Can Fantasies Become Facts?

In EM'S Spring 1989 issue, Mehrens and Kaminski (1989) questioned both the ethics as well as the validity of some "teach-to-the-test" procedures, and particularly addressed Cohen's application of instructional alignment to teaching test wiseness. Cohen and Hyman now respond with their own questions about the educational value and the ethics of using the types of norm-referenced tests defended by Mehrens and Kaminski.     

试论G.A.柯亨对正义的拯救

柯亨(Gerald Allan Cohen)在其政治哲学巨著《拯救正义与平等》中以其独特的分析主义的方法和马克思主义的立场,在批判罗尔斯正义原则的同时,阐述了他自己对于"什么是正义"的回答。那么,究竟如何界定正义?体现正义的正义原则应该怎样得到确定?正义原则是否独立于各种完备性学说?正义原则的首要性何在?权利和平等哪个更能体现正义?文章尝试厘清柯亨对这些问题的阐论。     

形骸之内的自由——试述庄子的自由及其价值

庄子的自由是摆脱了“形骸之外”的负累的“形骸之内”的自由,本文试图借鉴伯林对于两种自由的理论,从束缚自由的现实力量及实现自由的可能范围两个角度对庄子自由的实质进行论述。同时,从现实性和自由体验两方面探讨庄子式的自由的价值。     

Helping children build self-esteem

Children in day care and early childhood programs are becoming more at-risk in the development of appropriate self-esteem. This is evidenced by a number of inappropriate practices in some programs. These practices include a heavy emphasis on testing, homogeneous grouping, the use of a large number of worksheets, heavy drill, and long periods of sitting and listening (Manning & Manning, 1981). Teachers and day care providers can have a great impact on a child's self-esteem. This article is concerned with helping teachers by answering the following questions: What is self-esteem? What are the requirements for high self-esteem? What can a teacher do to encourage appropriate self-esteem?     

Teaching About Performance Assessment

How should we teach prospective teachers about performance assessment? What are the issues and concerns that new teachers will encounter as they begin their teaching careers? How can assessment and instruction be better integrated in classrooms?     

Effects of cognitive learning strategies for Korean learners: A meta-analysis

The purpose of this study was to synthesize the cognitive learning strategy intervention studies conducted in Korea between 1990 and 2006, using meta-analysis. By means of pre-established systematic criteria, 50 articles were selected and 97 effect sizes were calculated. Effect size was calculated using ‘the Cohen’s d’ (Cooper &; Hedges, 1994). The research questions of the present study were as follows: (a) Are cognitive learning strategies generally effective? (b) What type of cognitive learning strategy is most effective? (c) Are effect sizes of different types of cognitive learning strategies different according to the applied domains, grade levels, and achievement levels? The results of the study indicate that, first of all, the overall cognitive learning strategies (97 ESs) yielded a large effect size (ESsm=.96), which was not homogenous (Q=55.19,p <.05). Thus, in each subcategory of learners’ characteristics and applied domains, we calculated effect sizes and conducted the test of homogeneity separately. Except for grade level, the effect sizes were generally homogenous in each subcategory. The findings revealed that cognitive strategies had large effect sizes (.82–1.69). For average achieving students as well as underachieving students (Learning Disabilities), cognitive learning strategies were very effective (.82–1.42). The effect of cognitive learning strategies was very large in terms of students in all grades (1.02–1.34), except for middle school students (.70). Lastly, the implications for the application of different cognitive learning strategies were discussed.     

论民企与港企在新形势下的处境--面对CEPA和"泛珠三角"计划

2004年1月1日CEPA计划正式启动．为港澳与内地的大幅合作打开了通道。但这一通道是否就此畅通无阻?重新站在统一起跑线上的港企和民企会面临怎样的局面?港企是否就占尽优势将尽吞国内市场．民企是否就处于劣势拱手让出城池?政府又应当怎样做才能使这一计划真正落到实处,推动两岸三地共同发展?本文就从以上几点尝试加以分析论证。     

不同的爱情模式,相同的悲剧结局——《欲望号街车》中两姐妹的情感差异(英文)

在田纳西·威廉斯的剧作《欲望号街车》中,布兰奇和史黛拉是一母所生的同胞姐妹,但却有着不同的人格和爱情观。她们都渴望爱情,追求爱情,但她们的爱情故事都以失败结尾。通过分析她们在爱情中的心态、遭遇以及其悲剧结局,不难看出,过分依赖男性是她们共同的悲剧根源。     

Teaching for the development of reasoning

What is reasoning? Piaget and his collaborators have described a developmental and epistemological approach (Inhelder & Piaget, 1958). Information processing theorists describe mental activity in terms of conditions and “actions” called forth without further intermediate steps by these conditions, where “actions” may be overt behaviours or mental operations (Newell, 1973). To the classroom teacher, both of these points of view probably appear remote and theoretical, far from the comments, questions, insights, and misunderstandings exhibited by their students. This article, an abbreviated version of a longer presentation (Karplus, 1980), attempts to present an intermediate level of analysis, close enough to classroom occurences to be easily applied, but also sufficiently general to permit the linking of student behaviour with teaching strategies.     

漏洞百出的教育

Many college freshmen arrive woefully unprepared to do college work, and as disadvantaged populations continue to grow, the share of the American work force that has made it through college is expected to plummet. Many experts blame that educational failure not just on high schools but also on colleges. School & College, a special report by The Chronicle, looks at efforts to fix the system. What reforms would better prepare students for college? What should schools and colleges be doing differently? How should state and federal officials help?     

Sensitivity of Item Difficulties to Curricular Validity

The issue of the match of what is taught to what is tested recently has received increased emphasis. Many recent studies have examined the extent of the mismatch between a local set of objectives/instruction and the content of a nationally standardized test. Phillips and Mehrens (1985, 1987; see also Mehrens & Phillips, 1986) have conducted a series of studies that show that, within a district, different textbook series and informal curricula generally have no significant impact on test total, objective, or item scores. The present study explored further the curricular validity differences across textbooks and the relationship between item statistics and measures of curricular validity. In particular, this study sought to determine whether item p-values appear to be related to measures of curricular validity based on three mathematics textbook series used at a given grade and in a previous grade. The results of this study indicated that the textbooks differed somewhat in content coverage when using a 180-cell matrix classification. However, these differences were not great, especially when the textbooks in both grades 5 and 6 were considered. Further, all three series covered almost all of the 53 cells in the matrix covered by the Stanford Achievement Test, and the differences that did exist in textbook content coverage had no observable relationship to differences in item p-values. In addition, the mean difficulty level of the Stanford Achievement Test items classified by cell were similar for students using the different textbooks, despite the differences among textbooks in location, presentation, and organization of content.     

Educational Testing in America: What's Right,What's Wrong? A Criterion-Referenced Perspective

What is a criterion-referenced test? What are the good and bad points of authentic assessment, criterion-referenced testing, and Item Response Theory?     

农林专科院校计算机教学面临的现状及其改进措施

随着中小学信息技术教育的开展,农村现代远程教育的深入,进入大学的新生计算机知识和水平也在逐年提高。目前,他们的计算机水平究竟达到什么程度?在中小学阶段开设过哪些信息技术课程?他们学习计算机知识的主要途径是什么?本文通过调查,进行了分析,并指出当前农林专科院校计算机教学改革所应采取的措施。     

论大学英语阅读中的词汇教学

词汇与阅读究竟是什么关系，在教学中要不要进行词汇教学，如何进行诸如此类的问题已引起了广大英语教学工作者的深思，文章试图从上述几个方面尝试性地进行探讨。     

Reporting NAEP Results Using Standards

What is the difference between NAEP anchor levels and achievement levels? How are the processes different for creating these levels? What points of controversy surround use of these levels for reporting achievement? Will having standards for NAEP promote improvement of public education?     

Knowing,Believing, and Understanding: What Goals for Science Education?

Science &; Education - What is a teacher to do when confronted with a student who says “I understand that theory (e.g., evolution), but I don't believe it”? The purpose of this...     

语篇衔接理论在大学生英语写作中的应用研究

本文以韩礼德和哈桑的衔接理论为框架,通过非英语专业大学一年级学生的教学实验研究:(1)中国大学生在英语写作中出现的衔接问题及其原因;(2)有意识的衔接手段的教学能否提高学生的英文写作水平。结果表明:(1)中国学生在衔接手段的使用方面存在许多问题,尤其是指称衔接、连接衔接和词汇衔接手段。误用的原因主要有三个方面:语言迁移、文化差异和有限的语言水平。(2)英语教学中教授衔接手段的使用是提高大学生英语写作水平的一个行之有效的方法。     

快乐完成任务 感受英语魅力——新标准英语（一年级起始）第五册Module2 Unit1 Weare making a cake课堂实录与评析

评析：在导入环节中,教师设计了TPR形式的互动问答．将学生自然地带入到现在进行时的语境中去,为学生奠定了本课的学习基调。丰富的肢体语言,朗朗上口的韵句。帮助学生复习了以前学过的一些常用的动词,起到了复习旧知识、承接新知识的作用。     

Everything You Have Always Wanted to Know About Academic Advising (Well,Almost)

Answering the question “What occurs in an academic advising interaction?” is not as easy as one might think. Many factors contribute to the academic advising process, and no two advising interactions are the same. This article discusses the different factors involved in an academic advising interaction, emphasizing the need for psychological counselors to become familiar with the specific aspects of the advising processes that occur at their respective institutions.     

The Future of Testing Is Now

What will testing be like in the 21st century? Rudman points out that given the past developmental cycles for major test series, what is happening now will likely have major impact on tests in the year 2000. He points attention to forces, both internal and external to the testing Industry, that are affecting the future of testing.