Correspondence across three ethnic groups of constructs measured by the Iowa Tests of Basic Skills

A random sample of all sixth-grade students enrolled in a large urban school district completed the Iowa Tests of Basic Skills. Tests were administered by either a counselor or a teacher to groups composed of no more than six students. The correspondence of test vectors measured by the test was analyzed. Results suggest that the ITBS does not measure exactly the same constructs across student ethnic groups.     

Malaysian students' preferences for counsellors: Effects of the sex and ethnic group of counsellors and students

Iowa State University     

少数民族地区幼儿园课程建设的适切性及对策研究

在倡导教育公平的及民族融合的大背景下,我国少数民族地区幼儿园课程内容、组织形式、师资等存在诸多问题,急需重新审视少数民族地区幼儿园课程的适宜性,针对问题所在,积极建构适合少数民族地区特色的幼儿园课程。     

Stability of performance on the PPVT-R for three ethnic groups attending a bilingual kindergarten

The degree of temporal stability of the PPVT-R was examined for Native American, Mexican-American, and Anglo-American kindergarten children. In addition, stability was examined for home language groups. The PPVT-R was administerd to 56 kindergarten children in September and May of the school year. Results indicated that strong temporal stability existed over an eight-month period for Native American, Mexican-American, and English-speaking kindergarten students.     

Predicting school performance with the early screening inventory

Criteria are proposed for defining and selecting preschool developmental screening instruments. These criteria include the purpose, breadth, and psychometric properties of screening tests. The Early Screening Inventory (ESI) is a developmental screening instrument designed to satisfy these criteria. The test samples developmental, rather than school achievement, abilities and focuses on performance in a wide range of developmental areas. The results of several reliability and validity studies performed on the ESI are presented, demonstrating that the ESI predicts school performance with moderate to excellent accuracy through the end of second grade. The usefulness and limitations of the ESI in predicting school performance from kindergarten to grade four are discussed.     

普米族族源研究

本文就20世纪50年代以来有关普米族族源研究作了全面系统的论述,分别列出了“牦牛种说”、“白狼羌说”、“党项羌说”和“藏族说”的主要依据。在对各种学说进行比较分析后,认为追溯“白狼夷”和“党项羌”的历史发展过程及这两个族群之间的关系,将有助于普米族族源的更进一步研究。文章还就普米族族源研究中学者们运用的史料学、语言学、考古学和民族学田野调查等研究方法提出见解。     

＂认同危机＂与＂发展困境＂——当代中国朝鲜族社会变迁问题管窥

就朝鲜族的民族认同现状而言,社会变迁对其族群认同、国家认同和跨境民族认同构成了一定影响,虽然这种影响并未改变朝鲜族的整体认同架构,却也在某种程度上消解着这一架构;就朝鲜族的自身发展而言,其自身发展出现了诸如人口负增长、聚居地人口的空洞化和老龄化、传统文化的衰微、民族教育发展前景堪忧等一系列问题.比较而言,朝鲜族的自身发展问题要比民族认同问题更加严重,应当予以重视和加以解决.     

土家族吊脚楼研究综述

土家族吊脚楼是南方最具特色的传统民居之一。学术界对吊脚楼进行了一系列的研究,本文将从土家吊脚楼的历史渊源、选址与布局、文化内涵、现代价值、营造技艺、传承及其利用、保护等角度进行综述,以达到全面系统的回顾和总结,并期待为这一领域的进一步研究提供参考和借鉴。     

哈尼族“昂倮人”的传统服饰

人类生活于由符号构成的世界中,服饰则是这一世界的重要组成部分。"昂倮人"是哈尼族的一个支系,其传统服饰在日常生活尤其是仪式活动中起着重要作用。这些传统服饰别具一格,展现了昂倮人的衣着风俗习惯和文化特色。     

鹤庆白语量词及其语法结构特征

本文对鹤庆白语量词进行了系统的归纳和分类,从词法的层面分析了名量词和动量词的语法结构特征。     

佛头传承对屯堡族群的影响探析

追遡屯堡六百多年的历史长河,佛头作为屯堡村落中有特殊印记的人物,她们不但经历、参与了由移民社会向定居社会转变的重要历程,还协助处理屯堡婚丧喜庆、家庭纠纷、宗祠祭祀敬神等事务,老佛头善良热心不求回报,在整个屯堡族群中起到了承上启下、引领凝聚全族的作用.她们用奉献精神树立起精神的权杖,让屯堡文化得以传承和弘扬.     

A McCarthy short form for rapid screening of preschool,kindergarten, and first-grade children

A short form of the McCarthy was developed primarily to help meet the needs for a well-normed brief instrument to be used for the rapid screening of preschool, kindergarten, and first-grade children. The proposed short form comprises 6 of the 15 tests in the General Cognitive Scale: Puzzle Solving, Word Knowledge, Numerical Memory, Verbal Fluency, Counting and Sorting, and Conceptual Grouping. The abbreviated form was specifically geared to the 3–6 year age range, although equations to convert short-form score to estimated General Cognitive Index were provided for children across the entire span of $\text{2}\text{1}\text{2}$ to $\text{8}\text{1}\text{2}$ years. The short form was shown to have a standard error of estimate of about 6 points and to have excellent psychometric properties in general.     

哈萨克族生态文化探析

哈萨克族的生态文化是指哈萨克民族及其游牧先民们在新疆这一特定的自然环境中所创造的、与这一环境相适应的一整套生产、生活方式与技能;哈萨克族生态文化具有游移性、适应性、实用性、简约性及稳定性等特征;这一生态文化对今天而言仍具有重大的现实意义。     

变迁与困境:新疆游牧民族教育

文章对新疆游牧民族教育的历史变迁及现实存在的问题进行了探讨,认为新中国成立后,党的民族平等政策及照顾政策,使游牧民族教育取得巨大的成就,民族教育体系趋向成熟,但新疆少数民族的学校教育,无论在过去还是现在与汉族地区相比,仍存在着很大差距,对差距存在的主要原因以及提高民族教育水平的途径,试作论述.     

Motivation and Attribution at Secondary School: The role of ethnic group and gender

Some 985 secondary school students completed a questionnaire as part of an investigation into the experiences of Asian girls in a secondary school arising out of a larger project concerned with motivational factors in educational attainment. Results indicated that (1) Asian girls enjoyed all aspects of school life as much or more than their non-Asian counterparts; (2) across both ethnic groups girls enjoyed all aspects of school except sports and clubs more than boys; (3) enjoyment of subjects followed sex stereotypical lines, irrespective of ethnicity: girls rated English, French, German, drama, music and home economics as significantly more enjoyable, and boys rated science, craft, design and technology, physical education, information technology and mathematics as more enjoyable; (4) irrespective of gender, Asian students reported more enjoyment of religious education, and lower enjoyment of drama, physical education and home economics; (5) irrespective of ethnic group, girls reported that there was not enough choice of subjects; and (6) Asian students of both sexes rated parents and friends as more important in contributing to academic success. These results are critiqued in a context that questions the desirability of conducting investigations such as this which dichotomise students into groups on the grounds of ethnicity.     

Identification of educationally at-risk children during the kindergarten year: A four-year follow-up study of group test performance

Group test performance of children identified during the kindergarten year as educationally high, moderate, and low risk was investigated by following a group of 472 children from grades one through four. End of kindergarten predictive measures were the Kindergarten Evaluation of Learning Potential, the Bender-Gestalt Test, and the Slosson Intelligence Test; follow-up measures were group achievement tests administered in April of each school year. Significant differences in achievement performance were found between the high and low risk groups. Significant correlations were found between risk group designation and achievement performance in the first four grades. (No significant differences in group test performance were found for risk groups or individuals between grade levels.) Findings support the predictive validity of the present screening procedures for group test performance through grade four. Further, the findings show that students appear to perform consistently at the same level year to year in a regular class instructional program.     

西夏党项族尚武精神在岩画中的演绎

西夏是以党项族为主体建立的封建割据政权,并与宋、辽、金鼎立达200年,对中国北方地区的历史发展产生了重大影响。西夏能够立国归结于党项族的尚武精神和对军事的高度重视。这种尚武精神,是一个处在上升飞腾民族心理的表白,也是对前途、对命运、对力量、对速度、对生命的赞美。是中华民族悠久历史文化的重要组成部分。由于蒙古灭西夏时采取了灭绝政策,使得西夏王朝的许多历史变成千古之谜。然而,西夏岩画及西夏文题记的发现,无疑为我们提供了一批珍贵的西夏时期的手迹和文物资料,借助于古今所编撰的西夏文辞书和历史、民族学、文学、艺术等方面的文献可以帮助我们更好地了解西夏人活动范围以及在宗教、经济、文化、军事等方面发展的脉络,认识它的发展规律,对于发展中华民族体育事业具有重要意义。     

游戏理论与幼儿教育实践

游戏是幼儿的一种基本生活方式 ,也是幼儿教育的一种基本途径。游戏是幼儿在特定时期所采取的适应生活特定的方式。幼儿身心发展的特点决定了幼儿教育教学以游戏为主要方式 ,从而导致了幼儿教育教学理念和教学模式的转变。     

The role of sex differences in the referral process as measured by the Peabody Picture Vocabulary Test-Revised and the Wechsler Intelligence Scale for Children-Revised

The Peabody Picture Vocabulary Test-Revised (PPVT-R) and the Wechsler Intelligence Scale for Children-Revised (WISC-R) are two tests that are often used in the assessment process for special education referrals. Sex differences apparent in these tests were examined in a sample of Arkansas school children who were first-time referrals for a psychological evaluation. The subjects' PPVT-R standard scores, WISC-R IQ scores, and WISC-R subtest scores were divided into groups according to one-year intervals from ages 6 through 16. A separate 2 × 11 (subjects' sex x subjects' age) analysis of variance was performed for each dependent variable. Results indicated significant sex differences among WISC-R Full Scale, Verbal, and Performance IQs and PPVT-R standard scores (p < .01). Several WISC-R subtests also revealed significant sex differences. Further significant sex differences were indicated at several age groups on each dependent variable, with males consistently scoring higher than females on 87%. of the dependent measures excluding the WISC-R subtest Coding, on which females scored higher. Implications concerning the referral process are discussed.