Turkish children’s human figure drawings: can we borrow norms?

The present study was undertaken to provide preliminary data on norms for the Human Drawings test for children ages 5–11, in Turkey. Four hundred and thirty children from two different schools, in two different socio‐economic levels, were given the Human Figure Drawings. One was a private school in an affluent part of the city, and the other one was a public school in an economically deprived part of the city. There were 208 boys and 222 girls between the ages of five years and 11 years. Koppitz’s Scoring System was utilised. As expected, the results indicated that as children got older they produced more details in their drawings. There were significant differences in the total number of details produced in terms of sex and socio‐economic level. When compared with Koppitz norms it was seen that Turkish children at some age levels produced more details and that the application of Koppitz’s ‘Expected’ and ‘Exceptional’ items tables would not be appropriate to estimate cognitive ability for this group. The need for developing local norms for tests that are supposed to be culture free was discussed. Further research in terms of validity of the test for this sample is also recommended.     

How strong and weak readers perform on the Developmental Eye Movement test (DEM): norms for Latvian school-aged children

The aim of our study was to determine DEM test performance norms for school-aged children in Latvia, assess how DEM test results correlate with children’s reading rates, compare test performance between strong and weak readers. A modified DEM test and a newly developed reading test were administered to 1487 children during a screening survey. Our study provides norms for adjusted DEM scores for children from 7 to 18 years of age. A high correlation exists between a child’s reading rate and her DEM speed scores for both parts of the test. Weak readers performed significantly more slowly on the DEM test than strong readers. Overall, 6 % of the subject population scored 1 standard deviation below the mean value on both the DEM and reading tests. We conclude that these individuals may be at a higher risk for developing reading impairments.     

Curriculum-Based Measurement as a Predictor of Performance on a State Assessment: Diagnostic Efficiency of Local Norms

With the concurrent emphasis on accountability, prevention, and early intervention, curriculum-based measurement of reading (R-CBM) is playing an increasingly important role in the educational process. This study investigated the differences in diagnostic accuracy and utility between commercial norms and local norms when making high-stakes, local decisions. Scores on Dynamic Indicators of Early Literacy Skills Oral Reading Fluency for 1,374 students in Grades 2 to 5 were used to predict outcomes the Georgia reading achievement test, the Criterion Referenced Competency Tests. Local norms were generated using logistic regression and receiver operator characteristic curve analysis. The generated cut scores were compared to the commercial norms for differences in diagnostic efficiency. The generated cut scores were lower than the commercial norms and had improved diagnostic efficiency. Implications related to educational policy and the use of R-CBM are discussed.     

Frictions that activate change: dynamics of global to local non-governmental organizations for female education and empowerment in China,India, and Pakistan*

This article examines how non-governmental organizations create resources and spaces for girls and women’s education and empowerment in China, India and Pakistan – in the context of global expectations and local state relations as well as cultural norms. We examine the dynamics that foster female empowerment associated with educational attainment. Analysis showed that the five NGO’s responses to enabling and constraining local needs and demands gave rise to productive friction that activated positive development. We conclude that engaging local individuals as managers, teachers or facilitators who can negotiate with international actors and with the state is an effective foundation for maintaining a balance between being accountable to local contingencies and norms and to global social justice principles of the projects. These models indicated that “effective scale” might better be defined as a collaboration between the local and global, rather than “scaling up” in size.

International NGO partnerships with several of state organizations and local leadership can be a catalyst for fundamental change, subject to dynamic engagement with productive friction that activates educational empowerment and social change.     

少数民族地区社会规范对政府管理的影响分析

少数民族地区是个多元化的秩序空间,各种规范力量相互作用,政府管理活动的有效性取决于其能否与道德以及各种礼俗、习惯等社会规范相互协调、相互促进,发挥各自特有的调整功能。因地制宜地构建少数民族地区政府对社会规范的回应机制,形成治理少数民族地区公共事务的合力,促进少数民族地区的和谐稳定。     

中国职业测验中存在的问题及其建议

近年来，我国职业测验有了一定的发展，但在实践中还存在一些问题：1、缺乏真正适合中国职业测量的本土测验；2、评价工具的质量认可缺乏规范；3、使用职业测验工具的使用的素质有待提高；4、职业测验的应用力度和广度有待加强。解决这些问题，应规范测评工具，使之标准化；应根据测试性质选择测评工具，要提高测评工作人员的素质，使用引进测试工具时应注意化差异。     

法律的边界：寻求法律与社会规范之间的平衡——评罗伯特·C·埃里克森：《无需法律的秩序》

埃里克森认为,法律仅指由政府发布的组织规则;相对于法律,其它规则如个人伦理、合约、社会规范和非政府组织规范等都称为非正式规范。作者通过实证调查发现,有了法律,法律之外的社会规范不仅没有消失,反而深刻地检验着法律。而处于转型期的中国,法律日益增多,同时,社会规范也广泛存在,形成不同层次的＂无需法律的秩序＂。法律与社会规范都能起到维护秩序和社会稳定的功能,但是二者具备自身优势的同时又都有其局限性,文中关注法律与社会规范在我国社会运作中互动和协调的深层动因,力求在达到平衡的基础上促进二者各自社会功能的实现。     

1972 Revision of the Stanford-Binet: A farewell to the mental age

Inspection of the 1972 revised norms for the Stanford-Binet demonstrate that the average mental age for a particular CA no longer numerically corresponds to that CA. Thus, mental ages derived from the test cannot any longer be interpreted as mental ages. A table of test ages based on the 1972 norms is provided.     

A Comparison of Piaget's and Kohlberg's Theories and Tests for Moral Judgment

Abstract:R?rvik, H. 1980. A Comparison of Piaget's and Kohlberg's Theories and Tests for Moral Judgment. Scandinavian Journal of Educational Research 25,99‐124. Piaget's and Kohlberg's theories for moral judgment are compared. On the basis of this comparison, hypotheses are formulated regarding expected relationships between the tests constructed on the basis of the two theories. The empirical testing of these hypotheses indicates that there are marked similarities between Piaget's and Kohlberg's tests as to characteristics measured, power of discrimination between age levels, and in the stage placement of subjects.

The main differences between the tests seem to be that Piaget's test is most influenced by the personal relationship to other persons. Contrary to the impression given by the theorist himself, Kohlberg's test seems to a larger extent to measure the subjects’ norms and emotional reactions connected to inter‐nalization of norms. Moral behavior is more closely related to Kohlberg's measure.     

Developing and testing a scale of moral thinking and communication (MTC) functioning: a preliminary study and its implications for moral development and education

The purpose of this study was to develop and test a scale assessing students’ moral thinking and communication (MTC) functioning as well as to explore the implications for moral development and education. The rationale of MTC functioning, including interaction of four independent competencies: moral awareness, moral judgement, moral discourse, and moral decision-making, is primarily adapted from L. Kohlberg’s theory, Neo-Kohlbergian theory, J. Habermas’s and K.-O. Apel’s discourse ethics, and L. Hinman’s ethical pluralism. There were two studies in the development of the measure. The resulting instrument contained four moral dilemmas differing by a focus on micro-moral and macro-moral levels. Findings from the studies indicated the MTC scale has acceptable psychometric properties and describe Taiwanese students as attending to the difficult problems of integrating local and international cultural norms. Additionally, the measure provides a detailed picture of students’ moral thinking and communication functioning. These results are discussed in terms of implications for moral theory and assessment of moral education.     

The Nowicki Locus of Control Scales: An Australian Study of Normal and Cerebral Palsied School Children

Mildly handicapped cerebral palsied (CP) children integrated into regular schools were measured on locus of control scales to test the hypothesis that physically disabled children with possible academic difficulties display a more external locus of control than their unimpaired peers. The contribution of this construct to their academic and social performance was also examined. As local norms for these scales were not available, mean grade values were obtained for all children in classes in which a handicapped child had been integrated in order to study the psychometric properties of the scales and the construct's cross‐cultural implications. Results indicated that the instrument did not differentiate between mildly handicapped CP children integrated into regular schools and their non‐disabled peers nor was it a significant correlate of academic or social performance for the target group. Although the possibility exists of real cross‐cultural difference between American and Australian school children, the doubtful reliability and validity of the measure for the population sampled do not support its widespread use as a research instrument with Australian school children.     

Neoliberalism as exception: the New High-Quality School project in Shanghai

ABSTRACT

Drawing upon Aihwa Ong’s concept of ‘neoliberalism as exception’, this paper explores how the education authority in Shanghai capitalises on neoliberal knowledge, techniques and logics to address local challenges. Through the creation of ‘new high-quality schools’ that is accompanied by a new assessment system, the authority hopes to persuade parents to choose non-elite schools instead of prestigious schools that excel in academic performance. The neoliberal strategy of school choice is supported by the policy of school autonomy for educators to go beyond test scores to promote holistic development in students. The paper underlines the indigenisation of neoliberalism through policy dynamics where multiple educational stakeholders interact with and mutually influence one another. By highlighting ‘neoliberalism with Chinese characteristics’ in Shanghai, this study demonstrates how neoliberalism coexists with state forms, cultural norms and social practices in a particular locality.     

野生动物致害的国家补偿责任研究

近年来,野生动物致害事件频繁发生,严重威胁到当地居民的合法权益。国家补偿是弥补受害人损失的有效途径,而我国现行的野生动物致害的国家补偿制度存在着严重的缺陷与不足。因此,必须尽快从理论与具体制度设计上完善这一制度,以促进人与野生动物的和谐共处。     

Educational Under‐Achievement in Different Ethnic Groups

All children attending the maintained primary schools of an education authority in the West Midlands were tested for reading ability and listening vocabulary in the term before entry to junior schooling. Children from West Indian and Asian families are compared with indigenous children on national and local norms for these two tests. The statistics of test scores are used to measure under‐achievement in reading. Although West Indian and Asian children are significantly below the mean of local indigenous children in reading skill, it is shown that they are not under‐achieving, and that they tend to higher achievement than samples of indigenous pupils matched for the social and familial features of the ethnic minorities. Some aspects of the psychometric model which results in this finding are examined.     

范寿康《教育哲学大纲》中教育伦理学思想评述

范寿康的《教育哲学大纲》是中国学者写的第一部教育哲学著作,书中较为详细地阐述了其教育伦理学思想。范先生借鉴了康德和纳托普的哲学和教育哲学思想。他认为教育是将现实的人提高到理想的入的活动．因此与伦理学有着密切的关系。他明确提出将人生观作为教育目的的依据：伦理学对于人生观的规范应该是主观与客观的结合,伦理形式的规范是先验的,而伦理内容的规范是经验的,其核心是“个人的完成”和“他人的福利”。这些教育伦理学思想对重塑道德教育的中价值秩序、化解道德教育中的冲突有极大启示。     

泉州婚嫁歌谣的广义修辞分析

泉州歌谣经过历时凝结,成了泉州人在婚嫁观念上的准则,指引着泉州人的婚嫁行为。在这种意义上,泉州歌谣从最初的说法上升到了哲学意义上的活法。本文从婚嫁歌谣的语义建构、话语建构、话语行为观照三个方面分析零散存世的泉州婚嫁歌谣,探析其语义内涵、话语特色及其如何影响人们的生活并凝定为人们的存在方式。     

图里翻译规范论视角下的《哈利·波特》人名翻译

根据图里翻译规范理论,译者的翻译会受到诸多社会文化约束力的制约和影响。按照这种社会文化约束力的大小,可归类为:规则、规范和癖好,其中"规则"与"癖好"分别被置于强与弱的两端,而"规范"便是其中的中间部分;同时"规范"通过其逻辑和时间先后顺序可划分为:原始规范、预先规范和操作规范。所以通过以描述性研究方法为指导的译本研究,我们可以重构译者在翻译过程中所受的规范制约,并以此来理解更多相关的翻译现象。该文以《哈利.波特》系列中第四部的人民文学出版社译文版和皇冠出版社译文版为对比研究对象,描述和解释译者在人名翻译时所受的翻译规范影响。     

A Model of Homework's Influence on the Performance Evaluations of Elementary School Students

This study was the first to test a model of the influence of homework on classroom performance using a sample of elementary school students. A total of 28 teachers in Grades 2 and 4 took part in the study, along with 428 students and parents. The authors used structural equation modeling to examine relationships among variables. Student norms were positively related to the elimination of distractions from homework by parents. Positive student norms, higher student ability, and positive parent attitudes toward homework were all related to greater parent facilitation. Student's attitude toward homework was unrelated to home and community factors but was related positively to parent attitudes toward homework. Classroom grades were unrelated to student's attitude toward homework but were predicted by how much homework the student completed (even after the use of homework in grading was controlled), by student ability, and by the amount of parent facilitation. More generally, parent facilitation was an important mediator of the relation between student norms, student ability, and parent attitudes toward homework, and the outcome of classroom grades.     

Content and Form in Kohlberg's Theory of Moral Development

Abstract: R?rvik, H. 1980. Content and Form in Kohlberg's Theory of Moral Development. Scandinavian Journal of Educational Research 24,105‐120. One of the fundamental premises in Kohlberg's theory of moral development is the possibility of discerning between form and content, and he maintains that his test measures aspects of form alone. The present article reports on an empirical investigation of that allegation. The results of this study indicate that this part of Kohlberg's theory lacks support in the data. Thus, when teachers study groups of pupils’ answers from the Kohlberg's test, they recognize norms that the school intentionally transmits to pupils. Grading of this norm content and of motivation for choice of norm in moral decisions shows clear relations to grading advocated in connection with Kohlberg's test on moral judgment.