Suchergebnisse

Reading plays a pivotal role in lifelong development, serving as an indispensable foundation for students to thrive. The present study therefore aimed to assess the English reading literacy of senior high school students. A self-developed questionnaire was administered to 427 students from three schools in Chongqing, China. The questionnaire encompassed three dimensions: reading ability, reading character, and teachers' assistance in enhancing the two domains. Results revealed that the participants exhibited moderate English reading literacy levels, with gender and parental education exerting significant influence on their English reading literacy. Furthermore, teachers primarily focused on improving academic performance rather than fostering well-rounded readership abilities, leading to slight variations regarding the concepts and methodologies employed for cultivating comprehensive literary competence. Individual attributes, family background, teacher-related factors, institutional dynamics, and societal factors significantly impacted the participants' English reading literacy levels. Consequently, corresponding strategies and suggestions were discussed.

In research on EFL writing, much attention has been paid to teachers' practises in assessment or feedback, but little is known about teachers' behaviors in these two domains as a whole. There also seems to be a paucity of research on how teachers' reactions to student writing develop from pre- through in-service. The current study, using a cross-sectional method, aims to compare pre- and in-service teachers' assessment and feedback in EFL writing pertinent to their potential changes and challenges in responding to student text. Three groups of participants (59 pre-practicum trainees, 31 post-practicum trainees, and 32 in-service teachers) in Mainland China were involved in a simulation task for assessing a descriptive text by using the given scoring rubrics and providing written feedback to the same text. The results of the assessment task showed that there is a salient change in the participants' severity from pre- through in-service in assessing the student text; participants with less teaching experience focused on conceptual aspects of the text, whereas those with more experience highlighted linguistic issues in the assessment task; and some participants in each group had problems with proper use of the rating scales. Results of the feedback task revealed that all three cohorts at different professional development stages probably faced challenges in reacting to the text due to the limited quantity and poor quality of their written responses. These findings underscore the necessity for assessment literacy training for teachers in both pre-service and in-service programs.

Purpose
Drawing on cognitive appraisal theory, this study aims to explore the indirect effect of work/family boundary violations on teleworkers' counterproductive work behavior (CWB). In addition, it examines the moderating role of involuntary teleworking in this context.


Design/methodology/approach
Based on the diary study method, this study used 543 questionnaires collected from 122 teleworkers in China.


Findings
The findings indicate that working time demands mediate the relationship between work boundary violations and teleworker CWB, and threats to family roles mediate the relationship between family boundary violations and teleworker CWB. In addition, involuntary teleworking positively moderates the relationship between work boundary violations and working time demands, as well as the relationship between family boundary violations and threats to family roles.


Originality/value
The study makes several valuable contributions to the extant literature. First, it enhances research on the antecedents of teleworker CWB. Second, by introducing two mediating variables corresponding to two types of boundary violations, the paper provides new insights and a fresh understanding of the effects of boundary violations in teleworking situations. Third, by considering the moderating role of involuntary teleworking, this research adds to the current knowledge on the impact of discussing boundary violations solely on teleworking or traditional office days.

A 4-year study tested the feasibility of using bagasse as a soil amendment in sugarcane production on a commercial field with mineral soil in Florida. The experiment was established as a completely randomized design trial with three rates of fresh bagasse applications: approximately 5 cm of bagasse, 10 cm of bagasse, and 10 cm of bagasse + nitrogen (N), which are equivalent to 85 t ha–1, 170 t ha–1, and 170 t ha–1 + 336 kg ha–1 ammonium nitrate, respectively. A control (no bagasse and no N added) was also included. As each treatment and the control had three replicates, there were 12 plots (6.5 ha each in size) totaling over 77 ha. The high pH of the soils is a result of years of mixing underlying limestone (calcium carbonate) bedrock with the topsoil. Overall results indicate that bagasse application positively affected the accumulation of soil organic matter during a short-term period, resulting in higher water-holding capacity and lower bulk density. The high rate of bagasse application had a positive effect on N accumulation, extractable phosphorus (P) and potassium (K) contents during the short term. One single application of bagasse significantly increased the first-year sugarcane biomass and sugar yield by approximately 23%. An overall higher application rate of bagasse (10 cm) was recommended as it showed significantly positive effects on soil health indicators and had a longer effect on increasing sugarcane biomass and sugar yield. There is potential to incorporate bagasse into commercial sugarcane production grown on mineral soils in Florida.