Mother-child conversations about pictures and objects: referring to categories and individuals

The distinction between individuals (e.g., Rin-Tin-Tin) and categories (e.g., dogs) is fundamental in human thought. Two studies examined factors that influence when 2- to 3-year-old children and adults focus on individuals versus categories. Mother-child dyads were presented with pictures and toys (e.g., a picture of a boat or a toy boat). Conversations were coded for references to generic categories ("Dogs are furry"), ostensive labels ("This is a dog"), or specific individuals ("Lassie"). Overall, pictures generated more talk about categories; objects generated more talk about individuals. However, when objects could not be manipulated, speakers expressed relatively more category references. These results suggest that representations (in the form of pictures or objects-on-display) encourage young children and parents alike to think about categories.     

Relationships between the STEP Tests and Overachievement/Underachievement

Abstract

A computer program GRADER has been written in FORTRAN IV which returns a letter grade and rank for students based on raw numerical data provided in one or more of four arbitrarily designated input categories. The program is designed for a large lecture class which is divided into small recitation sections. The user provides weights for each input category as well as instructions for handling low and excused scores. The final composite scores and their corresponding ranks are determined according to the normalized weighted averages of each of the four input categories and the user’s desired final grade distribution. The output is in the form of histograms, ordered lists, individual student reports, and summaries.     

College grades as an adaptation level phenomenon

Using adaptation level (AL) theory as a frame of reference for determining the perceived value of college grades, 166 students rated the following sources of influences affecting grade incentive AL: self, peers, major field, and parents. Subjects also provided GPAs, ACT scores, and evaluative ratings for the grade categories of A-F. Results revealed that AL values for family were most similar to AL values for self and that family influences were more significant than any other in affecting overall AL value. Students having higher incentive ALs rated all grade categories less positively than did student having lower ALs. Grade AL was found to predict GPA significantly (even when ACT score was controlled); it did not predict satisfaction with grades, which was more directly a function of GPA. Results were taken to suggest that college grades, for both students and professors, are best conceptualized as an adaptation level phenomenon in which their meaning for the individual depends upon the personal and situational frames of reference within which they are given and received.     

如何培养勘查技术工程创新人才

本文针对成都理工大学勘查技术与工程专业的特色与优势,从培养目标、课程体系、校外实践教学基地建设等方面为相关院校及相关专业创新人才的培养提供了可供借鉴的思路。     

高校师德弱化成因分析

当前高校师德存在一种弱化倾向,虽属个别现象,但已影响了教师整体的形象。主要表现为：只授业不传道,育人目的淡化;重科研轻教学,教育功能虚化;重名利轻奉献,服务意识边缘化。其弱化原因有：社会理想化诉求传统与教师个体现实性追求之间的矛盾;教师管理与评聘制度的缺陷;市场经济对高校办学理念和教师主体价值的冲击;社会性道德危机对师德的影响等。     

品行障碍危险因素的研究进展

品行障碍是儿童青少年期常见的行为障碍之一。本文从个人、家庭及社会文化环境因素三个方面对品行障碍的危险因素进展情况进行了归纳和总结,并在此基础上提出了今后研究的方向,以期为今后研究提供科学的参考。     

Teachers’ Professional Identity Negotiations in Two Different Work Organisations

Recent studies have described professional identity as the interplay between individual agency and social context. However, we need to understand how these are intertwined in different kinds of work settings. This paper focuses on teachers’ professional identity negotiations as involving the work organisation, the professional community and individual agency. The data were gathered from two work organisations representing different management cultures and sources of control over teachers’ work. Open-ended narrative interviews were used, focusing on teachers’ own experiences and perceptions. A data-driven qualitative analysis was applied. Our findings indicated that different work organisations provided differing resources for teachers’ professional identity negotiations. Teachers were more committed to their work organisation if they had enough agency, if they had opportunities to practise their own orientations towards the profession, and if major changes were not imposed on their working practices from outside.     

IMPLICATIONS FOR THE CONDUCT OF EDUCATIONAL RESEARCH OF ADOPTING DEWEY'S THEORY OF INQUIRY

This paper examines the implications for the practical conduct of educational research of adopting John Dewey's theory of inquiry as a research methodology. Complex theoretical issues generated by his account of inquiry are not discussed, though references are provided in the text. It is argued that educational research conducted according to the tenets of Dewey would be considerably different from traditional research. Teachers would occupy a major role as researchers and teachers’ immediate and practical problems would serve as the focus of research, knowledge and theory generation, thereby alleviating many of the causes of teacher alienation to research.     

Therapy of incest survivors: abuse or support?

A preliminary study examined the self-reports of 30 adult incest survivors related to professional help received for personal concerns and incest-related problems. Subjects rated the helpfulness of services received from 12 categories of professionals or groups commonly sought for counsel. Subjects utilized 113 professionals (53 male, 60 female) and spent an average of 36 sessions (9 months) in helping relationships. Chi-square analysis indicated a significant relation (p less than .001) between sex of professional or helper and rating of helpfulness of individual sessions. The trend indicated by this data suggests that male helpers were seen longer and rated lower than females. Additional information provided indicated that the most helpful categories of interventions included (1) validation; (2) advocacy; (3) empathic understanding; and (4) absence of derision or contempt. Practices or attitudes considered harmful were (1) blaming the victim; (2) lack of validation; (3) negative or rejecting responses; and (4) exploitation or victimization of the client. Sexual involvement with the person in the helping role was reported by 23% of the sample; an additional 23% reported other forms of exploitation or victimization. Results of the study are discussed using the conceptual framework of trauma-based disturbances. Reliving experiences, revictimization dynamics, and dissociative processes are speculated to be involved in the high incidence of exploitation of adult incest survivors by persons in helping roles.     

从空语类看汉语空位主语

借助乔姆斯基空语类理论分析汉语空位主语的特征。由于汉语空位主语不具备指称句内可识别性,它的先行项必须依靠一定的语境才能识别,因而汉语空位主语不同于乔姆斯基的空语类,属于话语省略。     

Teachers’ views on causes leading to their burnout

Teaching is a challenging profession sometimes leading to teachers’ burnout: a syndrome of emotional exhaustion, depersonalisation, and reduced personal accomplishment. Burnout effects range from psychological, physical, and behavioural symptoms to increased turnover, which affects students and schools. This study identifies levels of and factors causing Lebanese teachers’ burnout by eliciting their perspectives about the matter. A multiple-case studies design is used; instruments include interviews, researcher’s reflective journal, and questionnaires adapted from the Maslach Burnout Inventory–Educators Survey. Nine teachers who left the profession during the first five years of teaching were interviewed and 92 teachers in service responded to the questionnaire. A cross-case synthesis helped to compare the data between cases in order to discover whether similarities can be found. Triangulation of data is performed through comparing results from each instrument and identifying common categories that are used to address the research questions. Findings show that workload, school environment, coordination/mentoring, classroom environment, and emotional factors are major causes of burnout. This study provided insight on how to identify causes and symptoms of teacher burnout to help prevent the occurrence of the syndrome.     

Developing a discourse community of preservice teachers in a technology‐mediated context

Abstract

Through an asynchronous discussion group on the Internet, students were given opportunities to interact in a community of beginning preservice and inservice teachers. They questioned, argued, and negotiated issues generated from their experiences in an introductory educational psychology course and school‐based practicum. This paper reports findings from an investigation into the social dynamics of a technology‐mediated environment and the extent to which community‐building occurred. Using a discourse analysis approach, the data were analyzed to determine the extent to which a technology‐mediated discourse community reflects the five main features that characterize the ethos of classroom communities: respect among members with open exchange of ideas, individual responsibility with communal sharing, shifting roles among members, constructive discussion/making meaning, and a participation framework. Illustrations of each of these categories that demonstrate an overall sense of community among the participants are provided.     

英语学习者的感知学习风格和词汇策略研究

本文根据Reid的感知学习风格和Schmitt的词汇学习策略分类,通过问卷调查方式,调查了128位高职英语学习者的感知学习风格倾向和词汇学习策略运用特点及两者的相关性。研究结果表明:该群体最倾向于独立和视觉风格而最不倾向于合作型学习风格;最常用记忆、认知策略而少用元认知和社会策略;感知学习风格影响学习策略的选择,风格与策略多处显著相关。     

Subject matter and related pedagogical knowledge in teacher education

What kinds of knowledge do teachers need in order to be effective in their classrooms? This question has received much attention recently. This paper outlines a framework for teachers' knowledge, consisting of six major categories, namely: general liberal education, personal performance, subject matter, general pedagogical, subject matter specific pedagogical, and foundations of the teaching profession. Suggestions are provided on ways in which three of the categories, subject matter knowledge, general pedagogical knowledge, and subject matter specific pedagogical knowledge can be dealt with in teacher education, especially at the preservice stage. These suggestions are based on actual courses which have been taught in various countries. The outcomes of one such course, which was taught and supervised by the author, are reported in terms of the students' perceptions of the knowledge they have acquired.     

试析《荀子·解蔽篇》中的诠释思想

荀子的"解蔽"说是一种独特的诠释方法,这种方法以"道"为诠释前见,以"非道"、特别是"乱家"为诠释对象,在道的衡量、裁断之下,墨、道、法、名等百家之言的长短得失被一览无余。荀子确立其诠释前见的途径是"虚壹而静"的认识方法,虚壹而静的最大特色在于它可以使诠释者在价值中立的前提下获取对于道的认识。解蔽说属于诠释学方面的范畴,而虚壹而静则属于认识论方面的范畴,二者的区别与联系正可为诠释学与认识论之关系问题的探讨提供个案、以资参考。     

Science educators' perceptions of problems facing science education: A report of five surveys

Five groups of science educators representing faculty at graduate institutions, graduate students, teachers, supervisors, and leadership conferees were surveyed concerning their perceptions of current problems facing science education. A total of 144 participants provided an average of 4.7 responses. The responses were tabulated using an emergent set of categories that resulted in six major groupings, i.e. conceptual, organizational, teacher; related, student-related, university, and societal. The category with the most problems identified was in the area of conceptual problems. University related problems and organizational problems were the next two most frequently mentioned categories for problems. Specific problems in all categories most often cited include the following:

• 1 confusion and uncertainty in goals and objectives;
• 2 lack of vision and leadership in schools and universities;
• 3 absence of a theoretical base for science education;
• 4 poor quality teacher education programs;
• 5 inappropriate avenues for continuing education of teachers;
• 6 limited dialogue between researchers and practitioners;
• 7 declining enrollments;
• 8 poor quality teaching and counseling;
• 9 insufficient programs in science for the wide spectrum of students; and
• 10 public and parental apathy towards science.

     

智能建筑实验室建设现状与方案研究

随着建筑电气与智能化专业开设院校的增加,该专业已经成为新兴的热门专业,实验室的建设也受到了越来越多的关注.通过对一些高校实验室建设现状的调查,总结在选择实验室建设方案时应考虑的主要问题,为相关实验室的建设提供一定的参考.