应用型大学教师转型的激励理论分析

作为应用型大学的主体,教师的行为受到转型激励机制的影响.大学通过激励机制来规范教师的行为,教师则通过自身的努力获取收益和规避风险.应用型大学只有建设一支具有“双师型”教师队伍,才能满足人才培养需求,因此需要大学教师向双师型转型.在以往研究基础上,我们尝试运用经济学领域的委托代理理论,将大学管理者视为委托人,教师为代理人,分析大学管理者与教师的委托代理关系,建立了多委托人-多代理人的委托代理模型,对大学管理者应该如何更有效地激励教师向双师型转型的问题进行机制设计,以提高转型率.     

高校教师激励与约束机制分析

最有效的管理方式是对人的激励,高校管理的核心是通过激励以最大限度地调动与发挥教师的积极性和创造性.运用博弈论方法和委托-代理理论探析信息不对称下高校教师的激励与约束机制,对教师校外兼职问题进行博弈分析,提出健全高校教师激励与约束机制的建议.     

两阶段双任务委托代理情形下煤矿安全管理激励机制

煤矿企业安全监管效能低下一直困扰煤炭行业的重大问题,监管效能低下的根本原因是煤矿企业的委托代理激励机制的失衡,进而导致在安全产出中搭便车行为大量存在.煤矿的委托代理问题是一个多阶段多任务的动态问题,因此构造了一个两阶段双任务的委托代理模型.在模型第二阶段中煤矿职工能够通过对第一阶段信息的学习了解自身努力与回报之间的映射,进而决定自己在两项任务的委托代理中努力程度的付出.通过模型的分析得到:煤炭生产任务的正向激励会对煤矿职工在安全产出方面的努力程度造成负面的影响,且煤矿职工在完成安全产出任务方面的能力越高,在此方面努力程度就下降的越慢,降低截断水平能够导致更多的职工在第二阶段的工作中提高努力水平,进而减少搭便车行为.     

基于导游过度自信的激励机制设计与分析

传统的激励模型均假设委托方和代理方为完全理性的,但在旅游业中,如何对非理性(具体表现为过度自信)的导游实施有效激励是旅行社面临的更为实际的问题.利用博弈论和机制设计理论等,设计了不同信息条件下导游具有过度自信心理特征的激励机制,分析了过度自信水平对激励参数、服务努力水平、旅行社的期望效用和代理成本的影响.结果表明,与传统的激励模型相比,考虑导游过度自信的激励机制能进一步激励其提高服务努力水平,从而使旅行社的期望效用得到改善,并降低了代理成本.     

基于委托—代理下的模糊报童问题

在委托-代理关系中.代理人的私人信息对委托人的决策会产生重要影响.因此,为了获取代理人的真实信息.设计一个有效的激励机制是委托人的核心问题.本文基于需求依赖于代理人的努力水平和模糊市场条件的假设,利用委托一代理相关理论,探讨了模糊报童问题的激励机制问题.首先讨论了委托人最优产量的确定问题.然后分别给出了可观测和不可观测两种努力水平下的最优激励机制,最后分析了模糊市场条件对委托一代理双方利益的影响.     

项目管理中业主-承包商最优激励模型研究

为解决项目管理中承包商不努力工作的问题,运用信息经济学中的委托代理理论,建立了业主一承包商间的激励数学模型.构造了努力产出函数和努力成本函数,求出了业主的最优激励水平以及相应的承包商最优努力水平,给出了业主的最优激励合同安排.最后,通过一个简化算例求出了模型均衡解的解析式,结果表明模型的结论是符合工程项目实际的,从而本模型能够为业主的激励合同设计提供指导.     

客户企业参与下服务外包激励机制设计

服务外包下,由于客户企业参与程度、服务提供商的努力水平以及专用性资产投入水平都难以让合作双方有效验证,这三种不可验证性风险因素可能引发道德风险,从而降低服务外包的绩效,甚至导致服务外包的失败。为此,本文建立了服务外包下的委托—代理框架,设计了客户企业参与下的服务外包激励机制模型,运用最优化理论分析了客户企业的参与程度以及服务提供商的专用性资产投入水平等因素对激励机制契约设计的影响,并运用数值仿真验证客户企业参与程度和服务提供商专用性资产投入水平对激励系数和服务提供商的努力水平的影响。研究分析表明:在服务外包活动中客户企业更多的投入到合作生产中时,对服务提供商的激励也会增加但是增加的幅度较慢,同时服务提供商付出的努力将会加速的提高;服务提供商投入的专用性资产投入水平越高时,其自身的努力水平也会加速增长,客户企业对其的激励系数也会增长,当专用性资产投入水平达到某一程度时,激励系数增长速度达到最大。     

基于委托代理理论的渠道成员激励机制分析

渠道冲突管理是渠道管理的重要内容,而渠道冲突管理的核心是设计有效的渠道成员激励机制。本文通过建立渠道成员激励的委托代理模型,得到渠道成员努力水平可以观测和不可观测下的最优激励合同,并对边际产出、成本系数、绝对风险规避程度、不确定性随机变量方差等因素对渠道成员激励机制的影响进行探讨。     

科技投入的博弈分析模型

本文把博弈论应用于科技投入分析,利用博弈论的委托—代理理论构造了一个委托—代理激励模型,研究中央对地方科技投入的激励机制,并针对委托人和代理人的不同风险情况进行了分析,讨论了对地地方政府科技投入激励的必要性。     

非对称信息下基于梯度效应的4PL外包激励机制

借鉴报酬激励的梯度效应,运用委托代理理论,研究了信息不对称条件第四方物流外包时对第三方物流的激励问题.研究结果表明:第三方物流获得高业绩的可能性越小即任务挑战性越强,第四方物流应该给予其的激励越多;激励梯度使激励契约与任务属性、第三方物流能力与效益以及第四方物流付出的代价密切关联;激励梯度的存在不影响第四方物流努力水平.     

Implementing Coteaching and Cogenerative Dialoguing in Urban Science Education

Over the past 7 years the authors have been involved in the development of a new model for the education of science teachers that has the potential to address teacher education in challenging urban settings characterized by problems such as teacher turnover and retention, low job satisfaction, and contradictions arising from cultural and ethnic diversity. An intensive research program accompanied the development effort; the research results were used as resources in redesigning the evolving model to make it more appropriate for the situations at hand. The science teacher education program at an urban university was built around a yearlong field experience, during which all prospective teachers learned to teach in an urban high school while coteaching, that is, while teaching at the elbow of a mentor teacher or one or more peers. Over this period, a number of different configurations of coteaching and the associated cogenerative dialoguing were tried, tested, and investigated. The paper describes the historical development of the different configurations of the model and the emergent contradictions that led the researchers to enact changes to their approach. The central idea in the development effort was the creation of an environment that (a) best affords the learning of how to teach in urban high schools, (b) decreases teacher isolation, (c) mitigates turnover and retention, and (d) addresses contradictions arising from the cultural and ethnic diversity of students and teachers. Most importantly, this model of teacher education and enhancement simultaneously multiplies the resources and opportunities to support the learning of students.     

新中考中的排课问题

为提高初中学业水平和综合素质教育,近几年有些地方中考进行改革,要求学生进行学科选择。新中考课程分为选修和必修两大类。必修课程为语文、数学、英语,选修课程为其他六门课程,从中选出三项。把最后总成绩作为中考录取的标准。跟传统排课不同,这里排课要求每人一张课表,问题变得复杂困难。本文以北京某初三课程为例,研究了新中考的排课问题。一般情况下约束和变量是上百万级的,无法求解。本文利用整数规划建模,然后把该问题转化成多阶段问题,每个阶段给出小问题的解,这样使得问题的求解变得可行。最终的排课结果,仅比预期增加三位老师就可以实现新中考的排课问题。本文的求解过程给新中考排课带来了新的启发。     

Moving Beyond “Those Kids”: Addressing Teacher Beliefs Regarding the Role of Culture Within Effective Science Pedagogy for Diverse Learners

This study focused on intensive work within a large, urban, low‐performing middle school in the southwest to address and transform teacher beliefs regarding the role of culture within their science pedagogy. Given the recent, rapid growth of numbers of students from Hispanic/Latino(a) backgrounds in the United States, it is critical that a paradigm shift takes place within schools and existing beliefs of science teachers to address the needs of a much changed classroom. This study details the journey of middle‐school teachers who were provided support and experiences targeted at addressing their existing beliefs regarding the role of culture and the growth and change that were achieved through a science education reform effort. Implications for further research will be discussed, including the need for attention to beliefs regarding culture are shared.     

Mathematics coaching and instructional reform: Individual and collective change

Mathematics coaching initiatives are being implemented in schools and districts across the country, guided by the notion that these initiatives will foster individual teacher’s learning and thereby support system-wide instructional improvement in mathematics. This paper explores the evolving roles that mathematics coaches played in a system-wide instructional improvement effort focused on elementary mathematics education in a medium-sized suburban school district. Using social network analysis and qualitative analysis of interviews, we argue that coaches facilitated teachers’ implementation of a new mathematics curriculum by acting as brokers, first as intermediaries between the district office and schools, then as catalysts for collective inquiry. Further, we show how coaches’ work was both enabled and constrained over time by various organizational dimensions at the school and district levels. Overall, our findings suggest that district and school leaders should think beyond the roles and responsibilities of individual coaches, and consider how to support coaches as participants in system-wide networks focused on continuous learning and instructional improvement.     

Locating negative decimals on the number line: Insights into the thinking of pre-service primary teachers

This paper explores misconceptions of the number line which are revealed when pre-service primary teachers locate negative decimals on a number line. Written test responses from 94 pre-service primary teachers provide an initial data source which is supplemented by group responses to worksheets completed during a lesson and individual interviews. Two main misconceptions leading to incorrect placement of negative decimals on a number line are identified. One relates to having separate number ‘rays’ for positive and negative numbers, which are aligned according to context. The other (with several variations) results from creating the negative part of the number line by amalgamating translated positive intervals. These misconceptions explain a large percentage of wrong answers. The most important implication for education at school, as well as in teacher education, is that the teaching of negative numbers and of the number line must not be confined to integers, as is frequently the case, but must also include negative fractions and decimals.     

人口与基础教育发展趋势预测模型研究及应用

以西藏人口与基础教育发展为研究对象,应用灰色系统理论建立了一个新的出生人口预测模型,还分别建立了小学和初中招生数、分年级在校生规模、在校生总量的预测模型,并结合近几年西藏自治区教育统计结果,给出了应用实例.     

中学教师组织支持感对工作压力的预测作用研究

在中、高考指挥棒的引导下,目前中学教师群体的工作压力达到了前所未有的高度,而教师对组织支持的感知影响着教师对工作压力的认识.通过对2187名中学教师进行问卷调查,运用SPSS和AMOS软件对数据进行分析,分析中学教师组织支持感工作压力所在水平,目前组织支持感水平处于中等状态,且教师对组织支持感的认识比较一致.中学教师工作压力总体比较高,但不同的教师群体工作压力不同.并对组织支持感预测工作压力模型进行检验.发现组织支持感与工作压力呈负相关初/高中在0.001水平上差异显著,而性别、公/民办和教龄在0.05水平上差异显著.     

Teachers’ Practices in High School Chemistry Just Prior to the Adoption of the Next Generation Science Standards

Effective professional development that influences teachers’ classroom practices starts with what teachers know, understand, and do in their classroom. The Next Generation Science Standards (NGSS) challenge teachers to make changes to their classroom; to help teachers make these changes, it is necessary to know what they are doing in their classrooms just prior to NGSS adoption. An online survey was distributed to high school chemistry teachers to understand their teaching practices before NGSS was adopted as state standards. This article presents the findings of the survey in terms of the chemistry content, science and engineering practices, and engineering content currently taught in chemistry. Gaps in the current teaching practices as they relate to the standards at the time of the study and NGSS are discussed, which show a challenge for the transformation of science education, which the implementation of NGSS hopes to achieve. Implications for professional development are included.     

Teachers learning the registers of mathematics and mathematics education in another language: an exploratory study

Many mathematics teachers around the world teach in a language different from the one in which they studied or completed their teacher education. Often these teachers must learn both the registers of mathematics and of mathematics education to teach in the additional language. This paper examines the factors that help teachers to learn these registers in Māori, the Indigenous language of New Zealand. Many of these teachers are second-language learners of the Māori language and attended English-medium schools and teacher-education programmes. After a brief discussion about the key role of language in teaching mathematics, this paper examines data from teachers at two Māori-immersion schools and a professional development facilitator. The analysis provides initial understanding of the factors that support or hinder their learning of the mathematics registers. Finally, a research agenda is suggested for further investigation of this issue.