FOLLOW‐UP STUDIES TO THE REFORM OF HIGHER EDUCATION IN SWEDEN

The National Swedish Board of Universities and Colleges (UKA) has initiated a programme of follow‐up studies into the reform of higher education being implemented in Sweden. We give below information on the basic elements of this programme.     

高校毕业生求职效率的影响因素分析

本文利用2009年的全国高校毕业生就业状况调查数据,利用统计描述、随机前沿分析模型、定序因变量回归方法,对高校毕业生的求职效率问题进行了实证研究。实证结果显示:多利用学校、网络、亲朋好友获取就业信息、找学用结合紧密的工作,增加求职次数,有利于提高求职成功率,找到收入较多、满意度较高的工作。     

海明威：传统派还是现代派？

多数观点认为，海明威的创作基本上属于传统现实主义，这种观点缺乏对海明戚独特审美追求的深究，海明威小说明显跳出了摹仿说，反映论的传统，并与典型化方法无缘。他的创作以再现时代，阐释现实为宗旨，重在表现主观感受，表达对人生悲观主义，虚无主义的理解，多方面体现非理性主义倾向。他的语言艺术也具有明显的现代性，以“现象学叙述”的直觉性描写，克服主观与客观，理性与感性，现象与本质的对立分裂，发挥了语言的诗性智慧。根据涨明威小说多方面的反传统倾向，应将他归于现代派行列。     

对中学生思维风格的研究

笔者介绍了思维风格的有关理论和斯腾伯格的问卷以及运用该问卷对于603名中学生进行测量的结果。通过比较不同年级、不同性别中学生的思维风格特点,发现不同年级的学生在5种思维风格上存在显著差异,但不同性别的学生只有一种思维风格有显著差异。     

中学生物园设计探讨

中学生物园就其内容和形式来说,既是景观的艺术的,更是科学的教育的。设计师应把二者结合起来,合理确定生物园的规模、选址、构成和布局,通过细致巧妙的设计,创造性地实现其在科学和艺术、观赏和休闲,教学和科研的完美统一.     

THE CURRICULUM OF A CONGREGATIONAL HEBREW SCHOOL

Research typically has focused on the benefits of mentoring for those who are mentored by more experienced educators (Odell &; Huling, 2000 Odell, S. J. and Huling, L. 2000. Quality mentoring for novice teachers, Indianapolis, IN: Kappa Delta Pi.  [Google Scholar]; Feiman-Nemser, 2001 Feiman-Nemser, S. 2001. Helping novices learn to teach. Journal of Teacher Education, 52(1): 17–30. [Crossref], [Web of Science ®] , [Google Scholar]). Few studies examine the inherent benefits for the mentors. This study investigates the benefit of the mentoring experience for the veteran educator. It analyzes how the experience has changed the way the mentors view themselves as educational leaders. Based on group and individual interviews, written documents and surveys, the data reveal the personal and professional significance of being part of a structured mentoring community.     

SCHOOL RACIAL CLIMATE AND THE ACADEMIC ACHIEVEMENT OF AFRICAN AMERICAN HIGH SCHOOL STUDENTS: THE MEDIATING ROLE OF SCHOOL ENGAGEMENT

This investigation utilized an integrative model of development for ethnic minority children and a process model of engagement to explore whether three dimensions of school engagement (behavioral, emotional, and cognitive) mediated relationships between school racial climate, academic performance, and educational aspirations. A total of 139 African American students were recruited from a high school in the southeastern United States. Findings revealed an indirect association between perceptions of racial fairness and academic achievement indicators through behavioral and cognitive engagement. Behavioral and cognitive engagement also mediated relationships between youths’ perceived peer discrimination and academic achievement indicators. No significant indirect associations between teacher discrimination and academic achievement through school engagement dimensions were found. Study limitations, future directions, and implications are discussed.     

MEASURING INSTRUCTIONAL VALIDITY: A REPORT OF AN INSTRUCTIONAL VALIDITY STUDY FOR THE ALABAMA HIGH SCHOOL GRADUATION EXAMINATION

Prior to the initial administration of the Alabama High School Graduation Exam, this study was conducted to determine to what extent competencies to be measured by the exam were being taught in the public schools of Alabama.
Teachers of grades 7, 8, 9, and 10 were asked to report the proportion of students in their classes who had received instruction on each competency. The survey identifies a number of competencies that were not being extensively taught and provides insight as to possible reasons certain competencies are not uniformly taught.     

THE NURTURING SCHOOL: THE IMPACT OF NURTURE GROUP PRINCIPLES AND PRACTICE ON THE WHOLE SCHOOL

The high expectations of teachers in Nurture Groups can bring about amazing change in their schools as well as in the children. When the theory which underpins Nurture Groups is applied to the whole school with a clear curriculum focus, a positive cycle of growth and development is set in motion, teaching and learning become more effective for all children and the morale of all concerned improves. The Nurturing School offers a real alternative to committed teachers who are concerned about the emotional development of the children and adults in our schools in the current educational climate.