全国电大毕业生追踪调查进展情况

▲在今年6月26至27日举行的电大短大贷款项目中外专家组组长联席会议上,中央电大副校长、首次电大毕业生追踪调查领导小组组长方和忠同志做了“中国电大毕业生追踪调查进展情况”的报告。在国家教委的关心和支持下,全国电大从86年8月开始,进行首次电大毕业生追踪调查,调查82、85年的毕业生,了解电大的教学质量和毕业生的使     

电大毕业生追踪调查的原则、方法及给我们的启示

在全国电大普遍进行开放教育毕业生追踪调查之前，中央电大在全国6个省市率先进行了前期实验，为全国性调查的顺利开展奠定了坚实的基础。前期试验总结出的一些原则、方法对顺利开展调查工作及试点项目改革具有十分重要的意义。     

安徽电大远程开放教育毕业生追踪调查结果与分析

根据中央电大《广播电视大学远程开放教育毕业生追踪调查评估指标体系》、《广播电视大学远程开放教育人才培养方式调查评估量表》和《广播电视大学远程开放教育毕业生质量调查评估量表》，采用SPSS12．0和中央电大毕业生追踪调查评估系统软件进行数据统计分析。     

安徽电大开放教育毕业生追踪调查报告综述

安徽电大于2004年对全省电大开放教育毕业生进行抽样问卷调查，采用SPSS12．0、AMOS4．0和中央电大毕业生追踪调查评估系统软件进行数据统计分析。结果表明，电大远程开放教育培养的人才质量是比较好的和有保证的。     

全国电大“毕业生追踪调查”讲习班在津举行

根据世界银行贷款项目要求,为更好地评价项目效益,预测未来电大系统发展,从而制订更加切实可行的发展规划,国家教委要求在电视大学开展毕业生追踪调查工作。为此,中央电大与天津电大于3月28日至4月13日在天津联合举办了全国电大“毕业生追踪调查”讲习班。来自全国各省市电大的校长、教务处负责人及有关干部共65人参加了学习。讲习班聘请英国开放大学教育技术学院高级讲师考尔德女士和正在主持开放大学85年毕业生追踪调查工作的研究员伍德雷先生前来讲学。主要内容是讲授远距离教育中毕业生追踪调查的目的、内容和方法,重点介绍抽样调查的理论和实施方法以及计算机在毕业生调查中的使用等。讲习班期间天津市委、市政府、国家教委贷款办、中央电大的负责同志均前来参加并做了指示。国家教委贷款办副处     

电大毕业生追踪调查辑要

●全国电大毕业生追踪调查的统计分析及计算机程序编制工作正在加速进行。1987年6月在贵州电大举行的追踪调查数据分析及软件咨询会议后,对统计数据的录入、处理及分析提出了较高的技术要求。根据专家介绍的国外经验和资料,追踪调查工作小组部分人员阅读了大量资料,并进行了方法设计和编制程序等工作,已取得初步成功。统计分析程序主要完成电大毕业生基本情况,电大毕业生质量分析及使用状况等情况分析。要求能够适用于简单随机抽样和分层随机抽     

湖南电大开放教育试点毕业生追踪调查的整体设计

为全面、科学评价“中央电大人才培养模式改革和开放教育试点”项目的成效。湖南电大于2004年对从1999年试点以来的试点专业毕业生进行追踪调查。为确保调查的科学性、可靠性,湖南电大对调查的目的、评价模型、调查内容、调查对象、工作分工、实施步骤进行了科学的整体设计,为调查工作奠定了坚实的基础。     

全国电大毕业生首次追踪调查

全国电大毕业生首次追踪调查已经结束,取得了大量的、多方面的、可靠的统计数据,客观地回答了有关电大的办学效益和毕业生质量的评价等问题,为深化电大教育的改革,促进我国远距离教育事业的发展提供了一定的科学依据。中外专家在对这次调查进行评价时指出,“本项目是在教育研究领域内,使用抽样方法,在全国范围第一次进行大规模的追踪调查研究,经过工作人员的努力,达到了预期的目的。方法是科学的,组织是成功的,总结报告和技术报告是清楚的,达到了国际先进水平。”为了充分发挥调查成果的作用,本刊特邀中央电大追踪调查组将总结报告和技术报告的主要内容进一步加工擎理,连同主要调查数据一并发表在本刊上,供广大读者参队本文经本项目领导小组组长方和忠、副组长王芙。武汉大学张尧庭技授审阅。 通过追踪调查得到的数据是室贵的,利用这些数据对电大的教学、管理和发展方向进行分析研究是更有价值的。我们呼吁各级电大领导和远距离教育研究人员利用追踪调查的成果撰写从微观到宏观各个层面上的论文,本刊将择优发表。     

湖北电大开放教育毕业生追踪调查数据验证分析

开放教育毕业生追踪调查问卷是采用量表形式从不同方面了解用人单位和毕业生的评价意见．其调查结果既是科学评价开放教育质量的重要依据，也是深入研究开放教育的第一手材料。因此．验证调查数据是否真实可靠是这次追踪调查工作的关键。湖北电大运用多种统计方法及相应的计算机应用软件对调查数据进行了信度、效度、相关性和差异性等多项验证分析。     

我们是怎样开展毕业生追踪调查工作的

中央电大毕业生追踪调查工作已在全国展开。对毕业生进行追踪调查,是近年来,国外用来综合评价教育项目内部及外部效益的一种方法,也是远距离教学过程中获得反馈信息的重要渠道。在某些发达的资本主义国家及发展中国家(如:美国、英国、坦桑尼亚、智利等)都搞过追踪调查,并收到良好的效果。全面认真地开展以评价电大总体办学效益为目的的毕业生追踪调查工     

敦煌写本碑铭赞释录勘补

敦煌写本碑铭赞文书历来是敦煌学研究所倚重的重要文献资料。文章以前人释本为基础,参核缩微胶片及相关文献材料,补正了部分字词的释录,疏解了一些未被各类语文辞书收录的词语,以供研究者参考。     

School disciplines,social representations,and the construction of the didactics of history,geography, and civics

The author presents a concept of the didactics of history, geography, and civics that seeks to link, through a single dynamic, the civic, political, and social goals of school knowledge with everyday classroom practice and pupils' learning. Two concepts occupy the heart of this construction: those of school disciplines and social representations. The concept of school disciplines addresses the fact that school knowledge is a creation of the school, designed to enable it to achieve the social goals it is assigned. A school discipline is thus a particular combination of goals, content (in the form of shared knowledge), methods, and practices. The concept of social representations is a tool serving to analyze knowledge as theories of the natural and social world, its production, and its reception by the different actors involved.     

Behavioural and emotional strengths of sociometrically popular,rejected, controversial,neglected, and average children

ABSTRACT

Many behavioural and emotional characteristics are associated with children’s peer relationships. The purpose of this study is to examine behavioural and emotional strengths of sociometrically popular, rejected, controversial, neglected, and average children. 773 third-grade children (51% girls) are assessed with a sociometric questionnaire and self-evaluations of their behavioural and emotional strengths and difficulties. Teacher evaluations are also used to assess the children’s academic competencies and behaviour. Univariate analysis of variance (ANOVA) is used to analyse the data. Results indicate that children in the popular status group assess their behavioural and emotional strengths as being better than children in the rejected status group. The behavioural profile of the controversial status group is similar to that of the rejected status group. Children in the neglected status group differ from other sociometric status groups in some behavioural and emotional strengths. Issues pertaining to gender differences are also discussed.     

Biography,Identity, and Inquiry: The making of teacher,teacher educator,and researcher

This is a self-study of my professional and cultural biography and identity, a history which directed me first toward the work of urban teaching and then into teacher education and research into comparative educational issues of racial and national identity. I use this inquiry to demonstrate how biography and identity influences the lived experience of teaching and the researcher's stance. I also examine areas where preservice urban teacher education programs must improve. My personal recommendations describe experiences that would have better prepared me for urban teaching. Suggestions include expanding coursework in the historical, political, and sociocultural influences on urban education and in designing culturally responsive curricula. I also recommend restructuring field experiences to offer richer classroom-based learning opportunities for preservice teachers and extending fieldwork into urban communities. Finally, I suggest ongoing inservice teacher education in learning-community models that respond to educators' context-specific teaching concerns.     

Integrating instruction of science,reading, and writing: Goals,teacher development,and assessment

This article describes the interplay of goals, teacher development, and assessment in the context of a yearlong research and development project. The aim of the project was to integrate the teaching of science, reading, and writing processes in a conceptually based, constructivist curriculum for middle school students who read below grade level. A performance-based assessment was designed and implemented to determine the level of student awareness and control over the processes taught during a unit of instruction. Interviews with science teachers and supervisors revealed the important interaction of curricular goals, the performance assessment, and instructional practice.     

The construction,expression, and consequences of difference in education practice,policy, and research

In this essay, I discuss three key ideas related to the construction and treatment of “difference” in and around schools and schooling. First, just as difference is most commonly located within marginalized populations at the intersections and along the lines of race, disability, social class, national origin, sexuality, sex, language, and religion, such “locating” is done by those socialized and reinforced to view themselves as normal and the norm against which they compare those different from them. Therefore, normalcy operates to maintain positions of superiority for some and inferiority for others. Next, the situation of disability at the intersection of non-dominant identities can be a powerful tool for disrupting normative spaces, practices, and beliefs. Finally, I call for critical action that exposes the negative construction of and consequences of difference in the academy, noting how epistemologies, methodologies, publication outlets and formats, and sentence structures that fall outside what we associate with normalcy, and those who employ them, are also sorted along lines of competence and incompetence, leading to the dismissal or exclusion of disabled scholars, scholars of color, and those scholars engaging in more public praxis outside the academy walls.