Inference making ability and its relation to comprehension failure in young children

Young children's reading comprehension skill is associated with their ability to draw inferences (Oakhill 1982, 1984). An experiment was conducted to investigate the direction of this relation and to explore possible sources of inferential failure. Three groups of children participated: Same-age skilled and less skilled comprehenders, and a comprehension-age match group. The pattern of performance indicated that the ability to make inferences was not a by-product of good reading comprehension, rather that good inference skills are a plausible cause of good reading comprehension ability. Failure to make inferences could not be attributed to lack of relevant general knowledge. Instead, the pattern of errors indicated that differences in reading strategy were the most likely source of these group differences.     

政策制定中的公众参与问题

随着民主化进程的加快,公众在政策制定中的参与问题越来越被重视.文章从理论层面探讨了国家政策制定中公众参与的作用,分析了公众在政策制定中不能充分发挥参与作用的原因,并提出了改进建议.     

Working children and educational inclusion in Yemen

The Republic of Yemen has a very high number of working children, employed in a variety of occupations, ranging from street vending to guards on farms, and domestic labour. Including these children in formal education is a major challenge facing the Republic, which has one of the lowest rates of female participation in primary education in the world, and a very underdeveloped non-formal sector. In a context where poverty levels are very high, particularly in rural areas, families remain under significant financial pressure to rely on children's work to supplement, or indeed provide, their income and survival. This broader context challenges school-based efforts to include working children, particularly where initiatives aiming to improve the quality of the formal system are only just beginning to make an impact. This paper discusses key challenges of providing education to working children in Yemen, focusing on the work of the International Labour Organisation's International Programme for the Elimination of Child Labour (IPEC) and some of the issues that it faces in using schooling as a strategy to prevent child labour.     

Recognition,inclusion and democracy: learning from action research with young people

ABSTRACT

This paper draws upon learning from three action research projects conducted as part of a Europe-wide project exploring young people’s social and political participation. Challenging dominant discourses about what ‘counts’ as participation and what does not, the paper explores how, through the action research projects, young people engaged in knowledge democracy in ‘new democratic arenas’. Building upon experiential knowing and creating knowledge and learning through practice, the young people explored their own democratic knowledge production, communication and engagement within a context of shifting discourses of participation, democratic engagement and active citizenship. The increasing preference of young people for more informal forms of participation as lived practice reflects a shift to young people constructing their own modes of participation and ‘remaking democracy’ in their own vision and according to their own needs. By working outside of the confines of normative assumptions of democratic practice and participation, young people exercised their own ‘political’ agency in response to their own priorities, interests and concerns and, in doing so, illustrated that new forms, understandings and practices of knowledge democracy can emerge that reflect the promise of inclusive democratic societies more meaningfully.     

一种混合集结算子及其在多属性决策中的应用

结合加性加权平均 (AWM)算子和有序加权平均 (OWA)算子的特点 ,提出了一种集结决策信息的混合集结 (HA)算子 ,并提出了一种基于混合集结 (HA)算子的多属性决策方法 .理论分析和数值结果表明 :混合集结 (HA)算子同时推广了加性加权平均 (AWM )算子和有序加权平均(OWA)算子 ,它不仅能反映所给数据自身的重要性程度 ,而且还体现了数据所在位置的重要性程度 .因此 ,混合集结 (HA)算子在实际应用中能更好地反映现实情况 .最后进行了实例分析 .     

Jurisprudential and Ethical Perspectives on \"The Best Interests of Children\"

Justifications of policies must be clearly warranted if educational leaders are to continue to maintain integrity and to sustain the trust of those served. Educators are called upon to mediate many private and public interests, including those pertaining to personal, organizational, professional, and societal values. This work of mediating conflicting values often relates to guarding and/or advocating the interests of children. Leaders must understand what they mean when evoking the potent phrase in the best interests of children. More importantly, they must avoid the temptations of sophistic misuses of the best interests of children notion. What is meant when we say we are deciding in the best interests of children? Each of the political, psychological, pedagogical, philosophical, jurisprudential, and ethical grounds undergirding the concept of the best interests of the child contributes content and meaning to the phrase. While each of these perspectives merits consideration, this article is delimited to an exploration of three interpretations from the field of jurisprudence and four interpretations from the field of ethics.     

An inclusion initiative in Singapore for preschool children with special needs

This paper describes a preschool inclusion initiative in Singapore, which currently has no mandate for integrating children with special needs in mainstream schools. This very small-scale qualitative study involving children with mild learning disabilities discusses a therapy outreach programme by a local children's hospital. It explores the supports and challenges of this experience based on interviews with therapists, teachers, principals, and parents. Facilitators of inclusion included communication, collaboration, availability of training and resources, and a readiness for inclusion. Barriers to inclusion included person-related hindrances, structural obstacles, gaps in programme delivery, and limited specialized training and resources. We learned that in the absence of mandatory provisions for inclusion, children with special needs can be supported in regular education when there is “buy in” for early inclusion and intervention amongst key stakeholders. Practical strategies toward this end are discussed.     

地理信息系统空间分析在决策行为中的应用

本文分析了地理信息系统空间分析的概念以及方法,进而讨论了空间分析在辅助决策中的应用,指出空间分析应用于辅助决策的方法和要点,最后举例说明。     

外来工子女的城市融人状况与政策调适

劳动力转移中流动儿童的社会融入状况日益受到关注。对天津市两所外来务工人员子女较多的学校进行调查,从居住状况、学习成绩、同辈群体、家庭关系、对城市的适应度等方面,来考察他们对城市的生活、结构、心理等方面的融入情况。在此基础上,从不同角度提出流动儿童城市社会融入政策的发展方向及具体政策的关注点。     

Families that read: A time‐diary analysis of young people's and parents' reading

Parents can play an important role in assisting their children to learn to read, and can act as good role models in promoting reading behaviour. While there has been a raft of research on the impact of parents as teachers, there has been little empirical analysis on the impact of parents in modelling reading. Addressing this gap in the literature with time‐diary data, this paper presents a study of the association between parents' and young people's reading in the United Kingdom. The paper finds a strong association between parents' and young people's reading concentrated in households where parents are observed to read for more than 30 minutes per day. In addition, mothers' reading is associated primarily with girls' reading (especially in lone‐mother households), while fathers' reading is strongly associated with boys' reading. Some implications for campaigns to encourage young people's reading through increased parental reading are discussed.     

Adaptations for young children with visual impairments in regular settings

Adaptations must be made in order to maximize the learning potential of children with visual impairments to compensate for learning which occurs through visual observation. As the impetus for integration in national and state legislation accelerates, more young children with visual impairments are being educated in community settings with nondisabled peers. The purpose of this article is to provide the child-care and preschool teacher with information that may facilitate the development of children with visual impairments with integrated or inclusive settings.     

决策合理性内涵探析

本文立足于哲学认识论的基点,探讨决策合理性的内涵,从决策和合理性的概念探讨入手,分析指出决策合理性就是指决策者在一定约束条件的限度内所做出的选择或决定适合实现指定目标,即合乎思维的逻辑性、主体的目的性、客体的规律性和行为的技术性.     

公共政策视野下影响高等教育政策制定的基本因素

基于公共政策视角,在主要考虑国家、高等教育机构和公众三个变量的同时,参考社会、经济和技术三个主要的基本因素发现:由于多元化办学格局中高等教育政策更倾向于教育的经济功能或教育的社会、文化功能,而非基于教育本身的功能,严重影响高等教育政策的质量与执行。为了保证高校正确的办学方向和公益性,尊重人的价值、确保学术至高无上的地位、遵循高等教育自身的逻辑应该是我国高等教育发展和国家公共政策的核心,尤其是高等教育政策制定的基础。     

外来工子女的城市融入状况与政策调适

劳动力转移中流动儿童的社会融入状况日益受到关注.对天津市两所外来务工人员子女较多的学校进行调查,从居住状况、学习成绩、同辈群体、家庭关系、对城市的适应度等方面,来考察他们对城市的生活、结构、心理等方面的融入情况.在此基础上,从不同角度提出流动儿童城市社会融入政策的发展方向及具体政策的关注点.     

Early Childhood Teachers' Ideas about Including Children with Disabilities in Programmes Designed for Typically Developing Children

This study examined the influence of information about children's disabilities on preschool teachers' responses toward integrating children with disabilities in their classroom. Of particular interest was whether the severity of the child's educational needs and information about diagnosis were related to teachers' responses. Data were collected from 155 preschool teachers in two Midwest states in the United States to examine their responses in terms of levels of comfort, classroom adaptation, and need for support. Results showed that teachers responded differently to the types of disability regardless of the diagnostic labels; that is, teachers responded more positively to children with mild disabilities (e.g., children with Down syndrome) and those with physical disabilities (e.g., cerebral palsy). In addition, compared with children with diagnostic labels, teachers responded more positively to those with no diagnostic labels. Teachers' education and experience working with children with disabilities were associated with their levels of comfort. Implications and recommendations for service delivery and teacher training are discussed.     

Are the needs of children and young people with social,emotional and behavioural needs being served within a multi‐agency framework?

This article discusses the effect that recent policy and legislation has had on services for children and young people with social, emotional and behavioural needs (SEBN), particularly ‘Looked After Children.’ The article highlights the Government's overarching plan to promote social inclusion and effective multi‐agency collaboration and discusses the confusions arising from the use of ‘multi‐agency’ terminology. Two case studies of individual children then illustrate the manner in which collaborative working is either supportive of, or hinders, positive intervention. Finally the article discusses how general policy issues impact on practice with children with SEBN.     

教师参与课程决策的文化反思

教师参与课程决策是教师课程权的一种具体表现。但在教师参与课程决策的实践过程中遭遇到来自诸如观念文化障碍、制度文化障碍、行为文化障碍等文化障碍因素的影响。为了更好地促进教师参与课程决策,需要从以下几个方面入手：创新教师课程决策文化,以立法形式保障教师课程决策权,构建积极主动的教师课程决策行为文化,构建教师参与课程决策的技术支持文化,加快课程决策的信息化等。     

新疆地区残疾儿童随班就读现状及发展设想的一点思考

本论文试图通过对新疆地区残疾儿童随班就读现状的初步探索 ,试图找出影响新疆残疾儿童随班就读发展的根本原因 ,并根据新疆的具体区情谈谈发展新疆地区残疾儿童随班就读的初步设想。     

流浪儿童协同教育的缺失与重构

协同教育是实现流浪儿童保护——矫治——回归救助目标的重要手段。流浪儿童的形成恰恰是家庭、学校与社区三大教育子系统相继剥离的过程,需要从模式、内容、力量、手段等方面入手对流浪儿童协同教育系统进行重构,并以政府主导社会力量共同参与机制的建立为实现途径。