Measuring the Computer Classroom Environment: Lessons Learned From Using a New Instrument

Research over the last four decades has shown that the classroom learning environment impacts on students' cognitive and affective outcomes. Different approaches have been taken to measure students' perceptions of their learning environment, and this has led to the development of a large number of survey instruments. One such instrument is the College and University Classroom Environment Inventory (CUCEI) which was developed in 1987. The CUCEI was recently modified and both the original and modified versions were validated in a number of studies. This article reports the use of the modified CUCEI in two independent studies in computing classrooms in secondary schools and tertiary institutions in Wellington, New Zealand. The statistical performance of the CUCEI was not completely satisfactory in either study and revealed a number of problems common to these two studies. The difficulties are discussed and recommendations made to increase the validity and reliability of this instrument.     

Rethinking Home-School Partnerships: Lessons Learned from Latinx Parents of Young Children During the COVID-19 Era

Early Childhood Education Journal - The COVID-19 pandemic has greatly impacted families from low-income backgrounds. The shift to remote learning has required parents with preschool-age children to...     

Writing Effectively as Counseling Center Directors and Administrators: Lessons Learned From a 2-Minute Speech

Administrative writing is a crucial skill needed for the counseling center professional to be able to transmit knowledge and values for the rest of the campus community. This article highlights both conceptual and technical aspects of effective writing.     

Mayoral Leadership Matters: Lessons Learned From Mayoral Control of Large Urban School Systems

“Mayoral takeover” has emerged as a major reform option for struggling urban districts since it was launched in Boston in 1992 and Chicago in 1995. This article examines the design, implementation, and the effects of mayoral-led school systems. Our research addresses issues that are critical to systemwide improvement: Are there variation in how mayors govern their schools? How can mayors “add values” to current school reform efforts in their cities? Have more resources been provided for teaching and learning? Is the public more confident in their city's school system? Are test scores improving? In addressing these issues of student outcomes and management improvement, we highlight lessons learned from our research project's mixed-methods approach, including case studies and statistical analyses using a multiyear database on a purposeful sample of 100 urban districts.     

Individualized Course‐Specific Strategy Instruction for College Students with Learning Disabilities and ADHD: Lessons Learned From a Model Demonstration Project

Abstract. This 3‐year Model Demonstration Project involved the development and field testing of an individualized course‐specific strategy instruction model with college students with learning disabilities and Attention Deficit Hyperactivity Disorder (ADHD). The 46 participants received individualized semester‐long strategy instruction by graduate students in special education. A variety of data sources were used to evaluate the implementation of the model as well as the academic success of students who received individualized strategy instruction. Quantitative analyses indicated that the group as a whole as well as the subset of students on probation and suspension significantly improved their grades and sustained this improvement over time. Qualitative analysis identified two factors related to improvement: independent use of strategies and the supportive nature of the strategy instructor–student relationship. Qualitative analysis also identified two factors related to nonimprovement: academic/cognitive skill deficits and emotional/medication‐related issues. Implications of the model for postsecondary education and suggestions for future research are discussed.     

Using Student-Assessment Results to Improve Instruction: Lessons From a Workshop

The student-assessment results that schools must report to satisfy No Child Left Behind (NCLB) requirements could be useful in pinpointing strengths and weaknesses in instructional programs and students' skills. However, many school staffs lack the expertise to learn from assessment results. We describe lessons learned from a yearlong workshop aimed at helping 10 schools with this crucial work. Attended by school-based teams consisting of teachers, administrators, and graduate students in education, the workshop (a) explored different types of data and data analyses and (b) helped teams use data to analyze a school-specific problem and create an action plan. Lessons we learned include: schools need (a) a process for engaging in conversations around teaching and learning, (b) an opportunity for support of analyses of data from their school, and (c) leadership committed to the endeavor. Many participating school teams learned lessons from student-assessment results with important implications for instructional improvement.     

An Early Endeavor to Apply Quality Concepts to the Systematic Design of Instruction: Successes and Lessons Learned

In 1988, two staff members in the design department at Motorola Training and Education Center (MTEC) began a self-initiated project to develop and implement a system to improve the quality of courses being developed for their customers. This article describes how they applied Motorola's six steps to Six Sigma quality to their instructional design activities. While their quality system was not institutionalized throughout the instructional design department, several valuable lessons were learned that might benefit others embarking on a similar endeavor. Lessons learned dealt with: the sample of customers used to determine customer requirements, product-specific customer requirements, a continuous improvement system within the context of an instructional systems design model, the level of organizational readiness, involvement of stakeholders, the role of rewards and recognition, and appropriate metrics.     

医学院校课程整合的经验教训:学生、课程负责人与改革领导者的观点

美国医学院校的课程整合改革方兴未艾.加州大学旧金山分校医学院从2001级新生开始对课程体系进行大幅调整,本研究调查了该校参与改革的不同群体,包括教育改革的领导者、受到直接影响的学生、新建课程的负责人等对课程改革的态度,了解其对课程整合实施一年内的成绩和挑战的看法.结果表明,他们对跨学科教学、跨学科系室协作、课程关联的建立、课程内容的排序及框架构建等四个主题有相同的看法,也有不小的分歧.     

Late Emergence of the First Possession Heuristic: Evidence From a Small‐Scale Culture

Western preschool children often assign ownership based on first possession and some theorists have proposed that this judgment might be an early emerging, innate bias. Five‐ to 9‐year‐olds (n = 112) from a small‐scale group in Kenya (Kikuyu) watched videotaped interactions of two women passing an object. The object's starting position and the women's gestures were varied. Use of the first possession heuristic increased with age, and 8‐ to 9‐year‐olds performed similarly to German 5‐year‐olds (n = 24). Starting position and gestures had no effect. A control study confirmed that 5‐year‐old Kikuyus (n = 20) understood the video material. The findings reveal that the first possession heuristic follows different developmental trajectories cross‐culturally and stress the role of children's sociocultural environment.     

从“文化共同体”到“媒介共同体”:海峡两岸传媒业合作研究的视角转换

在媒介区域合作研究的问题上,文化地理学逐渐成为一种可堪借鉴的理论视角.这种研究视角为深入理解海峡两岸的文化传播与扩散,提供了重要的理论资源和研究方法.本文将文化地理学视角下的区域合作作为一种传媒研究的理论视角,从“文化共同体”到“媒介共同体”两个层面探讨了海峡两岸传媒业合作的文化基础及其发展空间.     

Building New Bridges to America's Schools: Lessons From the University of Notre Dame

This article tells the story and explores the significance of Notre Dame's efforts over the past 18 years to serve the pressing needs of underresourced elementary and secondary schools throughout the United States, with a special focus on the faith-based sector—and more particularly, Catholic schools. These schools are increasingly fragile but possess a well-documented track record of success educating low-income minority students. The closure in 1976 of Notre Dame's Department of Education left open an institutional space for entrepreneurial initiatives and new partnerships responsive to the needs of schools across the nation. Attentive to the manifold ironies inherent in the founding (in the mid-1990s) and growth of the Alliance for Catholic Education (ACE) program and Notre Dame's Institute for Educational Initiatives in which ACE is housed, the authors discern a pattern in which seeming deficits and obstacles repeatedly spark innovative responses and powerful alliances among a diverse range of stakeholders united by common goals. Drawing upon lessons learned, both through failures and successes, these reflections suggest roles that institutions of higher learning might play to improve the quality of education in faith-based, private, and public schools.     

Mother–Child Attachment From Infancy to the Preschool Years: Predicting Security and Stability

Relations between maternal mind‐mindedness (appropriate and nonattuned mind‐related comments), children's age‐2 perspective‐taking abilities, and attachment security at 44 (n = 165) and 51 (n = 128) months were investigated. Nonattuned comments predicted insecure preschool attachment, via insecure 15‐month attachment security (44‐month attachment) and poorer age‐2 perspective‐taking abilities (51‐month attachment). With regard to attachment stability, higher perspective‐taking abilities distinguished the stable secure groups from (a) the stable insecure groups and (b) children who changed from secure to insecure (at trend level). These effects were independent of child gender, stressful life events, and socioeconomic status (SES). The contribution of these findings to our understanding of stability and change in attachment security from infancy to the preschool years is discussed.     

从一个高中生的角度看社团建设对高中生的影响

目前,高中社团建设越来越受到重视,高中三年是人生中至关重要的三年,除了课堂学习以外,高中生还要用丰富多彩的社团活动主动营造全面成长的天地,参加社团活动使当代高中生锻炼了能力、展现了自我,提高了素质,缓解了学习和心理压力,提供了全面发展的舞台。     

从边缘到中心：学习化社区构建探讨

社区是社会构成的基本单位,也是实践终身教育,终身学习的切入点和最好中介,作为未来社区教育的基本形态,学习化社区的构建显得尤为必要,具体对策是：（一）观念层面：更新思想,形成终身学习理念;（二）制度层面：依法治教,提供相关制度保障;（三）实践层面,立足现实,构建终身学习化社区。     

从规模到需求:新型职业农民培育实践的失范与规制

在推进新型职业农民培育实践的近十年中,规模式的发展趋势异常凸显.规模导向下的新型职业农民培育实践存在失范现象,主要表现为新型职业农民培育对象选拔的随意性、刻板化以及存在替代行为;模式运行存在以一次性短期培训、非学历教育、线下培育为主的偏失;评价机制还没有真正建立起来.为了制约以上失范现象,应在需求导向下从选拔标准、年龄界限、女性群体等方面完善新型职业农民培育对象的选拔,从调整短期培训与系统培育的地位、探索非学历教育与学历教育的融合、实现线下培育与线上培育的互补等方面规范新型职业农民培育模式的运行,并且从完善绩效考评体系、加大资金评价举措、重视评价结果信息反馈等方面构建新型职业农民培育的评价机制,以此推进新型职业农民培育实践由规模式发展向内涵式发展转变.     

从索绪尔、乔姆斯基到韩礼德:学术创新的光辉典范--兼论创新型学者应具备的素质

从现代语言发展的角度，审视学术研究创新的机制，对索绪尔、乔姆斯基和韩礼德在语言学中的继承和发展、突破与创新所作出的突出贡献进行简要的评述，提出创新型学应具备的素质。     

Implementation and Evaluation of a Condom Availability Program on a College Campus: Lessons From the Field

The U.S. Centers for Disease Control and Prevention advocate access to condoms as a critical sexual health prevention strategy. The purpose of this article is to discuss the implementation and evaluation of a condom availability program using dispensing machines in residence halls at a Midwestern U.S. university. Undergraduate students (N = 337) living in on-campus housing participated in a survey about their utilization of condom dispensers at the beginning and end of three academic years (2008–2009, 2009–2010, and 2010–2011). Questions also addressed students' attitudes toward the condom dispensers and related sexual behavior. Results indicated that the presence of condom machines did not increase rates of sexual activity (a concern of university administrators), but there was also no improvement in rates of unprotected sex. Overall, students reported high levels of satisfaction with the condom availability program. Implementation challenges are discussed and recommendations for universities and colleges wishing to execute similar programs are provided.     

从加尔各答到卡拉奇:巴基斯坦华人社群的历史起源

巴基斯坦卡拉奇地区的华人社群在南亚华人研究中极少被关注。本文通过梳理印度加尔各答和孟加拉国吉大港和达卡,以及卡拉奇华人社群之间的历史联系,尝试还原南亚各港口城市之间存在过的华人社群网络。本文认为,只有将卡拉奇华人社群放在跨国移民网络、英帝国殖民进程、以及印巴分治的脉络下,其历史起源和特征才能够被更好理解。