Meetings Across the Paradigmatic Divide

The problematique addressed by the article is the growth of a dominant discourse in early childhood education and care, which has a strong effect on policy and practice, paralleled by an increasing number of other discourses which problematise most of the values, assumptions and understandings of the former. Yet there is very little engagement between these discourses, in large part because they are situated within different paradigms—modernity in the former case, postfoundationalism in the latter. The author argues that the absence of dialogue and debate impoverishes early childhood and weakens democratic practice. The article considers whether and in what conditions the concept of agonistic pluralism might provide a framework for political engagement among at least some on either side of the paradigmatic divide, and takes evaluation as one example of a subject for an agonistic politics of early childhood.     

跨越经济与伦理的鸿沟：公有资本人格化问题的再探究

在全面建设小康社会和构建社会主义和谐社会的进程中,要坚持和完善公有制为主体的基本经济制度,必须使公有资本不断地保值增值,需要充分发挥公有资本人格化的道德力量。如何实现公有资本人格化,这是国有企业摆脱目前困境的根本途径之一,也是我国当前构建社会主义和谐社会的伦理道德基础。     

Protest as pedagogy: Exploring teaching and learning in Indigenous environmental movements

This article reports on a recent study into the experiences of Indigenous and allied environmental activists with teaching and learning during and as a result of Indigenous environmental movements. This inquiry is grounded in a theoretical framework informed by decolonization and cultural revitalization, social movement learning, and repressive tolerance. Interviews with 10 participants across Canada produced rich insights related to significant life experiences, the tensions encountered by activist educators, the complexity of inter-activist relationships, interaction with police agencies, the plurality of protest, and the revitalization and sharing of Indigenous traditions as the ultimate form of resistance.     

编程语言教学模式探索

提高学生的程序设计能力的途径是：首先,要把程序性知识作陈述性知识处理;其次,把模式识别程序和动作步骤程序相结合;然后,科学合理地组织练习与反馈.形成“知识转化、模仿修改、练习反馈、深化讨论”的过程教学模式,逐步提高提高学生的编程应用能力.     

外语学习中的非智力因素探讨

本从外语学习动机、态度、意志、兴趣等方面入手，就外语习得过程中非智力因素的介入进行探究。指出在外语学习的过程中教师和学生应当注意智力因素和非智力因素的作用，只有了解非智力因素的作用，才能调动学生学习外语的热情和主动性。     

从模因论视角探讨语言迁移现象

模因论是基于达尔文进化论的观点解释文化进化规律的一种新理论,它试图从历时和共时的视角对事物之间的普遍联系以及文化具有传承性这种本质特征的进化规律进行诠释。文章从模因论的视角出发,对语言迁移这一语言现象从词汇、句法、篇章三个方面结合实例进行考察,认为语言迁移现象是语言模因作用的结果,也是语言发展的需要。     

诗歌语言变异现象探析

诗歌语言常常表现为对日常用语的偏离，制造一种“陌生化”的语言效果，从而“最大限度地突出话语”，使语言符号的表现功能处于支配地位，以达到向内在情感的接近，获得对于诗情、诗昧的最高体悟。     

Schooling The Citizens Of Tomorrow: The Challenges For Teaching And Learning Across The Global North/south Divide

Drawing on examples from a range of contexts, this article explores some of the challenges for schooling in the 2lst century from the vantage points of both resource rich and developing countries, suggesting that schools on each side of the global North/South divide have much to learn from each other. It offers an inclusive framework for schooling for the 21st century, identifying the foundations which need to be put in place to establish that framework, as well as the options along the way. The core challenges are seen as how to prepare our young people – the citizens of tomorrow – for an increasingly uncertain and technologically orientated world; how to equip them to assess the relevance of a vast array of facts and information and discriminate between competing ideologies; and how to encourage them to relate to each other in a fragmented, although globalised, world.     

Language Across a Curriculum of Teacher Training: an instance of course development

This paper describes the ways in which the relationship between teaching and learning in schools, and pupil and teacher language, are explored by students and staff in the different elements of a one‐year postgraduate initial training course for Secondary teachers. It deals with how the staff of a quite large department attempt to keep the theoretical and practical expressions of the topic together by monitoring the manner in which the elements of the whole course structure interact.     

华文教育内涵的现实价值挖掘

从华文教育内涵的现实价值挖掘出发,在教育体制、学生来源、学科建设及教学实践四方面探讨了华文教育区别于其他教育的特点,概括出华文教育所具有的语言文字、华文文学及文化传统等方面的教学内容,进而论证了华文教育与中国优秀文化传统间相互依存、相互促进的关系。     

论维吾尔语在各个历史阶段的发展变化

本文阐述了维吾尔语言文字的社会功能，维吾尔文字的起源，语言文字的发展，维吾尔语的使用现状及维吾尔语在各个历史阶段的发展变化等方面的问题     

汉语中性别语言的特点及原因探究

语言是思维的工具,人类在使用一种语言的时候,会受到心理、生理和社会等多方面因素的制约.语言的差异也体现了心理、生理和社会地位的差异.在汉语中,男性和女性的语言差异较为明显,甚至有些词专门由男性或者女性在使用.探析汉语中因性别不同而导致的语言差异,对人们更好地认识人类语言具有重要意义.针对汉语中男性和女性语言使用的不同特点进行分析,可以了解当代社会男性和女性语言使用的新特点及其原因.     

Exploring anomalies in Indigenous student engagement: findings from a national Australian survey of undergraduates

Increases in participation by Aboriginal and Torres Strait Islander students in higher education across Australia continue to be promising. However, it is also known that Indigenous students' attrition, retention and completion rates remain areas of concern. In this paper, we report our findings from an analysis of Indigenous student responses to the 2009 Australasian Survey of Student Engagement. Overall, Indigenous Australian students express positive responses in relation to engagement, but are more likely than non-Indigenous students to be planning to depart. We explore this somewhat unexpected anomaly, whilst also suggesting that much more needs to be known about our Indigenous students, including, for example, whom they may interact with at university; where they turn for support; and why they may decide to leave. Our findings strongly indicate that better national and institutional data are needed to address the current gaps in knowledge relating to Indigenous student populations in Australia and around the world.? In this paper, the term ‘Indigenous’ refers to Australian students who are of self-declared Aboriginal and/or Torres Strait Islander background, while ‘non-Indigenous’ refers to all other Australians.     

Exploring the Social Integration of Sexual Minority Youth Across High School Contexts

Mental health disparities between sexual minority and other youth have been theorized to result in part from the effects of the stigmatization on social integration. Stochastic actor‐based modeling was applied to complete network data from two high schools in the National Longitudinal Study of Adolescent Health (M_age = 15 years, N = 2,533). Same‐sex attracted youth were socially marginalized in a smaller predominantly White school but not in a larger, more racially diverse school. For both schools, homophily was a critical network feature, and could represent social support for and social segregation of such youth. These findings emphasize the school context in studying the social lives of sexual minority youth and suggest that youth may be better off socially in larger and more diverse schools.     

Attending to General and Mathematics-Specific Dimensions of Teaching: Exploring Factors Across Two Observation Instruments

New systems that seek to evaluate teachers with regard to their classroom quality often rely on observation instruments that capture general instructional pedagogies. However, decades of research suggest that content-specific dimensions of instruction also are important to differentiate teachers and improve student outcomes. We explore the degree of overlap between a general and a content-specific instrument when capturing upper elementary teachers’ mathematics instruction. To do so, we conducted exploratory and confirmatory factor analyses on data from more than 2,000 videotaped lessons scored using both the Classroom Assessment Scoring System, a general instrument, and the Mathematical Quality of Instruction, a content-specific instrument. Findings indicate that there is some overlap between instruments but that preferred factor structures include both general and content-specific practices.     

Language,Identity, and Emotionality: Exploring the Potential of Language Portraits in Preparing Teachers for Diverse Learners

The present study, framed from a critical and transformative approach to teacher education, aims to investigate whether language portraits (Prasad, 2010)—the mapping of one’s language and cultural make-up on a body template—can help improve student teachers’ self-understanding about language and identities and can foster critical reflection regarding their attitudes towards linguistic diversity. This study looks particularly at how emotional engagement in autobiographical portraits and narratives of language experiences and practices could potentially facilitate personal interrogation of social assumptions and open up possibilities for greater intellectual examination of the sociopolitical dimensions of second-language teaching and learning.     

彝语支民族历史文化探源

过去学术界许多历史学学者把彝语支民族说成是古代从我国西北地区迁徙到西南地区的.这种认识,随着近年来民族研究工作的深入,对彝语支民族"北来说",人们提出了很多疑问.至少在很多方面证据不足.有诸多证据显示,彝语支民族是自古土生土长在西南地区的一个以"黑""白"为自称的人们共同体.大约在两汉时期分化形成不同的各个语言和民族.     

课外活动与语文教学结合初探

开展丰富、灵活的课外活动,把语文教学贯穿其中,使学生学以致用,是培养语文能力、提高语文素质的有效方法,可促进语文教学.