我们从春天出发

阳春三月,草长莺飞,总让人不由自主地联想到很多美好的字眼,如"百花争艳",如"勃勃生机",如"希望"……,事也好,物也好,跟"春天"一"对接"就有了"想头"就有了"精神"就有了"力量",如"科学的春天",如"教育的春天",如"<当代教育论坛>的春天"…….教育的发展恰逢其时,中国的教育正踏着春的鼓点走向新的发展征程.     

Gender,academic careers and the sabbatical: a New Zealand case study

This article examines academics’ access to and perceptions of sabbaticals at a research-intensive university in New Zealand. Statistical and inductive analysis of survey data from 915 academics (47% of all academics employed) revealed inequalities in access to and experience of sabbaticals, and highlighted academic, personal and gender issues. Men and women were generally united in their views on how family circumstances, children, childcare, partners, unfairness, inequity, transparency and finances, affected ability to take sabbatical leave, and that lack of transparency and gatekeeping were barriers to access. Yet, women indicated greater concern than men about the application process, adequacy of leave and the role of the Head of Department in accessing sabbaticals. Women were also significantly more likely to be ineligible for sabbaticals owing to casual employment status, and women who were eligible tended to take fewer, shorter sabbaticals. Academics view sabbaticals as vital for career progression and the findings highlight the need to facilitate equitable access to sabbatical leave across an institution. Universities need to audit the uptake of sabbaticals by eligible academics and review the processes associated with application, approval and support for sabbatical leave.     

Don''''t leave happiness in the dust of success

A college student once told me,"I don't need to be happy-just successful." At the time,I let it pass-students,after all,regularly say surprising things.Indeed, I like this quality in their conversations. But this assertion has an unsettling quality to it once you let it seep in.The student dismisses happiness and does so in such a perfunctory way.It's as if she's saying,     

Factors predicting staff's intentions to leave the university

This article investigates factors related to the intention to leave the university job among Norwegian university staff. Its main conclusions are: among staff intending to leave their institution, colleagial relations (i.e. relations between colleagues) constituted the clearest reason to leave. General job satisfaction did also rather strongly predict intention to leave. The study showed that staff who found their work less intrinsically satisfying than others more often intended to leave their institution. The salary or the economical resource situation did not influence intention to leave or stay.     

浅谈大学生非正常请假及应对措施

目前,大学生非正常请假现象频繁,如果没有合理的应对措施,必会助长学生的不正之风,不利于学校长期健康稳定的发展。造成这一现象的原因主要来自学校、学生和家长三个方面,通过完善请假制度、积极有效引导学生转变观念以及良好的家校合作可以正确处理好学生的非正常请假,净化学习风气从而促进校园和谐发展。     

不要在成功中迷失快乐

一位大学生曾经告诉我,“我不需要快乐, 只需要成功。”当时,我并没有反驳这位学生的观点,毕竟,这是一个经常说些过头话的年龄。的确,我喜欢这种会谈品质。然而一旦你认可这种主张,它就会拥有让人不安的特征。这位学生已经摈弃了快乐,并且是以如此一种草率的方式。似乎她在说,“让我们去得到更重要的东西”——事业上的成功。这是一个临时性毗连关系。她不需要幸福——“只需要成功。”她将一种需要与另外一种需要对立起来。     

Why do faculty members leave a university?

This paper uses the results of a survey of tenured faculty members who resigned from the University of Minnesota to analyze the factors that influenced their decisions to leave. The results indicate that the probability of accepting an outside offer is positively related to the expected salary gain, but that other general factors are also important determinants of faculty decision making in this area. However, even with the survey results, we know very little in any systematic sense about specific factors that influence individual faculty decisions, particularly about differences in these factors for those faculty who leave as opposed to those who remain. To analyze faculty retention more completely, we need additional information about the personal circumstances of faculty members who are and are not retention cases and more extensive information on why the retention cases made their eventual choices about staying at or leaving the institution.     

To leave or not to leave? A regression discontinuity analysis of the impact of failing the high school exit exam

The high school exit exam (HSEE) is rapidly becoming a standardized assessment procedure for educational accountability in the United States. I use a unique, state-specific dataset to identify the effects of failing the HSEE on the likelihood of dropping out of high school based on a regression discontinuity design. The analysis shows that students who barely failed the exam were more likely to exit than those who barely passed, despite being offered retest opportunities. The discontinuity amounts to a large proportion of the dropout probability of barely failers, particularly for limited-English-proficiency, racial-minority, and low-income students, suggesting that the potential benefit of raising educational standards might come at the cost of increasing inequality in the educational system.     

我国带薪年休假制度的重构

带薪年休假制度,是在劳动者工作满一定时间后而给予的使劳动者在正常享受薪金的待遇下进行休假的制度。这项制度从福利政策较为优越的西方国家兴起并逐渐推广。20世纪90年代初,我们国家开始对带薪年休假制度进行探索。随着带薪年休假制度在我国的逐步建立,我国对劳动者权利的保障也进入了新阶段,为更好的保护劳动者开启了新的大门。但值得关注的是,在取得成绩的同时,带薪年休假制度在实施过程中也出现了一些问题。如何解决这些问题以及如何对带薪年休假制度进行重构将是完善带薪年休假制度的关键。本文从分析我国带薪年休假制度在目前实施中遇到的问题着手,并针对这些问题提出可行性意见,为我国带薪年休假制度的重构尽一份努力。     

Bending the rules: when deaf writers leave college

On-the-job writing of deaf college graduates at all degree levels was investigated. Institutional databases and questionnaires to alumni and employers were the sources for information. Respondents were asked about editing assistance, sources and types of assistance, and perceptions of such assistance by employers and employees. Results of the study confirmed that deaf employees did considerable writing regardless of degree or type of job. Their self-reports indicated grammar as the major weakness. Additionally, employers stated that clarity, organization, and spelling were serious writing problems. The study also showed that deaf employees asked for and received editing assistance and that employers were willing to support the improvement of writing skills. Because error-free texts are expected in the workplace and editing assistance is sought and received, postsecondary institutions should mimic these practices by providing copyediting services and instruction in the ethics and practices of working with editors.     

Response-independent outcome presentation can leave instrumental R-O associations intact

Three experiments investigated the impact on instrumental response-outcome (R-O) associations of arranging for O to occur independently of R. In each experiment, that arrangement resulted in reduced responding. But a transfer test with a separately trained stimulus revealed the continued strength of the R-0 association. That stimulus augmented equally an R with which it shared an O, whether or not that R had been decremented by independent presentations of O. These results suggest that response-independent outcome presentation decrements responding by means other than modifying the R-0 association.     

用心去教，用心去爱，不留半点遗憾

教师要在“言传身教”的基础上以真爱的心去教育学生，用感情去打动他们，要尊重、爱护、谅解学生，关注学生命运，对他们的前途负责，把握好教育的尺度，使教育恰到好处。     

Would you turn off the light when you leave？

At Harton College ——an English boarding school （寄宿学校） for boys—— there are many rules. Bob Sanders, a fifteen-year-old boy, often breaks these rules.     

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.