蜕变与觉醒——《卖花女》中伊莉莎的成长

萧伯纳以《变形记》卷十中神话主人公(Pygmalion)的名字为其剧作《卖花女》命名,将神话中复活的雕塑与剧作中改头换面的卖花女联系起来,赋予了剧作幽远的文化内涵,同时其不同于原神话的创新又展现了作者对女性自我塑造进行的探索。     

《皮格马利翁》与电影《窈窕淑女》之比较

《皮格马利翁》(1914)是英国戏剧家萧伯纳(1856-1961)的作品,而根据这一戏剧改编的电影《窈窕淑女》(1964)也受到了广泛好评。对这两部作品的比较可以彰显两部作品的不同点及各自的优点和不足。叙事技巧、情景刻画和人物塑造是两个文本中最具代表性的三个方面。其中,叙事技巧包括叙事结构、叙事时空和音乐效果三部分;情景刻画选择了几个有代表性的场景：赛马场、花园舞会和结尾;人物塑造主要分析了伊莉莎、伊莉莎的父亲以及克拉拉的母亲。通过比较,一方面使读者加深对原著的理解,另一方面让观众重温这部经典电影作品,提高对电影的鉴赏能力。     

Teacher judgments at zero-acquaintance: A social accuracy analysis

How accurate are teachers’ first impressions and what moderates the degree of first impression accuracy? In previous teacher judgment accuracy research, teachers judged students who were well-acquainted to them, focusing on single traits. Here, we follow the zero-acquaintance paradigm and apply the Social Accuracy Model (SAM; Biesanz, 2010) to examine teachers’ first impressions regarding students’ personality profiles. Three groups of perceivers (student teachers, experienced teachers and psychology students; N = 285) rated students’ (N = 10) academic self-concept, intrinsic motivation and intelligence based on brief videos. SAM analyses revealed that teachers were accurate regarding the average students’ profile of characteristics (normative accuracy), but were not successful at detecting students' unique personality profiles (distinctive accuracy). Moreover, likeable students and those evaluated as more physically attractive were perceived with higher normative accuracy. Personality similarity and teaching experience were unrelated to accuracy. Implications for teacher judgment accuracy research and educational practice are discussed.     

Expectation effects: Pygmalion and the initial 20 years of research1

ABSTRACT

This article reviews Rosenthal and Jacobson’s (1968) seminal study, Pygmalion in the Classroom (PC). We consider what preceded PC, the actual study, immediate criticisms of it, Rosenthal’s reactions to the criticism, and, importantly, the research that followed PC from 1968 to roughly 1990. Despite critical criticisms of it, we conclude that PC had a tremendous impact because it stimulated researchers to study expectation effects in the classroom that established that some teachers do form and communicate differential expectations to their students and that some students internalise these expectations in ways that manifest in their actual performance. The research that followed PC has yielded rich concepts and findings that are relevant for theory, practice, and social policy.     

Teacher Perceptions of Learning Motivation and Classroom Behavior: The Role of Student Characteristics

The present study investigates whether teacher perceptions of students’ cognitive skills, their learning motivation, and their classroom behavior differ according to students’ socioeconomic status, immigrant background, and gender. Data from N = 4746 German fourth graders and data from their parents and teachers were analyzed using structural equation modeling. Controlling for student achievement as measured in a standardized achievement test and student motivation as measured by student and parent reports, we found that teachers overestimated the cognitive skills of high-SES students and girls in comparison to those of low-SES students and boys. Similarly, teachers perceived high-SES students, students who are not from an immigrant background, and girls as having a higher learning motivation and as having more cognitive skills. Finally, we found that teachers’ perceptions of students’ learning motivation and classroom behavior mediated the relationship between student characteristics and cognitive skills as perceived by the teacher.     

Teacher's academic optimism: The development and test of a new construct

The objective of this exploratory study of teacher beliefs was twofold: first, to determine whether the construct of academic optimism could be defined and measured as an individual teacher characteristic as it has been at the collective school level, and second, to identify sets of teacher beliefs and practices that were good predictors of academic optimism. With a diverse sample of American elementary teachers, a second-order principal components analysis supported the hypothesis that academic optimism was a general construct composed of efficacy, trust, and academic emphasis. In addition, dispositional optimism, humanistic classroom management, student-centred beliefs and practices, and organizational citizenship behaviour were individually and collectively related to the explanation of a teacher's sense of academic optimism, controlling for SES.     

Self-fulfilling prophecies in the classroom: Teacher expectations,teacher feedback and student achievement

This study investigated the link between teacher expectations and student learning, relying on longitudinal data from 64 classrooms and 1026 first-grade students in Germany. Further, based on a subsample of 19 classrooms with 354 students, we explored the mediating role of three characteristics of teacher feedback rated in video-recorded school lessons. The results showed that teacher expectations were inaccurate to some extent; that is, they did not entirely agree with students' current achievement, general cognitive abilities and motivations. In addition, this inaccuracy in teacher expectations significantly predicted students’ end-of-year achievement, even after prior achievement, general cognitive abilities, motivation, and student background characteristics were considered. Specifically, inaccurately high teacher expectations were associated with greater achievement in reading and mathematics, whereas inaccurately low teacher expectations were associated with lower achievement in reading only. Furthermore, teacher feedback varied significantly with inaccurate teacher expectations but did not substantially mediate teacher expectancy effects.     

Multigrade schooling in Turkey: An overview

This paper reviews multigrade schooling in Turkey, with an emphasis on its status in the education system, as well as the curriculum practices, teacher training and problems associated with it. It is viewed by the State as an “inevitable” practice that arises through limited number of pupils and classrooms in small and scattered settlement areas where population density is low and is perceived as a system that needs to be abolished. The review concludes, by contrast, that multigrade schooling is advantageous for Turkey as it provides access to at least 5 years of education for thousands of children.     

Measuring teachers’ self-efficacy beliefs: Development and use of the TEBS-Self

This paper distinguishes between teacher efficacy and teacher self-efficacy beliefs and describes a need for theory and research-based measures of teachers’ self-efficacy beliefs that are grounded in the context of the classroom. To meet this need, a new measure of teacher self-efficacy beliefs, the Teachers’ Efficacy Beliefs System-Self (TEBS-Self), is described by the authors. Principal components analysis results are presented from three independent studies performed in the United States (n=2373 K-6 teachers) using the TEBS-Self.     

Teachers' beliefs about students,and the intention of students to drop out of secondary education in Flanders

Students dropping out of education with no qualifications has been an important problem in the West for decades. Little relevant research has concentrated on school characteristics, and research into the role teachers might play in students' decision to quit school is particularly scarce. Using multilevel analyses of data for 11,844 students in 84 Flemish secondary schools, we investigate whether teachers' shared expectations of students are associated with students' intention to drop out. Particularly in vocational education, teachers' beliefs about the teachability of students influence the students' intention to quit, irrespective of perceived teacher support and students' sense of futility.     

Sexuality,schooling, and teacher identity formation: A critical pedagogy for teacher education

Offering an alternative to normative teacher education that excludes meaningful sexuality and gender education from its curriculum, this article presents a critical teacher education multicultural curriculum based in the United States that included an autoethnographic narrative assignment as reflective space for teacher candidates to consider their identities as shaped by lived experiences with gender and sexuality. Using a categorical analysis of a cohort of 38 teacher candidate autoethnographies, discussed are insights revealed about their lived histories. Patterns included gender identification, heteronormativity, patriarchy, sex education, schooling experiences, teacher complicity, and teacher identity effects and sense of agency along with implications for educating future teachers.     

论语文教师“读懂”与“善教”

目前语文教学质量不高,主要是课堂上教师照本宣科,肢解文本,扮演着＂搬运工＂的角色。对此,研究语文教师读懂文本与善教,对提高教师解读文本的能力,提高教师教的质量,就是当务之急了。对读懂文本与善教的内涵、意义、关系以及策略进行研究,指出语文教师要在读懂的基础上去寻求善教,力求达到教学效果的最优化。     

Teachers' explicit expectations and implicit prejudiced attitudes to educational achievement: Relations with student achievement and the ethnic achievement gap

In this paper, we consider whether teachers' explicit and implicit prejudiced attitudes underlie the ethnic achievement gap. To date, most research on teacher expectation effects has relied on explicit expectation measures that are prone to social desirability biases. In contrast, we examine the effects of teachers' (a) explicit ethnicity-based expectations for academic achievement and (b) implicit prejudiced attitudes about academic achievement on students' actual academic success over time. A total of 38 teachers completed both a traditional teacher expectation measure and a modified Implicit Association Task designed to assess ethnic stereotypes associated with academic achievement and failure. A multi-level analytic framework showed that students in classrooms of teachers with high expectations performed better in reading at the end of the year and that these effects were found across all ethnic groups. In contrast, whereas students' mathematics achievement scores were largely unrelated to teachers' explicit expectations, teachers' implicit prejudiced attitudes predicted student performance. Specifically, students benefited most academically when their teachers' implicit biases favored the ethnic group to which the student belonged. Findings are discussed in relation to differences in the salience of teachers' expectations and implicit prejudiced attitude in the classroom, and the ethnic achievement gap.     

近50年《聊斋志异》在日本的传播和研究

二战以后的50年里，《聊斋志异》在日本的传播和研究获得新的巨大发展。表现在翻译方面．不但数量大大超过此前，尤其有以各种版本的《聊斋志异》为底本的译作先后问世。其次是改编的成绩前所未有。不但各种文艺形式都有，而且时日本文学产生了积极影响。最引人注目的还是对蒲松龄厦其著作（主要是《聊斋志异》）的研究得到了长足发展，并且持续近半个世纪之久，涌现出一批出色的硕儒新进。取得了丰硕的成果。     

Teacher expectations in a university setting: the perspectives of teachers

ABSTRACT

This study was designed to investigate the bases of teacher expectations in higher education. The first author interviewed 20 university teachers from an English-as-a-foreign-language course, exploring their expectations for the first-year undergraduates in their classes. The grounded theory method was adopted to analyse the data that had been collected. The results showed that for this sample of 20 teachers, student characteristics were important contributing factors to their expectations in the teachers’ university settings. The factors the teachers considered important included students’ (a) prior academic achievement, (b) motivation, (c) study skills, and (d) academic discipline. Also, teacher characteristics were found to be another major source of these university teachers’ expectations, including teachers’ (a) past teaching and learning experience and (b) teaching self-efficacy. The findings suggested that the bases of teacher expectations in higher education may differ from those at the elementary or secondary school level.     

School climate and teacher beliefs in a school effectively serving poor South Carolina (USA) African-American students: A case study

This study examined the roles of school climate, teacher expectations, and instructional practices in one elementary school in South Carolina (USA) that produced effective achievement outcomes with poor and minority students. Survey data, teacher interviews, and classroom videotaping was used to identify school characteristics and instructional behaviors of six teachers nominated by colleagues as exemplary. The school was characterized by an emphasis on high student expectations, school staff cohesiveness, engaging instruction, high parent involvement, and multicultural instruction integrated with curriculum. The practices identified are consistent with literature on effective American schools; and the practices are key aspects of the sound instruction of poor and minority children. Teachers stated that teacher education programs did not prepare them to teach these students and that they had to learn this on the job.     

我国特级教师制度与特级教师研究的回顾与反思

特级教师是我国为表彰特别优秀的中小幼教师而特设的一种兼有先进性和专业性的教师称号。在回顾特级教师制度的建立、发展脉络及趋势的基础上,提出了制度中值得探讨的问题,指出了制度具体操作中的不足。通过对特级教师研究文献的回顾,提出了特级教师研究中存在的主要问题是:理论界对特级教师研究关注不够;研究内容过于单一,主要涉及到特级教师的经验。     

Teacher expectation effects on need-supportive teaching,student motivation,and engagement: a self-determination perspective

ABSTRACT

Previous research has shown that teachers differentiate their behaviour based on their expectations of students. Self-determination theory (SDT) makes explicit how teacher behaviour relates to students’ motivation and engagement, namely, via need-supportive teaching. In the present study, we combined both research traditions and examined associations of teacher expectations with need-supportive teaching and thereby students’ motivation and engagement. Two-hundred-and-seventy-six secondary school students and their teachers (N?=?11) completed questionnaires. The results indicated that teacher expectations were moderately but positively associated with students’ intrinsic motivation and engagement, and negatively with amotivation. These relationships were fully mediated, although with small effect sizes, by need-supportive teaching. These findings highlight the value of combining research on teacher expectations and SDT, to gain further understanding of how teacher expectations may cause teachers to provide more need support to some students than to others, thereby affecting students’ motivation and engagement.     

Why teachers leave: Factors that influence retention and resignation

Ajzen's Theory of Planned Behavior is used to examine continuing teachers’ plans to remain or resign and the likelihood of resigned teachers to return to teaching in the next 3 years. Specifically, this study examined factors that encourage or hinder resigned teachers from returning to teaching, the importance of such factors, and the importance of those factors for teachers who remained in teaching. We find that family issues are of greatest concern to all teachers, and that leavers place much more emphasis on the time they are able to spend with their families than do stayers. The importance assigned to all factors is influenced by demographic characteristics.