Varieties of English and Educational Linguistics: An Agenda for Research

In many multilingual societies, and especially those with colonial pasts, the choice of school languages is problematic. The colonial experience leaves a linguistic legacy – a colonial language which is often positively regarded since it is the language of a political or economic elite, the medium of instruction at the tertiary level, or because it is promoted by such elites as a vehicle of desirable, often western-styled, modernization. It is of course true that not all colonial languages are kept on after independence is gained –Dutch was rather quickly phased out in Indonesia – but in such situations another exogenous language is often found necessary. Thus in many newly independent countries, in Southeast Asia and elsewhere, languages like English, French, Spanish and Dutch have significant educational relevance.     

An Agenda for Social Work Education and Practice

ABSTRACT

The social work profession has always strived to increase its knowledge-base and improve its practice effectiveness. In this endeavor, the Council on Social Work Education has mandated the teaching of theoretical frameworks as a guide to intervention planning andimplementation. Yet, this format has not consistently been utilized in practice, as some research studies have reported. The article addresses this issue, providing a method of integrating theories and intervention strategies into coursework. To illustrate the relationship between theories and the development of practice strategies, a case report is presented, followed by relevant theories and the interventions formulated from the theory-driven assessments. The aim is to reinforce the learning process, while demonstrating to students the utility and effectiveness of identifying and connecting theories to appropriateinterventive choices that will be carried through to the practice arena.     

高等教育公平:一项未完成的议程

在高等教育由精英化走向大众化的进程中,许多高校都发现其多样性、教育公平以及学术的优越性之间存在着某种必然的联系。之所以应重视高等教育的多样性不是因为其本身的目的,而是因为多样性是实现高等教育三大重要目标的途径之一。这三大目标包括：第一,机会均等;第二,为社会各个阶层培养领袖人才;第三,丰富所有学生的教育经历。随着社会经济的多样化,高等院校应当为实现教育机会均等和高等教育公平起到引擎的作用,为实现高等教育的公平而努力。     

发展哲学研究述评

发展哲学在何种意义上是“哲学”的？发展哲学的“哲学向度”究竟体现在何处？发展哲学作为“哲学”所研究的核心问题或基本问题究竟应该是什么？对国内学者就以上等问题的不同回答加以检视和评价,是深化发展哲学研究和落实科学发展观的客观要求。     

学习科学研究领域及其新进展——"学习科学新进展"系列论文引论

围绕人类学习,整合心理学、认知科学、教育学、计算机科学等领域的研究成果,从不同学科视角对人类学习进行全方位研究,催生了一个全新的、跨学科的研究领域——学习科学."学习科学新进展"系列论文以国外学习科学主要领域研究的新进展为核心,系统梳理和把握国外学习科学研究最新成就,以期为我国教育改革与发展提供思想给养.本文系此系列论文的开篇,重点就学习科学的本质与使命、学习科学的发展演变、研究取向及主要实践领域等问题进行深入分析,并就系列论文的设计与安排进行介绍,最后论述了利用学习科学与技术变革教育的意义与价值.     

Research in Clinical Supervision: Revitalizing a Scientific Agenda

The purpose of this article was to revitalize and disentangle common misconceptions about a scientific agenda for clinical supervision.     

Estimation of Gestational Age: Implications for Developmental Research

Recent research in neonatology and obstetrics has challenged the validity of standard gestational age assessment methods. Length of gestation is a central component of research on the development of at-risk infants, yet issues concerning accuracy of this information are rarely addressed by developmental researchers. This article reviews prenatal and postnatal methods of gestational age estimation and evaluates implementation of this information in research. Recommendations concerning the assignment of gestational age in the perinatal period and the use of age correction for preterm infants are offered.     

English Language Learners and Learning Disabilities: Research Agenda and Implications for Practice

Although little is known about learning disabilities (LDs) in English language learners (ELLs), there is a substantial knowledge base about the identification, assessment, and intervention of and for LDs in monolingual native English‐speaking students. Building on this knowledge, participants at an October 2003 National Symposium on Learning Disabilities in English Language Learners were asked to suggest research questions, priorities, and suggestions on how to build the necessary infrastructure to address critical research needs. In the discussions that took place, important themes emerged: (1) identification and assessment of LD and/or reading disabilities (RD) in ELLs (ELL/Ds), (2) understanding of the language and literacy developmental trajectories of ELLs, (3) understanding of the individual and contextual factors affecting outcomes, (4) the intersection of all of these areas with neurobiology, and (5) developing and testing the effectiveness of interventions for learning disabilities in ELL/Ds. These themes, and the research agenda that was forged around them, are presented. In addition, the practice implications of this agenda are presented, along with some suggestions for current practice while we await future research findings.     

Telecommunications Agenda:

No abstract available for this article.     

Beginning the Journey: Agenda for 2001

This paper examines societal trends and their implications for physical education in higher education. Change is viewed not as a gradual linear process leading inevitably to progress but as a process of periodic major transformations. Proposals are made for the transformation of physical education into an integrated field that practices emancipatory education.     

国际开放教育资源典型案例:一个研究计划

开放教育资源运动不仅体现了大学的使命与教育体系的开放,而且使得知识开始成为公共财富。文章在简要介绍开放教育资源的内涵、分类以及开放教育资源运动发展现状的基础上,报道了"国际开放教育资源运动典型案例研究"的背景、目的、典型案例遴选方式以及该研究专栏的研究方法。作为"开放教育资源运动"系列论文的首篇,文章还就整个研究专栏的设计与安排作了简要介绍。最后,深入分析了此项研究对我国开放教育资源建设乃至教育信息化的重要意义和借鉴价值。     

Inside High School Grading Practices: Building a Research Agenda

Do teachers actually follow the grading practices recommended by researchers and textbook authors? where are the discrepancies? What are possible explanations for such discrepancies? What is an agenda for further research on actual classroom grading practices of teachers?     

Agendas for Developmental Supervision Research: A Response to Borders

Borders (1989) put forth what she termed a pragmatic agenda and moratorium for research in developmental conceptualizations of the supervision and training process. This Comments article articulates our points of disagreement with Borders's recommendations for moratoriums on developmental supervision areas and provides an alternative reading of the empirical literature concerning the validity of developmental conceptualizations.     

Technology Integration into the Language Classroom: Developmental Trajectory of Beginning Teachers

This study adds to the current literature on teacher technology integration with an investigation into five beginning teachers’ technology use in the language classroom in their first two career-entry years. The longitudinal interview study reveals that these teachers went through a developmental trajectory of technology use towards using it for more diversified instructional purposes and with a greater orientation towards student learning over the years. The study also finds that the teachers’ developing understanding of technology use intertwined with their growing teaching competency and identity. It further finds that school culture not only had a direct influence on their technology use but also moderated the influence of teaching competency and identity on the nature of this technology use. This study concludes with suggestions for promoting research on the support needed for beginning teachers and the school culture in technology use.