The meaning of boredom in school lessons. Participant observation in the seventh and eighth form

Talent and the development of talent have become increasingly dominant topics in the public sphere. Topics of talent also figure as important objectives for the education policies in Denmark, where various initiatives, including science centres for talents, annual talent camps and competitions, and not least resources and funding, are provided as part of this ‘new’ priority in education. This article examines, through an ethnographic approach of a talent class in a Danish secondary school, how the purpose of current educational policies focusing on talent are perceived and experienced. In addition to this analysis, the phenomena of establishing such classes as an integrated activity of ordinary schooling and of the labelling attached to being talented is discussed. The conclusion is that the use of the talent classes is a form of socially constructed differentiation with the cohort mainly constituted to those with cultural capital.     

论参与观察者的角色

本文对实地研究中参与观察者的角色分类进行了系统的归纳和比较分析.结果表明,现有分类方式不一致的原因是分类标准的单维性所致.正确的方式是在涉入程度的维度下,将实地观察划分成局外观察和参与观察,同时在研究者身份是否显露这一维度下,进一步将参与观察者的现场角色分为两种:即隐蔽的观察者和公开的观察者.     

Attitudinal Survey Characteristics Impacting Participant Responses

Abstract

Research suggests that certain characteristics of survey items may impact participants’ responses. In this study we investigated the impact of several of these characteristics: vague wording, question-versus-statement phrasing, and full-versus-partial labeling of response options. We manipulated survey items per these characteristics and randomly administered the manipulated and nonmanipulated items to two groups of respondents. We examined differences in responses via multiple groups confirmatory factor analysis (MGCFA) and found differences in factor means, slopes (indicating differing discrimination), and/or intercepts (indicating differing response extremity) for all conditions. Implications for survey construction are discussed.     

亲历者眼中的修订法律馆——以《汪荣宝日记》为中心的考察

以《汪荣宝日记》为基本材料,从个体化的微观视角考察和勾勒汪氏在清末修律中的作用及贡献,重新修复和还原了那一段有关修订法律馆的历史记忆,可见其对清末修律所造成的重要的影响。     

一次参与式教师培训的践行

一、“参与式”教师培训的背景 “参与”一词出自管理学、组织行为学,揭示的是成人卷入群体活动的状态,最初是指个体作为一种有形的实体在群体活动时是否“在场”等外显的行为倾向,随着人们对人内在心理特征的重视,研究转向强调个体对群体活动在认知、情感方面的卷入。心理学的研究表明,主体参与性是促进学习者积极学习的心理机制。建构主义认为,个体     

学习者亦是教学的参与者——谈谈会计英语课程的教学设计思路

本文简单论述了会计英语课程的教学设计思路。     

Roles of assessment in secondary education: Participant perspectives

Performance pressure at both the institutional and individual level of secondary education has been identified as a pressure that is acknowledged all over Europe and raises questions about the extent to which agents in lower and upper secondary education interpret assessment in terms of either control or learning, or perhaps both. Drawing on empirical findings from two case studies in Denmark, the article focuses on the social roles of educational evaluation and assessment, and discusses the ways in which the local level interpretations of policy demands influence teaching and learning in secondary education. To enable an analysis of the understanding of different agents in the field, the article combines important sociological thinking with the basic distinction between assessment of programmes and assessment of individuals. Presuming that assessment practices bear the traces of the social structure that they both express and reproduce, the aim of this paper is to interrogate how the agents view and interpret such practices.     

教师:校本课程开发的参与者与支持者

从个体角度看，教师的准备状态、专业知识与技能、自我效能感三个方面影响校本课程开发；从群体角度看，教师分布的区域性差异以及学校内部人际关系两个方面影响校本课程开发。     

How Program Design Affects Program Performance and Participant Motivation

This article focuses on how program design affects program performance, linking participant motivation to performance. The focus of the article is a study that took place in a nonprofit organization and addressed how to engage volunteers such that they find meaning in the work they do and satisfy the needs of those they serve. Moreover, the findings suggest causal relationships among the variables of program design, leadership, and participant motivation. The article highlights some implications of human motivation on performance improvement. The following questions are addressed: How does a leader evaluate program performance and participant motivation? How does a leader redesign a program so that it maximizes participant performance and elevates intrinsic motivation? It is noted that motivation translates into energy. Energy is what one expends to accomplish a task. That task, once accomplished, can be measured against an expectation. Did what was produced meet or exceed expectations?     

参与式:传播学教学的有效方法

传播是一种无时不有、无处不在的现象,具有时空遍布性和行为伴随性。因此,传播学教学要以学生为中心,让学生参与教学行为的全过程,在传播活动中进行教学,在教学活动中领悟传播。     

论民族地区旅游社区参与主体的培育——以泸沽湖里格岛为例

社区参与是指旅游区的居民参与旅游开发与发展的全过程,并通过参与来享受经济、社会等各项利益,社区居民参与旅游发展成为当今旅游业可持续发展过程中一项重要内容和不可缺少的环节.从位于中国云南境内的摩梭人聚居地--沪沽湖里格村看,少数民族旅游社区参与主体在旅游参与中所面临的最大几个问题为:缺少参与资金,缺乏经济的互动和收入平衡,缺少参与的个人能力,希望得到政府更多的帮助.因此,应加快提高民族地区教育水平,加快旅游配套设施的建设,建立小额贷款,促进主体以各种形式参与旅游,以培育民族地区旅游社区参与主体.     

提高数学学习参与度的几点思考

数学教学过程是师生之间、学生之间交往互动、多维沟通共同发展的过程。如何提高学生数学学习的参与度呢?我从以下几方面入手,收到较好的效果,课堂积极思考的人多了,主动找老师质疑问难的人多了,学习成绩明显提高的人也多了。     

股权集中情况下跨国公司参与者的行为策略分析

针对股权集中型跨国公司参与者的行为策略问题,先是建立了不同股东间的博弈模型,对控股股东与小股东之间纯战略的治理博弈进行分析,得出了博弈的均衡解:小股东实施外部治理而控股股东实施内部治理;同时利用已有模型,完成了代理人做出道德风险行为时被发现并被处罚的概率、做出道德风险行为所能带来的额外收益、在职期限的长短、未来收益的贴现率、做出道德风险行为被发现后所能得到的工资等多种因素对股权集中型跨国公司代理人的道德风险程度影响的研究。     

实践教学中充分发挥大学生开发新型实验项目的探讨

结合我院"211工程"教学基地建设中购置的"光波导测试系统",培养学生在教师的指导下,查阅文献和专著、设计光路、测试实验数据,制定实验内容、撰写实验原理、操作步骤、遇到问题和提出问题,到设计开发完成一套光波导的光学参数测试的实验项目。通过开发新型实验项目发现,在其过程中锻炼了大学生的动手能力、创新意识、严谨的科学素养和开发完成一项实验项目的责任心。     

仪式和常态:一所村小的参与式观察

对于村落而言,处于村落之中的学校是一种外来的社会组织,是主流文化的传播场所.这在学校的节日仪式中完全凸显出来了.但处在村落社区之中,学校无法逃离村落的文化背景,处处受到村落文化的辐射,这在儿童的课余游戏和交往中体现得非常鲜明.这些日常游戏构成了他们日常生活世界的重要部分,而仪式表演则是外部世界的一种"殖民".     

Participant interaction in a course delivered by interactive compressed video technology

Abstract

Fully interactive learning environments have been demonstrated to increase student satisfaction, learning, and retention in the educational environment. Using Moore's (1989) framework for interaction in distance education settings, this study investigated participant interactions in a course delivered to five sites by interactive compressed video (ICV) technology. The purpose of this study was two‐fold—to determine the extent to which participants took advantage of opportunities for interaction and to note their perceived barriers to interaction. The participants failed to take full advantage of the opportunities for interaction provided in the course context. Seven barriers to interaction, which focused on ICV technology limitations and student situational and dispositional characteristics, were identified. Implications for practice and future research are discussed at the conclusion of the study.