American and Chinese Early Adolescents' Inclusion of Their Relationships With Their Parents in Their Self-Construals

This research examined children's interdependent self-construals as manifest in their seeing their relationships with their parents as self-defining. Four times over early adolescence, 825 children (mean age = 12.73 years) in the United States and China reported on their inclusion of their relationships with their parents in their self-construals as well as other dimensions of their psychological functioning. Although there was continuity in children's inclusion of their relationships with their parents in their self-construals, American, but not Chinese, children decreased their inclusion over time. In both the United States and China, the more children defined themselves in terms of their relationships with their parents, the more their perceptions of the quality of these relationships mattered for their subsequent emotional functioning.     

从《金瓶梅》看古代婢女的婚姻状态

《金瓶梅》以写实的笔法,塑造了一批丫鬟形象,揭示了她们的悲剧命运,同时还在一定程度上反映了她们的婚姻状况。婢女被视为主人的私有财产,主人可以随意奸占,同时其婚配也完全由家主决定,即使被收为妾也不能彻底改变自己的地位。由于正常的婚配权得不到满足,婢女心存不满,往往会借出轨行为来满足自己的欲望。随着婢女买卖的合法化,婢女的生存环境更加恶化,她们的婚配更加困难。     

Do prospective mathematics teachers teach who they say they are?

In this case study, the professional mathematics teacher identity (PMTI) of final year mathematics education students is investigated in terms of their self-perceived and actualised identity. These prospective teachers were required to discuss and describe their own PMTI in terms of three aspects: mathematics specialisation, teaching-and-learning specialisation, and caring. Subsequently, they were observed in the classroom, where the actualisation of their PMTI was considered in terms of the same three. The participants’ perceptions of their own PMTI and the actualisation of that PMTI in the classroom were found not to be congruent. While their self-perceptions regarding their prowess as Mathematics Specialists were accurate, since this is concretely tested as part of their studies, their self-perceptions as teaching-and-learning specialists and particularly as Carers, were not verifiable in their classroom practice. Espoused theory, theory that the individual perceives as true and valid, and which may thus be seen as intrinsic to their PMTI’s, is not necessarily enacted.     

论中华姓氏（下）

中华姓氏的来源浩繁庞杂，既有一姓多源，又有几姓同源，还存在历史进程中发生变化者。据考证，目前中华民族的姓氏用汉字记录的有11969个。在这敷以万计的姓氏中，对其分析、归类，可将得姓受氏的情况大致分为以田为氏、以邑为氏、以居住地为氏、以官为氏等十几种。     

‘Not footprints behind but footsteps forward’: working class women who teach

This paper draws on in‐depth interviews with five working class women who work/have worked as schoolteachers in inner city settings. The paper explores their subjective and continuing engagement with their class origins—their footprints in their past—as well as the way in which social class is implicated in their professional contemporary worlds—their footsteps forward. The paper argues that through exploring female classed experiences, social class can be seen as a complex amalgam of economic and material conditions as well as embodied lived experiences and subjectivities.     

Mother-Child Interaction on a Spatial Concept Task as Mediated by Maternal Notions about the Task and the Child

This study examined how task context and task difficulty may affect the nature of mother-child instructional interactions. It also assessed the role of maternal views about these two factors. Mothers interacted with their 3-year-olds on a matching task tapping spatial relation concepts. Sixty-four dyads received either an easy or difficult version of the matching task presented either as a school-readiness task or as a board game. Mothers' awareness of the task concepts, their notions about task difficulty, and their ideas about their child's task-related abilities had as strong an effect on their teaching, and thus on their child's successful task completion, as did the actual task difficulty or task context. Thus, how and what mothers teach may well be influenced in significant ways by their judgments of task difficulty and child competence as well as the actual task requirements. These results have implications for how educators structure programs designed for adult-child dyads. Mothers will teach in accordance with their views of a task; however, they may be mistaken in their views. Thus, educators need to explicate task requirements so that mothers' notions are congruent with their own.     

论高职院校音乐教育教学方法的改革实践

音乐是高职院校艺术教育的重要内容之一。本文通过分析音乐的特点，并根据高职院校学生学习的特殊性，着重从转变音乐课堂教学的观念、听觉能力与节奏培养、以及多媒体的合理与创造性运用等方面探讨高职院校音乐教育教学方法的改革实践.     

试析清季台湾教案中官绅民的反教原因及其关系

本文主要考察了清代台湾教案中官绅民反教的原因及其相互关系。文中认为，官府反教偏重于政治权威和社会秩序的维护，干绅反教在于维护自身民间领导权的需要，民众反教则侧重于个人实际利益的得失与否，由于社会地位、知识层次等的差异，官绅民在教案中所扮演的角色也各不相同，在台湾反教斗争中，官、绅、民三者结合，逐渐形成了以地方士绅为中坚力量，以广大人民为主力军，以地方官府为保护伞的三位一体的反教格局。     

高校女辅导员应激状态下的应付方式与社会支持

女辅导员具有独特的工作角色特点,在高校学生思想政治教育中发挥着重要作用,体现人格特征与行为方式的应付方式和作为个体应激资源的社会支持是影响高校女辅导员应激状态改变的重要因素。通过对皖赣部分高校女辅导员应激状态下的社会支持与应付方式现状的调查分析,高校女辅导员需要从情绪应对、问题应对、生理应对与环境改善等方面改善应付方式和获得社会支持。     

The impact of multimedia cases on preservice teachers' learning about literacy teaching: A follow‐up study

Abstract

Using surveys and interviews as a data set, this study explored the influence of multimedia cases in preservice literacy methods courses by following a set of preservice teachers into their first years of teaching. Analysis of the survey and interview data yielded three salient themes. First, respondents reported that their methods courses had positively influenced their teaching. Second, respondents reported several factors (e.g., active involvement during class time, the enthusiasm of the instructor) as influential in their recall of course content. Third, respondents reported that the use of the multimedia cases influenced their learning, both during their teacher education program and in their current teaching. This follow‐up study offers insight into the connections teachers make between their teacher education programs and their later teaching and serves as an impetus for future research into the potential benefits of using multimedia cases as a way to situate preservice teacher learning in real problems.     

高等学校自主权概念研究

高等学校自主权是一个极其复杂的概念，源于西方大学的自治权，就性质而言，有时表现为权力，有时又表现为权利；就内容而言，有的表现为权力，有的表现为权威。在我国的权力语境中，高校自主权就是指高等学校依据法律、法规的规定，以办学目标为基础，以学术自由为主要内容，按照自身特点和内部规律的要求，由其章程所规定、效力只及于内部成员的自主决策、自主实施、自主承担责任的资格和能力。     

Primary Teachers' thinking about the English National Curriculum for science: Autobiographies,warrants, and autonomy

Primary teachers, whether or not they have a specialized background in science, hold the key to understanding how science is presently working in primary schools. This paper examines their confidence and identity as science teachers in tandem with their views on the English National Curriculum and the warrants they give for those views. Data for this study were collected by in‐depth interviews of a small sample of primary teachers, setting their views in the context of their science‐related life histories. These are presented in three ways—by biographical sketches illuminating their self‐image as science teachers; by analysis of their views on the curriculum; and by analysis of the types of knowledge they used as warrants for their views. Analysis showed that their professional self‐image and their ‘science autobiographies’ were mutually validating. Where science teaching had become embedded into their perception of themselves as teachers, their critiques of the science curriculum and their desire for autonomy in its teaching could be shown to be consistent with their values © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 1043–1056, 2000     

“Practising what we preach”—teacher educators’ dilemmas in promoting self-regulated learning: a cross case comparison

Teacher educators, as mentors involved in developing student–teacher learning, encounter increasing demands to promote self-regulated learning (SRL) in their students. This study investigated how teacher educators are committed to promoting SRL in their students, as well as how they promote their own professional development as self-regulated learners, which may (or may not) mirror the way they support SRL in their students.In both the Israeli and Dutch teacher education contexts, the study investigated how teacher educators conceptualize SRL and what they mean by actively utilizing SRL approaches, both as a framework for their own professional development and as a way to involve their students in self-directed learning.The study notes several professional dilemmas teacher educators face with respect to SRL. These dilemmas seem to be connected to their underlying conceptions of teaching and learning, as well as the demands of the setting in which they teach. Furthermore, what teacher educators themselves are doing in terms of SRL does not align with what they are teaching others to do; this divergence was the case in the Dutch context more than in the Israeli context. As such, teacher educators struggled with both learning to use SRL approaches themselves, and teaching their students to use them.     

浅论大学生终身体育的意识培养

该文从素质教育的角度提出：对大学生终身（终生身体）体育的意识培养，应激发学生运碧芑趣．要关注学生运动爱好和专长的形成，并养成良好的锻炼身体的习惯，多渠道丰富学生的体育知识，构建校园体育文化氛围，陶冶学生情操，培养大学生热爱体育活动和欣赏体育的能力。     

壮族机智人物故事中智人形象浅探

壮族机智人物故事中的机智人物主要有公颇、老登、汪头三、公天、佬巧、波荷等，这些智慧形象具有其他民族同类形象的共性，也具有本民族的个性，他们在斗争艺术中表现出如下几个方面的“智”性：（1）深谋远虑、游刃有余的运筹术；（2）处事不惊，化险为夷的应变术；（3）请君入瓮，以毒攻毒的思辨术；（4）善用诡辩、滑稽、幽默的口才艺术；（5）大智若愚，狡黠聪慧的处世术。     

Voices from Spanish students with disabilities: willpower and effort to survive university

This article analyses the university experiences of 44 students with disabilities. The voices of Spanish students describe the reasons that lead them to choose a given university degree, their transition in the university, the perception they have of themselves as students and how they evaluate their academic results. This study was done with the biographical-narrative methodology using several different data collection techniques, such as narrative interviews, lifelines and photographs. Data analysis was based on an inductive coding system. The results of this study have enabled us to conclude that most of the students chose their degree course because they had a vocation for it, although their disability also influenced their decision. Some students had such a hard time during their first year that they had to change their course of studies. They thought they had to make a stronger effort than the rest of their fellow students, defined themselves as fighters and survivors, and valued this willpower as their main personal asset, above the outcome achieved.     

Parents’ Metacognitive Knowledge: Influences on Parent–Child Interactions in a Science Museum Setting

Despite science learning in settings such as science museums being recognized as important and given increasing attention in science education circles, the investigation of parents’ and their children’s metacognition in such settings is still in its infancy. This is despite an individual’s metacognition being acknowledged as an important influence on their learning within and across contexts. This research investigated parents’ metacognitive procedural and conditional knowledge, a key element of their metacognition, related to (a) what they knew about how they and their children thought and learned, and (b) whether this metacognitive knowledge influenced their interactions with their children during their interaction with a moderately complex simulation in a science museum. Parents reported metacognitive procedural and conditional knowledge regarding their own and their children’s thinking and learning processes. Further, parents were aware that this metacognitive knowledge influenced their interactions with their children, seeing this as appropriate pedagogical action for them within the context of the particular exhibit and its task requirements at the science museum, and for the child involved. These findings have implications for exhibit and activity development within science museum settings.     

Welfare-to-Work Single Mothers' Perspectives on Parent Involvement in Head Start: Implications for Parent–Teacher Collaboration

Single mothers' perspectives on selecting child care reflect their experiences of the significance of parent–teacher collaboration in a Head Start context. Mothers spoke of their motivations for selecting child care, their experiences of their relationships with Head Start teachers, and how their self-development and learning were enhanced by interactions with Head Start staff. Such collaboration has positive effects for their children, their development as parents, and their development as individuals. Implications of their perspectives for teacher best practices are drawn.     

“齐物逍遥”与“积极行动”——庄子与萨特自由思想比较探析

庄子与萨特的自由思想有着各自的本体依据,前者为＂道论＂,后者则是＂存在先于本质＂论;二人在自由观上有着诸多的差异性,主要表现在：实现自由的条件之差异、他人限制与人我和谐同一之差异、对客观规律和自然的认知把握之差异、对己负责与对全体负责之差异、积极行动与消极无为之差异、审美艺术倾向之差异;但从二人自由思想的差异性中也能透视出二者思想的共性,主要表现在自由思想都关注人,重视人的精神自由,都具有典型的美学色彩等。     

New teachers’ identity shifts at the boundary of teacher education and initial practice

As teachers enter the school communities of their initial practice, they experience identity shifts that reflect their learning. Throughout teacher education they have constructed an identity informed by their previous school experiences, the ideas and approaches promoted by their teacher education programs, and an ideal of the teachers they hope to become. The complex set of influences at the boundary between their lives as students and their lives as professionals causes them to confront their identities in new and sometimes disruptive ways (Flores & Day, 2006). New teaching situations introduce them to the thinking of experienced teachers, and to the needs of their first groups of learners, challenging the notions they have so far developed about who they are as teachers (Smagorinsky, Cook, Moore, Jackson, & Fry, 2004). This paper reports on interviews with 35 new teachers as they graduate from teacher education programs and enter the profession, and details their learning about agency and role in community resulting in identity changes within this boundary space.