Stress on campus: An interactional perspective

Faculty stress was investigated with the use of an interactional model of stress including roles, personal characteristics, coping strategies, and environmental characteristics. A random sample of 191 faculty members and 67 student-affairs staff members completed standardized measures of stress, strain, and coping resources and open-ended questions regarding sources of stress. Significant differences were found among faculty from different academic disciplines, between genders, and across semester time periods. Major stressors included time pressures, work overload, and interpersonal relationships. Body signals and poor interpersonal relationships were primary indicators of stress, and taking specific action and exercising were frequent coping behaviors. These findings have implications for administrative policy and faculty development programs.     

An asset-based perspective on prospective teacher education

Journal of Mathematics Teacher Education -     

Adult Questions and Children's Responses: Coordination of perspectives in studies of children's theories of other minds

The main aim of this study is to shed light on the issue of how children learn to identify what is meant by what is said in communicative practices. The study replicates and extends the well-known work on what is referred to as children's 'theories of other minds'. The focus in the present study is on the interplay between the adult and the child, the nature of the task and the child's position in the communicative encounter. Rather than assuming that children have or do not have 'theories of other minds', we explore the communicative conditions under which children can be made sensitive to the nature of other people's (mistaken) beliefs. The empirical work was carried out amongst children aged three to five, since this is the critical age at which it is claimed that children become sensitive to the fact that other people's perspectives of a situation may differ from their own. The results show that whether or not children 'are able' to adopt other people's perspectives is very much a situated affair and reflects the manner in which they are brought into a position where they can share the framing of the adult. The questions posed are interpreted differently by the children in ways that go beyond the intended difference that concerns perspectivity. The test situation is polysemous in many respects and the variation in responses cannot be reduced to such a simple distinction as the one implied in the theory of mind research paradigm, which represents a monological conception of communication.     

国际化视角下的德国“卓越计划”

本文考察了世界强国德国的大学排名表现.论文引用率和其他一些衡量指标数据显示,德国大学未能获得良好的国际认可.本文还分析了德国对此种情况的反应,包括其世界一流大学发展战略.这一战略是集中投入大量资金,试图使一小部分大学在研究和知识创造上取得更好的成绩和更大的国际影响.这种策略来自于对美国和英国一流大学策略的借鉴.但是我们还需意识到,拥有一些顶尖大学和拥有一个优秀的大学体系是两回事.当今所有国家都需要更多拥有更多具有技术能力与创新精神的专业人员,以此发展经济和提供公共服务.如果将优先目标设为与哈佛大学竞争,而不是建设一个庞大且有效的高等教育体系,这将是一个错误的判断.卓越品质,即使是世界一流水平的卓越,也只是有效的教育体系的一个方面.     

An interaction-dominant perspective on reading fluency and dyslexia

The background noise of response times is often overlooked in scientific inquiries of cognitive performances. However, it is becoming widely acknowledged in psychology, medicine, physiology, physics, and beyond that temporal patterns of variability constitute a rich source of information. Here, we introduce two complexity measures (1/f scaling and recurrence quantification analysis) that employ background noise as metrics of reading fluency. These measures gauge the extent of interdependence across, rather than within, cognitive components. In this study, we investigated dyslexic and non-dyslexic word-naming performance in beginning readers and observed that these complexity metrics differentiate reliably between dyslexic and average response times and correlate strongly with the severity of the reading impairment. The direction of change in the introduced metrics suggests that developmental dyslexia resides from dynamical instabilities in the coordination among the many components necessary to read, which could explain why dyslexic readers score below average on so many distinct tasks and modalities.     

广告的女性主义视觉探析

广告是一种经济现象，也是一种文化现象。各种大众文化理论都将广告纳入了批判的视野。女性主义批判一直关注着广告及其对女性的表现，认为广告通过忽视妇女或者把她们陈规化、边缘化，贬低最终“象征性地歼灭了女性”^[1]。文章采纳女性视角对广告的分析，同时探析造成女性主义所批判的广告中妇女地位的原因：广告中女性的角色定位来源于社会、文化对女性的定位。改变广告中女性的地位首先得提高妇女在社会生活中的地位。     

Pragmatic radicalism: An autoethnographic perspective on pre-service teaching

How might a pre-service teacher ‘teach against the grain’ and challenge their pre-existing assumptions about the profession? By deconstructing and reconstructing my schooling experiences and the social and cultural discourses and practices that have shaped and defined me, I hope to interrupt my conditioning and avoid revisiting my unhappy school experiences upon future students [Miller, A. (2006). The teaching urge: and seeking amnesia. English in Australia, 41(1), 18–24., p. 18]. I am trying to break the cycle of social reproduction and domination and become the type of teacher who liberates rather than domesticates. In this article I use ‘autoethnography’ and ‘mystoriography’ to analyse my professional development and to imagine and enact a teaching identity based on Garth Boomer's ‘pragmatic–radical’ educator. Pragmatic radicalism provides a strategic means of surviving and undermining hegemonic school systems while revolutionising the politics of the classroom. Pre-service teachers can challenge the socialisation process and build teaching identities that break the traditional ‘authoritarian–transmission’ model. Critical reflection on identity construction and past school experiences is essential to this endeavour.     

An ecological perspective on research with computers in science education

This paper presents an “ecological perspective” on research with computers in science education. It is proposed that current and past research within the computer education field has been characterised by an over-emphasis on technical applications of the machinery, rather than a deeper consideration of the teaching and learning process. This tendency toward “technocentric thinking” has usually failed to take into account the important social and cognitive interactions within the computer learning environment. The view advanced here, is that an understanding of the effects of computers on students' learning can be achieved only through an analysis of the dynamic interactions between students and teachers as they work with computers in a particular environment. A theoretical framework for understanding this range of interactions is presented. Finally, an ecological model is proposed for conducting future research on the application of computers in science education. Specializations: information technology in education, science education, technology education, environmental education, and media education     

教师重构课程的社会学分析

从社会学的角度分析 ,由于教师、学生的参与 ,课程在实施过程中成为一个动态的、可变的社会存在。其中 ,教师对课程的重构起着重要作用。影响教师重构课程的社会因素包含社会、制度、文化发展和学生的文化需求 ,以及教师自身的社会角色地位