Inter-parent agreement on four preschool behavior rating scales: Effects of parent and child gender

This study investigated inter-parent agreement on four preschool behavior rating scales. Sixty-four cohabiting biological parents rated their four and five year-old children's positive and negative behaviors. Results indicated low to moderate inter-parent correlations across all four preschool behavior rating scales for the total sample. Although mean score differences were not significantly different by parent or child gender, absolute differences between pairs of mothers' and fathers' ratings were large and consistent across instruments, as well as by gender of child and gender of parent. © 1996 John Wiley & Sons, Inc.     

The effects of changes in the order of verbal labels and numerical values on children's scores on attitude and rating scales

Research with adults has shown that variations in verbal labels and numerical scale values on rating scales can affect the responses given. However, few studies have been conducted with children. The study aimed to examine potential differences in children's responses to Likert‐type rating scales according to their anchor points and scale direction and to see whether or not such differences were stable over time. A total of 130 British children, aged 9 to 11 years, completed six sets of Likert‐type rating scales, presented in four different ways varying the position of positive labels and numerical values. The results showed, both initially and 8–12 weeks later, that presenting a positive label or a high score on the left of a scale led to significantly higher mean scores than did the other variations. These findings indicate that different arrangements of rating scales can produce different results, which has clear implications for the administration of scales with children.     

Concurrent relationships between two behavioral rating scales for teachers: An examination of self-control,social competence,and school behavioral adjustment

This investigation describes the uses and concurrent relations of two behavioral rating scales for teachers: The Teacher's Self-Control Rating Scale (TSCRS) and The Walker-McConnell Scale of Social Competence and School Adjustment. Both instruments were completed by the regular classroom teachers of 92 students who were referred to multidisciplinary teams because of perceived academic problems. Pearson product-moment correlations between the two instruments were all statistically significant, indicating moderate to high levels of concurrent validity between the two instruments and significant overlap between the constructs they measure, particularly the constructs of behavioral self-control and school behavioral adjustment. Comparisons of the study population with instrument norm scores of typical students indicated that the referred group was rated as having significantly lower levels of social-behavioral competency than the norm groups.     

积极鼓励正确引导加快民办职业教育发展

青岛是我国东部沿海开放城市和计划单列市,总人口730多万,近年来经济快速发展,2004年GDP总值达到2163亿元,财政收入130亿元.经济和社会发展的态势,对职业教育起到了巨大的拉动作用,全市职业教育一直保持快速健康发展.     

积极鼓励依法促进大力推动民办中等职业教育发展

陕西地处我国西部,总面积20.56万平方公里,总人口3 659万人.改革开放以来,我省认真贯彻党和国家有关方针政策,着力促进民办教育事业的发展.民办教育已成为我省教育事业的重要组成部分,在促进经济社会发展、满足广大人民群众日益增长的教育需求方面发挥着越来越重要的作用.目前我省共有民办中等职业学校93所,在校学生近5万人,占全省中等职业学校(不含技工学校)在校生总规模的12%.在促进民办教育整体发展的同时,我们从陕西实际出发,把推动民办中等职业教育的发展摆在突出位置,积极鼓励,依法促进,取得了良好效果.我们的主要做法是:     

高校应对突发公共卫生事件的健康教育现状分析

目前学校健康教育工作偏重中小学,高等院校人员聚集,发生突发性公共卫生事件的几率较高,而高校对突发性公共卫生的健康教育工作存在人员不足、重视不够、方式单一等问题。文章结合高校教育特点,探讨高校应对突发公共卫生实践的健康教育意义及现状,并提出了可行建议。     

Authentic Assessment and Multimedia: how university students respond to a model of authentic assessment

A problem for educators and the developers of interactive multimedia is the apparent incongruity between the demands of authentic assessment and the deliverables of computer‐based assessment. Lecturers wishing to use interactive multimedia are commonly limited to assessment using multiple choice tests which are easily marked by the computer.

This article describes seven defining characteristics of authentic assessment which have been operationalized in a learning environment employing interactive multimedia. The article describes the multimedia program and its implementation with a class of pre‐service teachers. The implication of these findings for educational practice are that authentic assessment can be used within interactive multimedia learning environments, albeit not totally contained within the software itself. The qualitative study reported here showed that students responded favourably to the elements of authentic assessment; that they had a good understanding of the content of the interactive multimedia program; and that the assessment was corroborated by observation of teaching strategies used by the students in their teaching practice.     

How schools and students respond to school improvement programs: The case of Brazil's PDE

This study uses rich empirical data from Brazil to assess how a government program (PDE) that decentralizes school management decisions changes what goes on in schools and how these changes affect student outcomes. It appears that the PDE resulted in some improvements in management and learning materials, but little change in other areas including evaluation and community relations. However, we find no evidence that schools’ participation in the PDE improved student achievement. The results for grade passing are stronger. Students in PDE schools saw greater increases in grade passing rates than students in non-PDE schools during the period of our study. We also estimate a positive relationship between PDE spending and student gains for those schools in the program, especially for spending on teaching and learning materials and furniture. We find no benefit of electronics spending or spending on teacher training, two of the three largest areas of school investment.     

积极发展锐意创新努力开创职业教育新局面

一、九五以来四川职业教育改革发展的现状 1.职业教育事业发展保持基本稳定目前,全省有各类中等职业学校969所,在校学生54万人,占高中阶段在校学生的48.9%,基本保持了高中阶段教育协调发展的格局.高等职业教育得到了迅速发展,目前全省有独立设置的高等职业技术学院9所,招收中等职业学校毕业生的对口高职招生计划数已占高等教育专科层次招生计划的25.1%;38所重点中职校开展了五年一贯制高职教育的试点工作,年招生规模已达13 500人,中职通往高职的渠道已经形成.     

Characteristics of male and female students who experienced success or failure in their first college science course

The purpose of this study was to identify correlates of success for male and female students in their first collegiate science course. The factors that were examined included the personality variables of persistence, future orientation, and the tendency toward reckless and rash behavior, as well as cognitive attributions for success and failure. In addition, two scales from the Omnibus Personality Inventory that focused on the direction of a student's academic orientation were examined for their relationship to science achievement. Level of success x gender ANOV As showed no interactions for cognitive attributions or for the direction of academic orientation. Interactions for persistence, reckless and rash behavior, and future orientation indicated that these factors were more important to the science success of women than to that of men.     

4～5岁儿童行为问题调查及干预研究

目的：了解学龄前儿童行为问题现状及其影响因素.方法：用Conners父母问卷对441例4～5岁学龄前儿童的行为等问题进行调查后,抽取部分儿童进行干预,并调查干预后的效果.结果：学龄前儿童行为异常检出率为11.56%,其得分均显著高于全国常模.干预后儿童行为问题得分显著低于干预前.结论：应采取适当的心理和社会干预措施,以提高学龄前儿童身心健康水平.     

论发展性教师评价的特点与策略

发展性教师评价旨在促进教师的专业成长。其特点是:发展性、主体性、全面性、多样性以及内部导向性;在实施中应建立具体的、可操作的评价策略。     

坚持双元制模式实行校企合作积极为企业的改革和发展服务

青岛市平度职教中心创建于1979年,是国家级重点职业学校、全国重点建设职教师资培训基地、山东省双元制职业教育培训基地、山东省职业教育就业指导中心人才输出基地、青岛市教育改革十面红旗之一.     

Effects of grading practices and time of rating on student ratings of faculty performance and student learning

The effects of grading practices (strict, lenient) and time of rating (after a lecture, after taking an examination, after receiving feedback on performance on the examination) on student ratings of faculty performance and student learning (i.e., performance on an examination) were assessed in two experimental studies. Results indicated that (1) student ratings were directly affected by grading practices and this effect was a function of the time at which ratings were cornpleted, and (2) student learning and students' ratings of faculty were positively correlated, and grading practices had no effect on student learning. Implications of these findings for the administrative use of student ratings are considered.     

Development and validation of two scales to measure elaboration and behaviors associated with stewardship in children

This investigation examines the development of two scales that measure elaboration and behaviors associated with stewardship in children. The scales were developed using confirmatory factor analysis to investigate their construct validity, reliability, and psychometric properties. Results suggest that a second-order factor model structure provides the best fit. This model produced: (1) a stewardship elaboration scale measuring interest and cognitive engagement in stewardship issues, and (2) a stewardship behavior scale measuring in-park, community, and home behaviors. These scales will be useful for evaluating environmental educational programs focused on environmental and park stewardship. The scales may also help researchers assess whether environmental education results in participants elaborating on persuasive messaging, thereby increasing the likelihood that behavioral intentions leading to behavior change will occur.     

Development and validation of scales to measure environmental responsibility,character development,and attitudes toward school

This investigation examines the use of structural equation modeling (SEM) procedures to develop and validate scales to measure environmental responsibility, character development and leadership, and attitudes toward school for environmental education programs servicing middle school children. The scales represent outcomes commonly of interest to environmental education programs and also to after‐school and positive youth development activities. First, we developed the scales using confirmatory factor analysis (CFA) and then we used multi‐group longitudinal CFA to cross‐validate the model with data collected before participation in the environmental education program, immediately after the program, and three months later. The results support a three‐factor model, producing three scales that appear to be valid and reliable.