论学生、教师和家长自由的有限性——彼得斯分析教育哲学的伦理学视角

自由具有正当性,但自由是有限的。在学校教育中,学生、教师和家长的自由也是有限的。其伦理学依据表现为:自由原则不是人类生活的唯一原则,人类社会中的一些制度对自由起着限制的作用,自由会受到实际条件的限制,“恐惧自由”心理的作用,自由原则的应用有特定的范围。就学生而言,义务教育的强迫性表明儿童自由是有限的,学校对教学秩序的需求,控制了的教育环境,学生一些要求的“无理性”,以及教师布置的作业和组织的活动决定了学生自由的有限性;就教师自由而言,教育的目的和任务,中小学学生身心发展不同阶段的特殊性.教育考试制度和教师特殊的社会角色,决定了教师自由的有限性;就家长而言,在儿童的义务教育问题上家长没有选择的自由,在子女就学的学校选择中不少家长的自由会受到限制。因此,我们对教育领域中的学生、教师和家长的自由问题必须有清醒的认识,弄清楚在哪些地方允许自由,在哪些地方则应当对自由作适当的限制,不能将自由的概念用错地方,“在不应当给予自由的地方给予了自由,而在应当给予自由的地方又往往不给予自由”。     

Towards an Ethical Approach to Perspective-taking and the Teaching of Multicultural Texts: Getting Beyond Persuasion,Politeness and Political Correctness

This paper aims to problematize perspective-taking – an instructional practice widely thought to be useful in helping students develop the ability to better understand their own worlds and the worlds of others in multicultural texts. We provide examples that illustrate difficulties discovered in implementing a perspective-taking approach to teaching multicultural texts across three diverse classrooms. Specifically, these examples suggest that perspective-taking was perceived by students to be a rhetorical strategy that their teachers wanted them to acquire in the interests of persuasion, politeness, political correctness and uncritical tolerance. Through discussion of these examples this paper argues that in order for perspective-taking to be a valuable instructional strategy for teaching multicultural texts it must be grounded in a larger effort towards an ethical approach to response to multicultural texts – an effort by which teachers encourage ownership of initial responses, genuine and continual consideration of conflicting views, and a positioning of one's response in relation to those of others.     

Emerging from the Pipeline: African American Students,Socioeconomic Status,and College Experiences and Outcomes

This study focuses on how social class affects the college experiences and outcomes for African American students in 4-year colleges and universities. Using a national, longitudinal data base, the findings indicate that low SES African American students have less contact with faculty, study less, are less involved with student organizations, work more, and have lower grades than do their high SES peers or all African American students. Furthermore, 9 years after entering college, low SES students report lower incomes, lower rates of degree attainment and lower aspirations than their high SES peers, and were less likely to have attended graduate school. Logistic regression results indicate that sex, college GPA, and plans following college significantly affect the likelihood that a student will attend graduate school.

中学生生活技能量表的编制和信效度检验

编制中学生生活技能量表,并检测其信度和效度。方法:用量表评估初高中四个班学生211人,分析量表的信效度。结果:①新编量表有较好的信效度。②我国中学生生活技能水平总体较低。结论:①该量表有较满意的心理测量指标。②需要在我国中学生中开展系统的学校生活技能教育。     

Sample, Random and Variation: The Vocabulary of Statistical Literacy

This paper considers the development of school students’ ability to define three terms that are fundamental to statistical literacy: sample, random, and variation. A total of 738 students in grades 3, 5, 7, and 9 were asked in a survey to define and give an example for the word “sample.” Of these, 379 students in grades 7 and 9 were also asked about the words “random” and “variation.” Responses were used to describe developmental levels overall and to document differences across grades on the understanding of these terms. Changes in performance were also monitored after lessons on chance and data, emphasizing variation for 335 students. After 2 years, 132 of these students and a further 209 students who were surveyed originally but did not take part in specialized lessons, were surveyed again. The difference after 2 years between the performance of students who experienced the specialized lessons and those who did not was considered, revealing no differences in performance longitudinally. For students in grades 7 and 9, the association of performance on the three terms was explored. Implications for mathematics and literacy educators are discussed.     

Understanding STEM-focused high school students’ perceptions of task importance: The role of “standing out” and “fitting in” in mathematics class

One theoretical extension of Optimal Distinctiveness Theory (ODT;  and ) is that individuals will work toward the satisfaction of their own social identity needs for differentiation (standing out) and assimilation (fitting in). Because these needs serve as driving forces behind the attitudes people adopt, and the behaviors they enact, the motivational properties of these needs are likely to be manifest in achievement contexts. Bridging ODT and Expectancy-Value Theory, this article examines the prediction that academic tasks are seen by students as more important when they contribute to students’ ability to stand out (task differentiation) from and fit in (task assimilation) with their classmates. This prediction was supported among an ethnically diverse sample of STEM-focused high school students who rated the importance of 18 mathematics-related academic tasks. Additional analyses demonstrated that the association between task assimilation and task importance was stronger for students who perceived their academic learning environment to be performance-focused (performance goal structure). There also was a significant interaction between task differentiation and task assimilation, such that the association between task assimilation and task importance attenuated at higher levels of task differentiation. The present study is one of the few investigations to assess how students’ valuing within a single academic domain might fluctuate from one academic task to the next (e.g., taking notes versus working out problems on the board). The Discussion addresses the theoretical and practical significance of acknowledging differentiation and assimilation as vehicles for motivating students in the classroom.     

High school students’ scientific epistemological beliefs,motivation in learning science,and their relationships: A comparative study within the Chinese culture

This study explored the differences in high school students’ scientific epistemological beliefs (SEBs), motivation in learning science (MLS), and the different relationships between them in Taiwan and China. 310 Taiwanese and 302 Chinese high school students’ SEBs and MLS were assessed quantitatively. Taiwanese students generally were more prone to believe that scientific reality is invented, the development of scientific knowledge is culture-dependent, and scientific knowledge is always changing and its status is tentative than the Chinese students were. Yet, the Taiwanese students perceived higher test anxiety in science than the Chinese students did. Moreover, Chinese students who have a stronger belief that science knowledge is changing and tentative are more likely to perceive themselves as having higher test anxiety in science. The results suggest that the role of culture might have an impact on students’ SEBs and their MLS.     

Parent-child cohesion,self-esteem,and academic achievement: The longitudinal relations among elementary school students

This study addressed the longitudinal reciprocal relations among parent-child cohesion, self-esteem, and academic achievement in elementary school students. A total of 659 students from Grades 4–5 in China (M_age = 10.09 years, 46.3% female) was investigated on five occasions across 12 months. The results indicated that: (a) For the direct reciprocal relations, mother-child cohesion and academic achievement reciprocally enhanced each other; self-esteem and academic achievement transactionally facilitated each other; father-child cohesion and self-esteem reciprocally enhanced each other; self-esteem facilitated mother-child cohesion, but not vice versa. (b) For the indirect relations, father-child cohesion and students’ academic achievement facilitated each other indirectly via self-esteem; students’ academic achievement influenced mother-child cohesion indirectly via self-esteem, but not vice versa. These results delineated the dynamic system among these study variables, and also revealed that father-child cohesion and mother-child cohesion showed both similarities and differences. Implications for educational practices were discussed.     

The academic success of undocumented Latino students: School programs,non-profit organizations,and social capital

Based on 29 in-depth interviews with undocumented Latino college students and graduates in Southern California, this study explores how academic high achievers obtain the information, resources, and emotional support they need to achieve college-student status. The study highlights the importance of the programs offered by schools and nonprofit organizations to compensate for undocumented Latino students’ lack of social capital and their parents’ lack of human capital. Forging a trusting relationship with teachers and/or counselors remains crucial for navigating the unique application process for undocumented students and for identifying private funding sources.     

The Role of Knowledge,Social Norms,and Attitudes Toward Organic Products and Shopping Behavior: Survey Results from High School Students in Vienna

In 2005 a survey was used to investigate social norms and attitudes of Viennese high school students (14–20 years, n = 340) toward organic products. Young people, who already participate in household decisions and consume organic products, have not yet been recognized sufficiently in research. The Theory of Reasoned Action and discriminant analysis are used to explore relations of a number of variables and the complex field of factors influencing Viennese high school students’ shopping behavior when shopping for organic products. Key findings include the importance of primary socialization in forming social norms and shaping behavior. Surprisingly, knowledge of organic products does not explain students’ self-reported shopping behavior when shopping for organic products. Cultural patterns seem to be far more useful to predict behavior and attitudes toward organic products.