的资本扩张:危害与治理》一文对教育中资本扩张危害的批判,并未基于完整的事实.限制资本对于减少校外负担虽有立竿见影的短期效果,但并未颠覆学业负担的发生逻辑,因此可能仅仅会改变校外负担的主体和形式,但并不能减少校外负担的数量和对课外培训的需求,甚至还有加剧校内负担的可能.

从产品、需求、供给、投资及生产五个方面探讨了研究生教育的基本经济属性.研究生教育是私人产品,但因知识溢出效应和工作场所溢出效应而具有一定的正外部性.研究生教育需求是复杂劳动需求的派生需求、前置教育需求未满足的补偿需求、职场"做中学"需求的替代与互补需求、与经济波动逆向的反周期需求以及因就业市场准入可能导致的盲需与刚需.研究生教育的供给则呈现高度受制度控制、结合了对研究生的需求以及内生结构不平衡的特点.研究生教育是一种具有职业专用性、兼具生产功能、附带多重动机并具有较强信号作用的人力资本投资.研究生教育的生产是具有双重载体、组织形式灵活的知识生产活动.在理论上认清这些经济属性,能给研究生教育发展实践提供重要启示.

控制型指导是导师采取监督、检查和限制等方式来指导研究生的一种行为模式.导师主要实施工作进度控制、工作范围控制和私人空间控制三种行为.基于2021年"全国硕士研究生学习和发展"的调查数据,发现三种控制行为实施比例依次降低.理工农学等实验学科、较低年龄段、就职于较低学术层次高校的导师更有可能对硕士生实施控制型指导.导师实施工作进度和工作范围的控制有利于硕士生能力增长,导师对硕士生私人空间实施控制则起负面作用.控制型指导的积极影响主要经由硕士生的学习投入发挥中介作用,其中科研学习投入的中介作用大于课程学习投入,情感态度投入起调节作用.控制型指导对于情感态度投入较低硕士生的能力增长具有较大的积极影响.

认为实践导向是研究生教育学的基本特点,实践者是学科知识的主要受众.学科知识可以粗略分为经验、事实、方法、理论与智慧五个层次,其价值、积累与习得在实践者间存在较大差异.实践者的知识需求具有多主体性、多样性、显性与隐性需求并存、合理与不合理需求同在的特点.学科知识的供给则表现出主体多元、总量不足、结构不平衡以及供求衔接不畅等特征.指出研究界和实践界应共同努力,营造多方参与、各安其位和机会充足的研究生态,促进学科由初创到成熟的转变.

注重可迁移能力的培养已经成为最近三十年主要博士生培养国家的教育新动向.改革的形式多种多样,其主要目的在于应对博士就业多元化的趋势.在改革实践中,存在着多种张力.可迁移能力的概念本身就存在理解多元化和外延泛化的缺陷.培养博士生可迁移能力的缘由存在"短板论"和"全人论"的冲突.培养模式存在"附加式"和"融入式"的争议.可迁移能力的评价则有分散式和整合式的差异.应正视这些张力并从培养单位和博士生自身角度进行有针对性的消解.

应用科学大学在德国出现已有半个世纪,现已发展成与大学并存的极具特色的高等教育类型.其崛起是德国高等教育结构在过去半个世纪中的最大变化.考察其历史发现,政治、经济、社会、人口等多方面因素促成了其出现.通过名称名义、研究资源、独立博士授予权等多方面的争夺和竞争,以一系列标志性事件为表征,应用科学大学逐渐确定了身份,稳固了地位,得到了社会各界的认可和称赞.然而,在师资聘任、培养规格、社会服务以及多元发展等方面,应用科学大学的发展实践仍存在隐忧.此外,有关应用科学大学的理论也存在一些尚未澄清的问题.对德国应用科学大学发展的历史考察能够为我国发展应用型高校和应用学术提供重要的参考与启示.

This paper seeks to contribute a fresh perspective meant to enrich the current limited discourse on teacher retention and attrition in Sub Saharan Africa particularly in Eritrea. Factors leading to teachers’ retention and attrition in middle and secondary schools in Eritrea are discussed. Results of an in-depth semi-structured interview with thirteen teachers in five purposefully selected schools show that low remuneration, poor school leadership, school-home distance, and placement without preference & interest are factors for teacher attrition. Conversely, meagre alternative employment opportunities, love of the profession, and love of the school children play a crucial role in teachers’ persistence in their profession. Although the study was carried out among few teachers and few schools, the findings present valuable discoveries useful for policymakers, school leaders, and stakeholders in the struggle for retaining quality teachers in the schools.

二战后,日本相继颁布了《教育公务员特例法》等一系列旨在保障教师地位和待遇的法律,最终形成了一套完善的日本教育公务员制度体系.通过教育立法来保障教师待遇的惯例、历史上教师享有较高社会地位的传统、战败对教育系统的冲击和战后学制改革的影响、战后教育民主化和地方教师对政治分权的客观要求,以及日本战后制定的经济发展战略等因素共同促进了日本教育公务员制度的确立和发展.但在实践中,这套制度也产生了诸如注重年功序列制的教师管理束缚了年轻教师才能发挥、安逸的终身雇佣制不利于提升教师指导力、统一的教师人事权管理权限制了学校自主性发展,以及繁重的非教学性任务严重损坏了教师身心健康等问题.

从学术定义上来讲,大学生学习成果评价是由高校或专业教育评价机构中的人员,通过一定的方法、工具、程序和标准设计和实施的,对大学生经由一定时间的学习经验所能达到的认知与非认知状态所开展的证据收集、结果解释和价值判断的活动.在高等教育教学中,应该根据社会需求、职业要求、学习理论和发展理论来确定学生应该达成的预期学习成果,并据此指导学与教.学习成果评价可以展现学生实际学习成果与预期学习成果的差距,并用于高校内部的反馈和改进,以及高校外部的鉴定和问责.

This article examines Eritrean school leaders' administrative functions in promoting social justice and equity among students. A detailed discussion of the challenges they encounter in their daily activities and its effect on the promotion of social justice and equity is also presented. Semi-structured interviews were conducted with 10 randomly selected school principals, followed by an inductive analysis based on the transcribed interview data. Three major approaches to social justice practices commonly adopted by the principals were discovered: promoting a collaborative learning culture, individual support, and working with communities and local administrations. Major pitfalls in the school system which negatively affect social equity practices were observed, including teachers' low levels of professionalism, poor commitment and awareness; the tendency towards a highly bureaucratic and delayed distribution of educational resources; low levels of parental involvement; and conservative cultural and traditional attitudes.

导师对研究生的指导行为不仅是经验之谈,而且是有规律可循的.导师指导行为具有教育、生产、支持以及管理功能,可以根据研究生感知的属性进行细致的类别划分.在导师指导行为解释框架——情境互动模型中,个体特征是形成导师指导行为的基础;导师指导观是形成导师指导行为的先导和依据;外在情境塑造着导师指导行为的基本模式,提供其可能性与边界条件;在需求满足和期望达成机制的作用下,导师与研究生的互动决定着具体的指导行为.

Graduate education plays a significant role in the"double first-class"construction.And the graduate student scale is an important part of the development strategy of graduate education in all research universities.The comparison of the top 500 research universities in China and the United States shows that the overall scale of graduate training in China's first-class research universities is relatively large, and the ratio of students to teachers is relatively high, but the training scale of doctoral students is small.Faculty and R&D funding are the key factors that affect the scale of university graduates.Compared with the first-class research universities in the United States, China's universities have much more room for improvement in the supply of both resources.Therefore, first-class research universities in China need to identify their own orientation in the field of postgraduate education and scientifically determine the scale of training.