Introduction to Motivation at School: Interventions That Work

This article provides an introduction and overview to this special issue of Educational Psychologist, titled Promoting Motivation at School: Interventions That Work. This issue is devoted to the topic of interventions that emphasize different aspects of motivation for enhancing students' academic and social outcomes in school. The interventions range from programs focused on individual students to large-scale school reform. The programs described in this issue emphasize both students' academic motivation and their social motivation and focus on a variety of important achievement outcomes. Authors also discuss the effectiveness of various interventions for ethnic minority children. The importance of attending to social aspects of motivation in these kinds of interventions is a major theme of this special issue. Brief overviews of each article are provided.     

The Restructuring of Academic Work: Themes and Observations

The objective in this paper is to provide an overview of the key themes that can be identified by looking across the contributions to this special issue, and highlight a number of the important observations that emerged during the seminar in which these papers were originally presented. The seminar, which took place in Berlin in October of 2005, was organized by UNESCO‐CEPES in collaboration with the Observatory of the Magna Charta Universitatum and the German Commission for UNESCO.     

Media Education Across Four Asian Societies: Issues and Themes

International Review of Education - This paper undertakes a comparative review of the development and implementation of media education in four Asian societies. The comparison focuses on the...     

Stage‐Matched Motivational Interventions for College Student Binge Drinkers

College student binge drinkers incur significant adverse consequences for themselves and others, yet they often do not see their drinking as problematic. Counseling interventions should therefore be sensitive to relevant consequences, motivational level, and readiness to change. To address these issues, the authors integrate harm‐reduction principles, motivational interviewing, and stages of change to address the problems of binge drinkers who may be reluctant or ambivalent about changing their drinking habits.     

Voices of Care and Justice in Clinical Supervision: Issues and Interventions

The article by Twohey and Volker (1993) provides a useful point of departure for discussing gender bias in supervision and for offering suggestions for supervisors.     

The Effects of Motivational Styles on Group Work and Discussion-based Seminars

The paper reports the effect of motivational styles on group work and discussion-based teaching in an environmental science course. The students' motivational styles were explored by a questionnaire whose items were written to correspond to four motivational patterns: achiever, curious, conscientious and sociable. A total of 180 university students from an Elementary Teaching Department participated in this study. The results showed that achiever students tended to dislike being involved in group work. On the other hand, curious, social and conscientious students tended to prefer working in groups. Discussion-based teaching appeared to be attractive for almost all students, although they have different motivational styles. The implications of the results for teaching and learning are discussed.     

An Exploration of Themes That Influence the Counselor Education Doctoral Student Experience

The purpose of the present study was to explore the themes that counselor education doctoral students perceive as influencing their experience. The results of an exploratory qualitative study in which counselor education doctoral students provided their perceptions of what helped or hindered their progress are presented. Themes identified as both positively and negatively influencing their experiences were departmental culture, mentoring, academics, support systems, and personal issues. Recommendations are provided for counselor educators to consider in their work with doctoral students.     

Effects of Motivational Interventions on the National Assessment of Educational Progress Mathematics Performance

One of the reasons often cited h r the low average level of proficiency demonstrated by U.S. students on national and international assessments is that there are no consequences or stakes attached to performance on the tests and, therefore, students are not motivated to invest their best effort. In this study, money was chosen as an incentive, but we hoped that short written instructions would be almost as powerful as money and easier and more desirable to implement in the National Assessment of Educational Progress (NAEP). Our results indicate that, at least for Grade 8 participants, student effort can be increased by financial rewards offered at the time of test taking, and that such effort can result in an increase in NAEP math test scores. Thus, from a policy perspective, scores from low-stakes tests may not represent what the student knows. Rather, such scores represent what students will demonstrate with minimal effort     

Science Activities That Work: Perceptions of Primary School Teachers

Many primary school teachers in Australia tend to be reluctant to teach science, partly because they are not confident in science and have limited science background knowledge. However, quite a number of primary school teachers still manage to teach some science. When they plan to teach science, many of them use the term science activities that work. Such activities seem to be related to science pedagogical content knowledge for some primary teachers. In order to better understand what the term activities that work means, twenty teachers from several schools were interviewed and asked what they understood by this expression. Themes that emerged suggest that activities that work are hands on, are interesting and motivating for the children, have a clear outcome or result, are manageable in the classroom, use equipment that is readily available, and are preferably used in a context where science is integrated into themes. Implications for curriculum and for preservice teacher education are considered.     

感恩教育：高校思想政治工作必须直面的课题

感恩教育对于提升人的精神境界、完善人的生命以及建设和谐社会有着重要意义。文章从丛飞事件中部分大学生的冷漠表现、缺乏感恩心入手,进而提出高校学生思想政治工作应增加感恩教育,并就如何开展感恩教育进行了重点探讨。     

谈高校学报编辑中存在的几个问题

高等学校学报分文理科版过于简单 ,不利于交叉学科稿件的归类 ;教学研究属于教育学 ,在现行体制下应归入社科版 ;高校学报应实行编委会领导下的编辑部负责制 ,编委会设主编、副主编、委员 ,编辑部设主任、科员、编辑     

电大思想政治工作的地位、任务和途径

我国社会主义市场经济体制的建立和高等教育体制的改革，给高校思想政治工作提出了新的更高的要求。本文分析了电大思想政治工作的地位和作用，提出了当前电大思想政治工作的任务、途径和方法。     

Self-Control Interventions That Benefit Executive Functioning and Academic Outcomes in Early and Middle Childhood

ABSTRACT

Objective and Outcomes: In this paper we describe extant child self-regulation and self-control interventions that benefit executive functioning and academic outcomes. We review interventions that occur in preschool, as well as those that are designed for elementary school-aged children. Outcomes include concurrent and later executive functioning gains, school readiness, school transition, and educational achievement. Our primary focus is on scientifically rigorous, prospective research, and we discuss international interventions that target child self-control from multiple perspectives. Conclusions and Implications for Research and Practice: We conclude by proposing future directions, highlighting areas where additional research is needed. In particular, studies measuring preschool/school readiness and transition, investigations that examine both socio-emotional and cognitive aspects of self-control development in the context of intervention, research integrating parents, families and schools, and more comprehensive, longitudinal studies of how these interventions affect academic outcomes would contribute greatly to this emerging literature.     

论彝族女诗人安履贞及其《圆灵阁遗草》

安履贞是贵州毕节大屯余氏彝族文学家族的重要成员,更是知名的彝族女诗人。她有诗才,但性格内向,思想偏于保守,不多作诗,作诗亦不肯示人。内容主要是思亲、悼亡和闲适之作,大多自写胸臆、情感浓烈,语言清新朴素,偶尔用典,亦浅近贴切,诗风婉约细腻,别具风味。     

Teaching Master's and Doctoral Social Work Students to Systematically Evaluate Evidence-Based Interventions

Evidence-based research relevant to social work practice has grown dramatically. This article describes a method that was implemented to teach master's and doctoral social work students how to synthesize and evaluate evidence-based interventions for social work–related problems and populations. The method includes eight steps: conceptualize the problem and define the research question(s); conduct a systematic search; define study inclusion and exclusion criteria; identify and categorize types of interventions and outcomes; rate the studies' methodological rigor; determine outcome attainment; combine outcome attainment and study rigor, and compare the evidence across studies. Two examples are presented of the implementation of this approach along with a discussion of the challenges and limitations.     

高校合并后图书馆工作浅析

高校合并是我国高等教育体制改革的重要举措。章从读服务、献资源建设和内部管理工作等方面就图书馆合并后出现的问题进行了分析，并提出了相应的解决办法。     

Developing Test Score Reports That Work: The Process and Best Practices for Effective Communication

Test scores matter these days. Test‐takers want to understand how they performed, and test score reports, particularly those for individual examinees, are the vehicles by which most people get the bulk of this information. Historically, score reports have not always met the examinees’ information or usability needs, but this is clearly changing for the better due to recent, much‐needed additions to the psychometric literature as well as improved efforts in reporting practices. This paper provides an overview of score reports from a development perspective, focusing on current practices and emerging efforts in content of reports as well as the process by which reports are designed, evaluated, and ultimately used to communicate with the public.     

现阶段我国知识分子工作的问题及改进对策

现阶段我国知识分子工作存在着对知识分子性质、地位的认识模糊、知识分子政策相对滞后、工作模式缺乏创新、知识分子工作对象不明确、忽视知识分子能力建设等方面的问题。适应新的形势和任务要求,知识分子工作必须从工作的理念、体制、内容、目标等方面加以改进,才能继续发挥其日益重要的作用。