Teaching essay-writing to extra-mural students: An integrated approach

This article desribes an attempt made by researchers at the Research Centre for University Extra-mural Studies to improve the performance of extra-mural students following courses in the Adam Mickiewicz University by providing systematic training in the preparation of written assignments. A significant feature of the experiment was the integration of pedagogic material into the content of the subject-based courses.     

The Effectiveness of the Title I Compensatory Education Program: 1965-1997

We examine the nature and quality of some of the most prominent evaluations of Title I over the past 3 decades. The early assessments conducted in the late 1960s and early 1970s were plagued by a host of inadequacies of both programmatic implementation and evaluation designs and procedures. These flawed assessments suggested that Title I was not meeting its fundamental mandate of eliminating the large achievement gaps between high-poverty students and their less-disadvantaged peers. Beginning in the mid- 1970s and continuing periodically to the present, a series of large-scale, national evaluations of the program has been conducted. The earliest of these studies revealed that Title I was modestly enhancing the math and reading achievement of moderately disadvantaged students hut was failing to improve the relative performance of the most needy segment of the Title I population. Further, such effects typically "faded out" as students progressed through school. Finally, the evidence indicates that the program was not cost effective in that no relation existed between programmatic costs and achievement gains. However, in the past decade, evaluation studies, conducted at both the national and local levels, indicate that a variety of local programs, especially comprehensive, school-wide models, have evolved that provide convincing evidence of at least limited effectiveness of Title I. The hallmarks of such models are clear goals; methods and materials linked to the goals; continuous assessment of student progress; well-specified programmatic components, materials, and professional development procedures; and dissemination of results by organizations that focus on quality of implementation.     

《资治通鉴》在历史编纂学上的贡献

《资治通鉴》是我国第一部编年体通史,是在主编负责、协修分工合作下完成的。它在体裁的选择、目录的编排、编写和取材的方法上,都为我们留下了宝贵的历史遗产,在历史编纂学上作出了巨大贡献     

1939-1940年德国与西班牙关系探讨——以两国在西班牙参战问题上的交涉为考察点

第二次世界大战初期 ,围绕西班牙参战问题 ,德西两国进行了多次交涉 ,但因双方的立足点都是本国的国家利益而无法达成一致 ,西班牙最终保持了“中立” .     

《西儒耳目资》在辞书编纂史上的贡献

本文旨在从以下几方面探求<西儒耳目资>一书在辞书编纂史上的贡献:首先,是书第一次将汉字用西方字母进行了拼音化处理;其次,是书对汉字部首进行了远较中国人为彻底的形式化改造;最后,也是更重要的一点,是书第一次打通了中国传统的字书与韵书的界限,将二者的长处融会在一书中.当然,是书也存在着缺点,如没有释义;但这是与其作为识字课本的性质相适应的.     

东北抗联报刊述略(1932-1940)

从媒介形态和发行渠道来看,东北抗联报刊①是“小报”样式;从文本内容来看,抗联报刊兼具新闻报道和理论宣传功能;从媒介属性来看,文字报刊属于党组织和军事机关报合二为一的性质,画报、“专号”发挥着启蒙受众作用;从传播效果来看,抗联报刊自始至终体现着党报党刊在抗战时期的党性、群众性、指导性、战斗性.抗联报刊作为武装斗争的精神力量和舆论支持居功厥伟,作为文化建设的重要组成部分显现着东北抗联精神.     

1949-1965年湖南血吸虫病流行原因探究

血吸虫病是湖南危害极大的一种疫病,流行原因复杂多样.文章交叉运用历史学、社会学、生态学等理论,从自然、社会史等角度来探究1949一1965年血吸虫病在湖南广泛流行与传播原因.为防治和消灭血吸虫病提供一定借鉴与参考.     

中国—新加坡关系(1965-1976)——认知差异下的互不信任

在新加坡建国的头十一年里,中国和新加坡的关系表现为互不信任乃至互为敌视。由于两国领导人的个人经历、所受教育、所处环境的差异,造成彼此在外交事务上思维的巨大差异,特别是1976年之前,两国领导人之间几乎不接触,对彼此一知半解,并且在意识形态领域与对超级大国态度上存在认知差异,这也导致了对对方的认知差异甚至是误解。正是彼此间的认知差异与对对方的妖魔化造成了互相之间的不信任与敌视。当1976年两国领导人开始接触后,认知差异开始消解,双方开始认识到彼此的共同利益,双边关系走上正向发展道路。     

'England Expects Every Man to do his Duty': The gendering of the citizenship textbook 1940-1966

This article is based on a pilot study investigating the representation of women in a sample of texts for citizenship education in the immediate post-Second World War era in England. The authors argue that existing research into the field of education for citizenship does not engage adequately with how the subject is taught in schools, and how citizenship education constructs the polity in line with normative and traditionalist assumptions about the role of women and men in society. By studying the texts of citizenship for the period 1940-66, the authors argue that researchers can, if they deploy a more critically engaged approach to the way in which notions of 'citizenship' and 'polity' are gendered, generate new questions and new understandings of how education for citizenship functions in schools.     

论勃列日涅夫时期苏联越战政策(1965-1975)

勃列日涅夫时期,在多种因素的作用下,苏联从外交、经济和军事等方面加大了对越南的支援,开始积极地介入越南战争。苏联对越南的援助为越南抗美统一战争的胜利做出了贡献,也为其最终将越南拉入自己的怀抱奠定了基础。     

农业劳动:沂蒙革命老区妇女的生活面相(1949—1965)

在革命战争年代,沂蒙革命老区的妇女在中国共产党的领导下,积极参加农业劳动及支前活动;建国后,在妇女解放政策的号召下,她们积极参与爱国增产运动、农业合作化运动及人民公社集体劳动,在新中国建设中做出了杰出贡献。沂蒙革命老区妇女在参与农业劳动的同时,兼具家庭及社会双重角色,既要完成社会劳动任务,又要担负繁重的家务及生育任务。可见,妇女解放在把妇女推向社会的同时却制造并维持了社会性别差异和社会性别的不平等。     

Educational administration and history Part 2: academic journals and the contribution of JEAH

In this article, we examine the role of academic journals in the development of the field. In particular we focus on JEAH as an illustrative example of an academic journal that has, from the outset, reflected and portrayed intellectual developments in educational administration and history. We argue that academic journals, in effect, are one of the most visible and ostensibly powerful forms of knowledge production that can be a highly political and contested process. Moreover, attempts over the past few decades to utilise qualitative or quantitative measures to weigh and measure the (apparent) status and impact of academic journals serve to invoke ratings wars that can only rebound to the disadvantage of scholarship in discipline of education and the field of educational administration and history.     

1939-1940年关于民主宪政的争论述评

在1939-1940年的宪政运动中,中国共产党、国民党、各中间党派和无党派人士就民主宪政问题进行了激烈的争论。1939年9月至11月是争论的第一阶段,主要问题是实施宪政有无必要和可能;1939年11月至1940年2月是争论的第二阶段,主要争论怎样实施宪政和实施什么样的宪政问题。1940年2月至9月是争论的第三阶段,集中讨论宪法草案的内容问题。争论当中,各党派关于民主宪政的理念得到了真切的暴露,各种政治力量因此而重新分化和组合,宪政争论和宪政运动也因此具有新的特点。     

1965—2013年国际教育人类学的研究前沿与演化

自20世纪60年代以来,教育人类学在世界范围内获得了快速发展。运用文献资料调研、知识可视化、词频分析等方法,对1965-2013年间Web of Science发表的5316篇教育人类学相关学术文献进行分析,可以发现:国际教育人类学研究的发文量呈蓬勃发展的态势;相关领域学者的分布较为分散,核心作者尚未形成,期刊分布与机构分布则都显示出相对集中和高度分散共存的非均衡化的发展特点;教育人类学具有跨学科研究的特点,相关研究的热点主题与研究前沿的演化均具有按时期演化的特征。研究热点的主题可归类于教育人类学研究对象特征的关注、教育人类学实现形式的研究、教育人类学实施效果的评价研究;国际教育人类学的知识基础在20世纪90年代逐渐趋于稳定并基本成熟,教育公平研究、具体文化视域下的教育人类学研究等在不同时期成为教育人类学的知识基础。     

Educational Psychology: The distinctive contribution

This paper, written in the twenty‐first anniversary year of the journal Educational Psychology in Practice, attempts to uncover those distinctive aspects of the discipline and the practice of applied psychology in general and educational psychology in particular. After considering some of the reasons for attempting this task at this point in time and outlining some of the difficulties involved in achieving this task, five distinctive dimensions are identified and discussed. These are: (i) adopting a psychological perspective to human problems; (ii) uncovering mediating/psychological variables which link particular situations with specific outcomes; (iii) employing psychological knowledge to create explanatory models of complex human problems; (iv) using evidence based strategies for change; and (v) sharing and promoting big ideas from psychology. Some of the possibilities which these distinctive features offer for innovation in educational psychology practice and research are listed, together with their implications for educational psychology practitioners in the future.     

A contribution to the history of assessment: how a conversation simulator redeems Socratic method

Assessment in education is a recent phenomenon. Although there were counterparts in former epochs, the term assessment only began to be spoken about in education after the Second World War; and, since that time, views, strategies and concerns over assessment have proliferated according to an uncomfortable dynamic. We fear that, increasingly, education is assessment-led rather than learning-led and ‘counter to what is desired’ in an ugly judgemental spirit whose moral underpinnings deserve scrutiny. In this article, we seek to historicise assessment and the anxieties of credentialising students. Through this longer history, we present a philosophy of assessment which underlies the development of a new method in assessment-as-learning. We hope that our development of a conversation simulator helps restore the innocence of education as learning-led, while still delivering on the incumbencies of assessment.     

Medico-science and school hygiene: a contribution to a history of the senses in schooling

This article takes as its inspiration Ian Grosvenor’s conjectural essay presented for the symposium “Historiography of the Future: Looking Back to the Future” held at the International Standing Conference for History of Education (ISCHE) 33 in July 2011 in San Luis Potosi, Mexico. It contributes to a sensory history of schooling by examining how the problematisation of schoolchildren’s eyesight in school hygiene manuals noted by Grosvenor was, to a large extent, made possible by the deeper transformations that occurred in science in the mid-nineteenth century. These included changes in scientific practices and techniques, the invention of new instruments and the emergence of new “scientific selves” that were, in large part, linked to the emergence of objectivity as a scientific ideal. The “objective view” and practices associated with the ideal of objectivity combined with the predominant style of statistical reasoning reinforced the truth claims of senses research by preeminent European scientists. In turn, it made credible and legitimated the findings that resulted when new scientific techniques, methods and instruments associated with the ideal of objectivity were applied to investigations of schoolchildren’s eyesight in the mid-nineteenth century. Medico-scientific investigations that began by first identifying aspects of schooling that caused harm to the sense of sight were later expanded into multiple hygiene(s) and made possible a broader discourse of school hygiene elaborated in the school hygiene manuals that proliferated in the nineteenth and twentieth centuries. The extent to which precepts of school hygiene underscored the reform of pedagogy and the materialities of schooling suggests that the results of these investigations were profound and far-reaching.