Teenage pregnancy: Etiology and educational interventions

This paper identifies the social, psychological, biological, and cognitive variables associated with teenage pregnancy. The impact of bearing children on adolescent mothers, their children, and society is also explored. The different educational interventions already in use to reduce and/or prevent teenage pregnancy are examined and found to be generally ineffective. However, two effective programs were identified. One, with a research component, demonstrated significant reduction in teenage pregnancy. Further changes in these programs are suggested to achieve increased effectiveness.     

Evaluating individualized educational programs: A recommendation and some programmatic implications

The character of urban schools and the practices of school personnel have been influenced by a variety of sociopolitical factors. Currently, the Education for All Handicapped Children Act of 1975 (P.L. 94–142) is having impact on schools in general and especially on urban schools, which typically have many students affected by this law. This paper describes certain aspects of the law which have posed problems for schools, and makes suggestions about how such problems can be resolved. Schools are required to identify goals and to evaluate educational progress on anindividual student basis. This requirement can be met by using the Goal Attainment Scaling (GAS) technique. Using an illustrative GAS-modified individualized educational program (IEP), advantages and disadvantages of this technique are discussed. Certain potential problems are identified and suggestions made so that administrators and other school personnel can be successful in their attempts to comply with requirements to evaluate educational progress in conjunction with IEPs.     

Girls and women in the educational system: The curricular challenge

PROSPECTS - This Viewpoint argues that, while efforts must continue to achieve universal primary and secondary education at the global level for both boys and girls, the concern with access and...     

经济增长放缓时期自主品牌汽车厂商处境与对策

经济增长放缓时期,自主品牌汽车企业遇到了制约发展的不利因素,既有来自国际巨头的外部压力,也有面临推动品牌高端化、实施多品牌战略、进军电动汽车市场等行动没有达到预期的内部困境,从而导致了销售增长乏力和市场占有率萎缩的现状。自主品牌汽车企业的崛起,需要政府政策的有力扶持、整车企业间的横向协作以及零部件企业的发展壮大。     

The relationship between perception of locus of control and academic achievement: Review and some educational implications

In an attempt to explain the evidence which indicates that internal perception of control is postively related to academic achievement, this paper suggests that mediating motivational and cognitive reactions, which differentiate internals from externals, may account for this relationship. Furthermore, on the basis of data which suggest that the perception of locus of control is a changeable disposition, this paper calls for structuring environments that will induce and maintain realistic internal perception of locus of control.     

Reproduction: the role of cultural factors and educational mediators

To understand the processes of reproduction in education one must not only take account of the resistances of subordinated groups, but also of the counter‐resistance which develops in response to these. Proponents of resistance theory have tended to ignore the responses of powerful groups to emerging resistances. Two major reasons are suggested for this, one being the failure of reproduction theorists to take cognisance of unique cultural and political contexts within which reproduction takes place, and the other being the lack of attention given to educational mediators. Taking the case of Irish second‐level education, it is shown how unique cultural, historical and political forces contribute to the development of counter‐resistance. In particular, it is suggested that the post‐colonial status of the country is central to understanding the reproduction processes within it. The paper also highlights the inadequacy of defining the parameters of the reproduction debate in terms of an interplay of interests between social classes and the State alone. While the State and social classes are key actors in the educational site, so are educational mediators, viz. those who manage and administer educational services on a day‐to‐day basis. It is proposed that educational mediators (whose character varies from one society to another) are often powerful agents of counter‐resistance.     

外国文教专家心理契约管理探析

心理契约是外国文教专家和高校关系的重要组成部分,是联系高校和外国文教专家的心理纽带.文章借助心理契约的基本理论,提出何为外国文教专家的心理契约,分析在高校外国文教专家管理中构建心理契约的重要性,并探讨性地提出了高校外国文教专家心理契约的管理方式和途径.     

Sorcery and SSCEP: the cultural context of an educational innovation

The paper highlights the relative neglect by educational planners of a socio‐cullural analysis of the context surrounding the implementation of educational reforms designed to promote rural development in Third World countries. An examination of the sociological and anthropological literature pertaining to both village culture and rural development in Papua New Guinea suggests that there are powerful cultural constraints on schools leavers applying practical skills learned in school on their return to the village. These are exemplified by a discussion of the role of sorcery, the subordinate position of youth, and the divergence between planners’ and villagers’ priorities, and are illustrated with reference to the Secondary Schools Community Extension Project (SSCEP).     

一个先进的教育理念——谈大学文化素质教育

一、对大学文化素质教育的再认识 我国进入改革开放新的历史时期,提出了反映我国民族特色和人的全面发展(德、智、体、美)内在要求的先进教育理念--素质教育.即将颁布的<国家中长期教育改革和发展规划纲要(2010-2020年)>中提出"坚持以人为本,推进素质教育是教育改革发展的战略主题".文化素质教育是素质教育中的重要组成部分,其核心价值体现在人文精神与科学精神、或人文素质教育与科学素质教育的交融上.文化素质教育的简洁、通俗的表述.是1999年1月江泽民同志视察内蒙古大学时指出的:"文化素质教育很重要,应当好好抓,理科的学生要加强学习人文方面的知识,文科的学生要加强学习自然科学方面的知识."[1]     

The politics of mourning in Cyprus and Israel: educational implications

This paper suggests the need for a critical analysis of the nationalization of mourning and its educational implications, especially in conflict‐ridden areas. Our thoughts are grounded in a comparative study on mourning that has been conducted as part of our long‐standing ethnographic research in schools in Cyprus and Israel during the last 10 years. Through this study on mourning, we highlight two ideas. First, we want to show how a comparison of our studies in Cyprus and Israel highlights the difficulties for alternative interpretations to be translated into educational policies and teacher practices in the absence of changes in political structures. Second, we want to show that despite the forces that nationalize mourning, there are educational openings for alternative interpretations about mourning and the encouragement of reconciliation pedagogies. To this end, the education literature on teaching controversial issues and examples of pedagogies for reconciliation might be relevant to provide concrete ideas for education theory, policy and practice on issues of mourning.     

The educational imagination and the sociology of education in Australia

A remarkable feature of the sociology of education is its proliferation under a broad gamut of research themes and topics. Understanding the relationship of education to social reproduction and social change are pivotal to the sociology of education, and have fruitfully informed research in fields such as gender and education, vocational education and lifelong learning, policy sociology in education, cultural sociology of education, literacy, social justice and education, globalisation and education. Tracking the historical trajectory of the sociology of education in Australia, this article underlines the productivity of educational research and methodological advances in the fields of gender, literacy, and policy. It also points to the failure of the sociology of education and educational research to engage with the education system’s complicity in reproducing Indigenous and ethnic disadvantage. I argue for an sociology of education along lines envisaged by Emile Durkheim who recognised the importance of understanding education systems past and present, so that educators might comprehend the relationship of education to social change. New theories, methodologies and fields of education play an important role in informing understandings of contemporary education. However, if education and educational research are to inform social futures, they require an educational imagination able to account for achievements and deficiencies; an educational imagination able to undertake theoretical deliberations about the social and material conditions, struggles and occlusions that have and continue to constitute the purpose and practice of education.     

Individual differences in memory: Theory,data, and educational implications

This paper examines two theoretical perspectives from which the issue of individual differences in memory can be viewed and relates the perspectives to evidence available in the literature. The paper also reports the results of two studies which bear upon the issue of whether there are individual differences in the retention of learned material. The last section of the paper examines the educational implications of one of the theories presented in the paper.     

Gendered barriers to educational opportunities: resettlement of Sudanese refugees in Australia

This paper argues that whilst equitable educational pathways are integrated into educational policy discourses in Australia, there are significant gendered barriers to educational participation among members of the Sudanese refugee groups. The specific conditions of forced migration reinforce disadvantage and further limit opportunities. Cultural factors play a key role in this, as the data from this study demonstrate. Participants in this study are Sudanese refugees who arrived in Australia as part of the humanitarian programme. The paper draws upon interviews and focus group data that were collected for a larger study on the broader issue of resettlement of Sudanese refugees in Australia. This paper argues that women from refugee backgrounds are particularly at risk and face cultural and linguistic barriers in accessing educational opportunities.