Celebrating the Past,Creating the Future: 50 Years of Community College Research

The Council for the Study of Community Colleges (CSCC) celebrated its 50th anniversary in 2008. This article summarizes the establishment of the Council and sets it in the context of the development of the community college movement. Highlights of research conducted by CSCC members to address contemporary issues facing community colleges are described. A summary of insights offered by members during a 2008 plenary session, research presented at the 50th annual conference, and key community college leaders are described in the context of the historical evolution of community college research and future directions.     

大学生人生观的走向及其规律:历史回顾与前景展望

改革开放以来,我国大学生的人生观呈现出从迷茫困惑到多元实用再到稳重务实的走向。究其原因,作为“现实的人”,大学生及其人生观受制于一定的社会环境,受到中国社会发展转型、国外社会思潮的影响及高校思想政治理论课的引导。这要求思想政治工作准确把握大学生成长发展的需求和期待,切实做好大学生人生观的教育和引导,落实有理想、有本领、有担当的时代新人塑造和培养。     

我国教育技术发展的历史反思与趋势展望——第八届教育技术国际论坛述略

第八届教育技术国际论坛于2009年8月在徐州师范大学举行.本届论坛的主题是"信息化时代教育技术应用与创新".与会学者重点回顾我国教育技术学科发展30年的成就,总结我国基础教育信息化的经验.国外学者从新的视角审视教育信息化建设和开设教育发展面临的挑战.与会学者深入探讨了我国教育技术学科发展的规范化和多样化问题.     

高校辅导员职业化发展的回顾与展望

高校辅导员承担着对学生的思想、道德和行为进行教育、引导的重要职责,同时也担负着对学生的学业、生活等事务性工作进行管理与服务的职责。随着经济全球化进程加快与知识经济时代的到来,人们的思想观念更加活跃、开放,价值取向更加多样,增强高校学生思想政治工作的实效性,需要加快辅导员职业化建设的进程。纵观我国高校辅导员制度发展变化的历程,不同的历史时期对辅导员任职要求、工作内容、评价标准等都有具体要求。新时期,辅导员职业化建设需要明确、科学、专业的辅导员角色定位,逐步完善的辅导员职称评定制度,科学合理的辅导员职称评定系列,条理清晰的辅导员管理机制以及健全的辅导员职业生涯管理。     

岁晚谁可托：老年史研究的过去现在及未来

老年史是一个被史学界长期忽略的研究领域。由于各自的文化及社会环境不同,中西方老年史研究分别存在着不同的特点。总体上看,西方老年史研究和性别或妇女研究有着千丝万缕的关系,而国内的老年史研究则尚未形成完整的体系。不论中西,今天的老年史研究普遍存在着缺乏中西跨文化对比、格局欠缺、缺乏实际运用价值等问题。在分析本学科主要问题的基础上,本研究指出:在全球老年史研究渐入佳境的情况下,中国的老年史研究不应缺席。在未来,中国的学者可以力争在本民族老年通史、中西跨文化对比、总结应用价值等三个方面为老年史研究做出自己独特的贡献。     

The Early College High School Initiative: An Overview of Five Evaluation Years

In 2002, the Bill & Melinda Gates Foundation started the Early College High School Initiative (ECHSI). Through this initiative, more than 200 Early College Schools (ECSs) opened by fall 2009. All of the schools aim to provide underserved students access to college classes while in high school. This article will provide an overview of the first 6 years of the ECHSI, and key findings across 5 years of the ECHSI evaluation, in particular highlighting how participants have implemented the ECHSI's core principles. However, the ECS is not a rigid model, and this article describes the variations in ECS implementation. Finally, this article documents outcomes such as attendance, grade-to-grade progression and graduation rates, student performance on assessments, and college credit accrual.     

College Algebra: Past,Present, and Future

Issues within college algebra are well-documented. Over the past two decades, reform has brought about significant modifications in the course, yet to date there has been no synthesis of the efficacy of these efforts. This paper situates college algebra within a historical context, and synthesizes research on reform. I argue that, notwithstanding the successes brought about by change, the course is still not in a position to fulfill quantitative literacy requirements; that is, there exists nontrivial components of quantitative literacy that a college algebra course, by its nature, tends not to provide. I conclude with realistic steps forward for administrators and instructors.     

全美幼教协会“幼儿教育从业者系统行动计划”及其启示

全美幼教协会（NAEYC）是美国影响力最大的民间幼儿教育组织,其在制定幼儿教育从业者专业标准、保证美国幼儿师资水平方面发挥着重要作用。NAEYC发起的＂幼儿教育从业者系统行动计划＂（ECWSI）明确提出了美国幼儿教育从业者专业发展系统的政策领域、基本原则及一系列支撑措施,为帮助各州建立专业、稳定、高效的幼儿教育师资队伍,保证幼儿教育质量做出了积极贡献,对我国加强幼儿教师队伍建设具有重要启示。     

Community College Study Abroad: Implications for Student Success

The aim of this research is to explore whether participation in study abroad by community college students impacts levels of engagement and if there is a connection between studying abroad and academic achievement. While university-level studies have a history in exploring these questions, the same is not true for community colleges. The California Community College Student Outcomes Abroad Research project (CCC SOAR) uses a mixed methods design to examine data that evidences how participation in study abroad programs not only has implications for personal development and global learning, but also has a range of indicators of academic success variables. Data show that there is a range of positive outcomes that occur as a result of studying abroad for all students across an array of early, midstream, and terminal outcomes due to engagement-enhancing components such as shared common experiences, nurturing behavior from faculty, and increased student interaction in collaborative activities.     

Connecting the Dots Between Past and Future: Constraints in Episodic Future Thinking in Early Childhood

Preschoolers have limited capacity to use past experiences to prepare for the future. Two experiments sought to further understand these limitations. Experiment 1 (N = 42) showed that 3- to 4-year olds’ difficulty performing anticipated future actions was constrained by their memory for relevant past actions, especially those including temporal information. Experiment 2 (N = 94) sought to determine whether preschoolers fail to see that past experiences can inform future-oriented actions. When the connection between the past and future was experimentally heightened, future thinking accuracy improved, but only if preschoolers remembered past experiences. The results indicate that past recall is a prerequisite for future thinking but failure to bridge past and future further accounts for observed limitations in future thinking in early childhood.     

Culturally Responsive Pedagogy and Online Learning: Implications for the Globalized Community College

Implicit in the open-door mission of the community college is the mandate that every learning experience should offer full equity and inclusion for all learners, including those of diverse cultural backgrounds. This mission is paramount, given the cultural diversity represented among learners served by the globalized community college. This paper presents a cross-section of research, practice, and discourse focused on expanding our knowledge and understanding of the diverse learning needs of community college learners. The relevance of the literature to the planning, design, and implementation of distance-learning is discussed. In the end, the authors offer distance-learning instructional strategies that may accommodate the unique needs of Hispanic/Latino learners. Implications for community college educators are discussed.     

百年明花研究的回顾与评论——一个裕固族乡村社区的学术史

明花是丝绸古道边裕固族地区的一个乡村社区,也是最受国内外裕固族研究者关注的田野地点。百年(1907-2007)来,明花哺育出了一批批国内外专家和裕固族本族学者。明花研究是裕固族研究的一个真实缩影,对其发展历程、取得成就和存在问题的回顾与评论,能对裕固族研究的总结、反思和推进起到见微知著、举一反三和不断深化的良好作用。     

感受美国大众化的高等教育

美国社区大学教育体系具有其独特的发展历史和社会功能。依据作者在美国密苏里州社区大学访问讲学的所见、所闻，及相关的资料，简单介绍美国社区大学体系的性质，讨论美国社区大学教育体系的优越之处及对我国在建设和发展高等教育方面的启示。     

Contesting the Past, Constructing the Future: History, Identity and Politics in Schools

This paper examines the ways in which the history curriculum in UK schools has been subject to contestation in recent years and considers the implications of the impact of postmodernism — particularly consumption — upon history teaching. It explores the relationship between 'official history'taught in schools and the 'unofficial histories'which influence children in the community, in the media and through the heritage industry. It argues that the powerful images gained outside the 'official'environment have profound implications for the ways in which children are influenced and socialized, which may cause schools to reconceptualize the way history is taught. In particular, it considers the implications of Giroux's (1992) concept of a 'order pedagogy'for history teaching.     

对农村小学英语教学研究现状的反思与展望

对中国知网上有关农村小学英语教学的文献进行检索统计,结果显示:(1)文献呈逐年上升趋势,但绝对数量偏少;(2)文献涵盖了问题及对策、教学方法、教学手段、语音、口语、词汇、课堂教学、教学质量等多种研究内容,但有所偏重;(3)整体研究力量偏弱、文献质量不高。在对统计结果进行了归因分析后,对需要进一步的研究内容进行了展望。     

Counselling in Educational Settings: Past Experience, Current Practice and Future Implications

In this paper, Jean Wright and Ann Beynon discuss their past and present experience of counselling in schools and colleges. They reflect on the way counselling in schools has declined whilst at the same time growing significantly in sixth forms and colleges of further education. Drawing on these experiences and one of the writers' recent experience of the approach to counselling in the USA, they argue that a reconsideration is needed of the value of counselling approaches in schools.     

试论农村社区学院建设

农村教育的现实困境在于其教育目标难以适应农村社会发展的需求,而农村教育的理想出路在于实现农村教育与农村社会的真正融合,其最有效的途径是创办农村社区学院,发展农村高等教育。     

美国素养成绩单评价系统对我国高考改革的启示

由美国顶尖私立高中组成的MTC联盟推出的素养成绩单评价模式将用于美国高校招生。该举尚处孵化阶段,但提倡的理念值得关注,蕴含的思想值得我国高考改革借鉴。此不考而选的思想与我国传统文化以及自限性疾病不药而愈的情形不谋而合。我国宜以微创教育测评理念指导高考改革,如完善多渠道多元招生,减少考试数量,提高考试质量,确保公平公正。     

构建“人类命运共同体”的主题意蕴

构建人类命运共同体,是在中国国家实力实现跨越式提升、中国成功进入到新时代、中国国际角色出现新变化、中国开启了特色大国外交新征程的背景下提出的科学的时代命题,它细致的讨论了"我们要建造什么样的世界和怎么建造它的问题",这个命题是对中国未来发展方向、中国将如何处理新形势下与世界不同国家和地区的关系等重大问题的明确回答,并且为解决人类问题提供了中国智慧与中国方案。     

Reform of History Teaching in High Schools in the New Era: Its Past and Future

Since the founding of the People's Republic of China, the introduction of the subject of history in high schools has gone through many ups and downs. From 1950 to 1957, the Ministry of Education issued seven different high school curricula. All of them stipulated that there were to be three history classes each week in all six years of junior and senior high school. This meant that history took up nearly 10 percent of the total teaching hours, ranking fourth in weighting in the curricula, after Chinese, mathematics, and foreign languages. In the 1958 curriculum, however, the Ministry of Education reduced the teaching time by one-third. Then, a new curriculum in 1963 stipulated that history was to be taught only in Junior II and III and Senior I, thereby further reducing teaching hours to only 4.5 percent of the total.