Career decision-making, career barriers and occupational aspirations in Chinese adolescents

The study tested the relationship between occupational aspirations/expectations (type and status) and decision-making difficulties, efficacy and career barriers in 498 Chinese high school students. Males aspired to investigative and enterprising types, but expected realistic and enterprising ones; females aspired to enterprising and conventional types, but expected conventional and social ones. Students with aspirations/expectations type discrepancies were more likely to be higher achieving females; those with aspirations/expectations status discrepancies had poorer academic achievement, less confidence and perceived more barriers.     

A Comparison of Responsive Interventions on Kindergarteners’ Early Reading Achievement

This study compared the effects of Tier 2 reading interventions that operated in response‐to‐intervention contexts. Kindergarten children (N = 90) who were identified as at risk for reading difficulties were stratified by school and randomly assigned to receive (a) Early Reading Intervention (ERI; Pearson/Scott Foresman, 2004) modified in response to student performance or (b) their schools’ typical supplemental reading intervention (regrouping and curriculum pacing adjustments). In both conditions, intervention was provided 30 minutes per day in small groups for approximately 100 sessions. Results indicated no statistically significant group differences on any outcome measures. Between‐group effect sizes revealed substantively important differences (Valentine & Cooper, 2003) favoring the ERI responsive condition on multiple measures with effect sizes ranging from .35 to .59. Overall, findings indicated that the majority of students in both Tier 2 intervention conditions performed above the 30th percentile on posttest measures of word reading measures.     

Reliability and Validity of a Chinese Version of the Career Decision-Making Difficulties Questionnaire

This study tested the applicability of the 34-item CDDQ (Gati &; Saka, 2001) for use with adolescents from the Peoples Republic of China. The study devised a Chinese version of the scale using translation and back-translation, administered it to a sample of 514 Chinese adolescents, tested the psychometric properties of the scale in terms of factor structure and reliability, and examined its validity by testing associations with demographic variables (age, gender, paid work experience, socioeconomic status, and academic achievement) and scales tapping career decision-making self-efficacy and barriers. Results identified two stable factors for the CDDQ, namely Lack of Information and Inconsistent Information, but failed to confirm the third CDDQ factor of Readiness to make a career decision. Factor structure and reliability for the two identified factors were sound, and these factors related in the expected directions to demographic variables and the other career scales. Implications for use of the CDDQ in China are highlighted, and recommendations are made for the revision of the Readiness dimension.     

培养学生的信心和兴趣提高电路实验课质量

针对学生初次接触电路实验时存在的好奇与恐慌心理,提出从3个方面提高学生的信心与兴趣:根据不同类型的实验引导学生有效预习;在教学中应用情感因素,调动学生做实验的积极主动性;全面考核,保证公正公平.     

教育调查研究中的伦理问题

教育调查研究在教育研究中居于重要地位,然而对这一研究方法的伦理关切在国内却是空白。本文旨在介绍国外相关的伦理反思,以使国内教育调查者的目光能从对调查研究技术程序的关切转向对其中伦理问题的思考,使得教育调查研究不仅符合科学要求,而且具有人文关怀。     

化学实验课逆式教学——培养全科型小学教师创新能力的有效途径

传统的实验课顺式教学中存在着一些明显的不足。顺式模式教学生做什么,逆式模式教学生怎样做。传统实验教学重视知识的灌输,抽走了最生动的学生情感体验,使教学变成了干瘪的知识传授。在实验课逆式教学中,让学生亲自参与实验设计、解决实际问题等活动,培养了他们严谨的科学态度、科学方法和创新能力。