功能性训练研究进展述略

文章采用文献资料法、逻辑分析法,对功能性训练的概念、实践应用进展等进行了研究。结果表明：目前学界对竞技体育功能性训练的概念界定不统一,功能性训练的内涵涉及动作、动力链、平衡和多关节等方面;在实践应用方面,训练的方法还未形成体系,评价手段缺乏,实证性研究需进一步深入;同时,功能性训练也存在一些疑问和待解决的问题。     

Evaluation in primary prevention: a must, II, The child psychiatry point of view

The evaluation of any antenatal prevention program of child abuse and neglect is limited for statistical and ethical reasons, as shown in the first part of the present study (cf., The obstetrical viewpoint by G. Soumenkoff). The authors propose a child psychiatry model of evaluation. Use of the model is illustrated by a 4-year survey of 374 selected high-risk pregnant women followed in the antenatal out-patient department of St. Pieters Hospital in Brussels. A child psychiatrist worked together with several gynecologists, supporting the high-risk couples as well as their children. Several indirect evaluation methods of the quality of screening and the efficiency of the work are analyzed. Long-term evaluation of the children is an absolute necessity. In order to evaluate this type of approach, a simple questionnaire concerning the quality of life of the children under study was derived from a model used in pediatric oncology by the EORTC and adapted to the problems of abused children. One part was answered by the parents which allowed the researchers to evaluate their perception of the child. The second part was filled out by the sociomedical professionals who followed the child. The combination of these two views is rich in information concerning the patient as well as the parents' attitude toward their child.     

Whatever Happened to Functional Analysis in Behavioral Consultation?

Current practices in behavioral consultation are criticized because of a lack of attention to the functional analysis of behavior. A definition of functional analysis is presented and four primary criticisms of the behavioral consultation literature are presented. These are: (a) the univariate linear mind, (b) ignoring functional antecedents, (c) ignorance of the recent learning literature, and (d) assumption of treatment integrity.     

基于学科核心素养的中小学音乐学业测评指标体系研究

科学构建基于音乐学科素养的学业测评指标体系是对学生音乐学习进行监测和提升的重要前提。鉴于其在学业测评中的重要性,本研究借鉴现有研究中音乐测评框架建构的基本思路,从学科素养在该阶段课程标准中的表达入手,用行为描述法界定了中小学音乐学科核心素养的操作性定义;在此基础上从测评内容、测评过程、测评情境三个维度提出音乐学业测评框架;建立以“学科素养—课标内容—测评观测点”为纲的测评指标,以期进一步推进中小学音乐学业测评研究。     

开展学业水平考试命题质量评估的困境与对策——基于初中学业水平考试命题质量评估的分析

通过对1999年以来我国中考命题质量评估历程的分析,揭示开展学业水平考试命题质量评估的困境成因在于:缺乏命题质量评估界定,缺乏命题质量标准,缺乏命题质量评估主体标准,评估实践的“只技术”思维,缺乏命题质量评估文化。在此基础上,提出3条解困对策:建立学业水平考试命题容错制度,依法治考,专业化与标准化双管齐下。     

地方课程发展困境的文化学审视及可能突破

当前中小学地方课程发展所面临的困境主要体现在:界定尚不清晰,缺乏准确有效的概念辨析;承载欠妥,文化内容过滤与设防不够妥当;文化伦理地位低下,缺乏必要的关注和重视;发展路径描摹国家课程建设思路,背离地方课程的本质和特色。从文化学的视角思考,上述困境的成因主要是区域的行政划分代替了文化地域,地方课程建设中的工具文化取向和管理取向,地方课程文化的固有文化伦理弱势等。要想突破上述困境,实现地方课程的长足发展,可以基于文化学的考量,从文化地域、文化属性、文化过滤和文化伦理等层面进行尝试。     

乡镇党政领导干部经济责任界定评价的思考

经济责任界定评价是经济责任审计的关键环节。目前,审计过程中出现的主要问题是缺少科学的、可操作性强的领导干部审计评价体系;会议记录授权手续不完备,导致经济责任无法明确到具体责任人等。经济责任的界定应客观、公正,权限明确。     

Evaluating computer‐based assessment in a risk‐based model

There are three purposes for evaluation: evaluation for action to aid the decision making process, evaluation for understanding to further enhance enlightenment and evaluation for control to ensure compliance to standards. This article argues that the primary function of evaluation in the ‘Catherine Wheel’ computer‐based assessment (CBA) cyclic model is evaluation for action and secondary functions are evaluation for understanding and control. By studying segment and cyclic dependencies, conducting a risk analysis and identifying key stakeholders it is possible to identify where action evaluation has the most effect, what is required to be evaluated, who will perform the action and how it will be controlled. Each segment and cycle in the CBA model must therefore be monitored and the observations made must have meaning for the elimination or reduction of pedagogic, operational, technical non web‐based, web‐based and financial risks. It is important to consider stakeholders because they have differing views on what is most important in the evaluation process and inevitably will be involved in the evaluation process itself. CBA system stakeholders include management, academic, support and administrative staff together with external verifiers and students. The information gained from these stakeholders provides quality enhancement and assurance and forms the basis for change.     

群体性事件中政府信息公开问题研究

在对群体性事件和政府信息公开的概念进行界定的基础上,探讨群体性事件中政府信息公开的重要性,可知我国群体性事件中政府信息公开存在诸如"被动公开"和"信息失真"现象比较严重、缺乏完善的法律保障、缺乏统一的信息管理机制、缺乏合理的评估与问责机制等问题。针对这些问题,应转变政府行政观念,增强信息公开的主动性与真实性;加强立法工作,完善相关法律法规;统一信息发布口径,建设完善的信息管理机制;开展信息公开评估,建立信息公开问责与监督机制。     

Elementary methods for computation of quartiles

Quartiles are usually introduced early, often in primary school together with box‐and‐whisker plots. Various methods are used, and in lack of explanation in many textbooks at elementary level, this leads to unnecessary confusion. We discuss some elementary methods that are consistent with the most common definition and are also easy to understand.     

Towards systemic support of pupils with emotional and behavioural disorders

Children with emotional and behavioural disorders (EBD) vary in many respects. In school, specific conditions have to be fulfilled in order to deal adequately with EBD. This study addresses the question how mainstream primary schools design different instructional situations to support pupils with EBD in practice, and how this design could be improved to enhance positive effects on the functioning of pupils with EBD in particular. Theoretically, three sets of educational conditions seem most relevant; the instructional and social–emotional environment, the system of detection and intervention, and the support given to teachers and schools. Case studies were conducted at twelve mainstream primary schools in five different regions in the Netherlands. The results show that the schools focus on providing an adequate social–emotional environment and a corresponding system to detect and manage EBD. However, they lack a coherent pedagogical–didactic structure to integrate diagnosis, special or mainstream curricular levels and materials, and reliable or valid evaluation of social learning results. In addition, they mostly lack a systematic approach to obtaining information from and collaborating with parents and other professionals or external agencies. Specific educational and instructional changes are suggested as concrete possibilities to improve early detection, intervention, and prevention with respect to EBD in mainstream primary schools.     

Physical and sexual abuse among school children: Prevalence and prevention

Prevalence of physical and sexual abuse, with emphasis on data provided by the 1986 National Incidence Study sponsored by the U.S. Department of Health and Human Services, is discussed within certain data collection constraints. Incidence results are reported by subcategory of abuse, child's sex, child's age, child's race/ethnicity, family income, and family size. Effects of physical and sexual abuse and characteristics of abusers are presented to establish the context in which primary, secondary, and tertiary prevention programs are developed and delivered. Research on abuse prevention programs is discussed, with attention drawn to problems associated with the lack of a research base for school-based abuse prevention programs.     

Foundational Concepts for Conducting Program Evaluations

Evaluation is one of the critical steps in the process of performance improvement. Evaluation feeds evidence‐based information back to the next cycle of performance improvement. However, organizations often neglect to conduct comprehensive evaluations on their programs due to environmental barriers or the lack of practitioners’ evaluation expertise. This article presents some of the foundational evaluation‐related concepts and procedures that would help human performance improvement practitioners when conducting comprehensive systematic and systemic evaluations of the interventions implemented in organizations: (a) evaluation versus research, (b) front‐end evaluation versus back‐end evaluation, (c) definition of program evaluation, (d) types of program stakeholders, (e) development of program logic models, (f) formative evaluation versus summative evaluation, (g) merit versus worth, and (h) development of evaluation dimensions. Such foundational knowledge is just one of the first steps to prevent evaluations from being neglected or mistaken with simple measurements through administering instruments such as smiley sheets.     

Population education: what impacts can we measure?

The author comments on the lack of evaluation of population education, and argues that such work has been stalled by confusion over what population education is and what it is supposed to do. Contradictory opinions about what is to be included in or excluded from the definition of population education, and whether it should be "value-fair" or "value-based" are cited, as well as various opinions concerning whether the impact should be measured in terms of a difference in knowledge, attitudes, or behavior, over a long or short period. The author suggests that evaluation requires a series of research choices, and proposes a framework for guiding evaluation wherein choices may be made in several dimensions to specify exactly what is being evaluated.     

Effectiveness of a school-based intervention to prevent child sexual abuse—Evaluation of the German IGEL program

BackgroundChild sexual abuse (CSA) is a problem with severe consequences for victimized children. A variety of interventions have been developed and implemented over the last decades to prevent CSA. However, most of them have not been systematically evaluated to determine their effectiveness. The IGEL program is a school-based intervention to prevent CSA in third-grade primary school children in Germany.MethodsThis study was conducted using a quasi-experimental design, in which almost 300 children and their parents from eight intervention and four control schools were surveyed three times (pretest, posttest, 3 months later). In order to measure outcomes, a questionnaire was developed based on validated instruments to assess the knowledge, courses of action and self-protective skills of the children. Furthermore, increased anxiety and generalized touch aversion were examined as potentially harmful side effects of the program.ResultsThe results clearly demonstrate increased CSA-related knowledge and courses of action in children from the intervention group compared to the control children. These effects were medium-sized and sustained for at least three months after the last session. No meaningful negative side effects were detected in the evaluation for either the children or parents.ConclusionThe outcome evaluation indicates that the IGEL program is an effective intervention in terms of knowledge about CSA and known courses of action, and may therefore contribute to the prevention of CSA in primary schools. Despite this positive core finding of the intermediate outcomes, some adaptations of the program to children with different cultural backgrounds were made prior to further dissemination.     

大数据视域下的中小学校绩效评价路径优化

中小学校绩效评价是推动中小学校教育质量和办学品质提升的重要手段。不少地区在设计并实施中小学校绩效评价方案中形成了一些经验与特色,但还存在绩效评价参与方单一、重结果、轻过程、量化数据薄弱、评价方式不够高效、专业人才匮乏等问题。将大数据技术运用于中小学校绩效评价。从评价指标体系设计、数据采集、数据分析、结果应用四个方面构建基于大数据的中小学校绩效评价体系,为中小学校绩效评价的进一步优化提供了建议。     

Improving primary school practice and school–college linkage in Ethiopia through collaborative action research

In Ethiopia, as elsewhere in the world, action research is recognized as a valuable and cost-effective form of inquiry to improve classroom and school practices. It has been given due consideration, both by the Ministry of Education and teacher education institutes of the country. Nevertheless, studies conducted on the practice of action research unanimously reported that, due to many factors, its status in the country’s education system is at its lowest stage. One of the factors for this problem is lack of adequate knowledge, skills and dispositions essential for action research. Hence, this action research project was initiated and implemented collaboratively between one teacher educator and school teachers working in a nearby primary school (in Debre Markos, Ethiopia). After a tiresome implementation of selected action strategies, for more than six months in four different phases, the project was found to be helpful in enhancing the practitioners’ knowledge skills and confidence of action research. The project was also found to be important in improving the action research practice of the school. Our evaluation of the project also implied that collaborative action research, if properly and wholeheartedly conducted, is an effective strategy in strengthening school–college linkage that ultimately helps each institution to learn and benefit from the other.     

The role of teachers in sex education and the prevention and control of HIV/AIDS in Nigeria

Research was undertaken to assess the role of primary school teachers with regard to the prevention and control of HIV/AIDS in Nigeria. Structured and semi‐structured questionnaires were responded to by 210 teachers drawn from primary schools in Eastern Nigeria (with pupils aged 6–15 years). These were supplemented by focus group discussions and key informant interviews. The findings show that the teachers have a reasonably high knowledge of the modes of HIV transmission, the behavioural risk factors and modes of prevention. The teachers, however, are reluctant to teach this because of socio‐cultural and religious factors, lack of teacher training in delivery of sex education as well as poor motivation. The motivation and participation of primary school teachers in the prevention of HIV in Nigeria are very low. This calls for serious and urgent policy intervention to remedy the situation and increase the role of primary school teachers in combating the spread of HIV/AIDS in Nigeria.     

Experiencing action evaluation’s cyclic process: partnering conflict,reflection, and action

In this article, the authors describe experiences in and offer suggestions from a course entitled ‘Educational Innovation for Excellence Through Action Research, Conflict Resolution, and Organizational Learning’ – an action evaluation (AE). The class was taught using the principles of action research and AE. The authors explore the impact that the course had on the their personal perceptions and classmates’ perceptions of AE, grapple with the criteria for what constituted a shared definition of ‘success’ in the course, and offer a critical lens for viewing educational evaluation as a means to continued self-reflection or reflexivity. The theoretical framework utilized is symbolic interactionism and critical pedagogy. The process of AE, including resonance, positive disruptions, reflexivity, and conflict resolution, is discussed within the authors’ narratives. Action evaluation is revealed as the complex process of joining sometimes apparently disjointed participants as unlikely partners to create change. This study helps to fill a gap of enriching action research with narratives, by exploring AE through reflection, and by creating discussion regarding critical pedagogy and social change. Implications for a wide audience include suggested conflict resolution strategies and examples of evaluation uses for instructors in numerous classes. Recommendations for AE implementation and strategies to promote social change – including core values of democratic participation, community empowerment, and social justice – are also presented.     

Evaluation in school‐based health centers

School‐Based Health Centers (SBHCs) are ideal primary care settings for improving children's access to and utilization of health care services. In this era of shrinking funding for social service programs, SBHCs may provide services to youth from low‐income families, who otherwise might lack access to health care services. However, the growth of SBHCs has outpaced evaluation efforts. More information is needed about what services are being provided, and for whom services are effective. This article reviews information that will assist in the development of evaluation efforts for SBHCs. A review of evaluation theory, ideas for evaluation in SBHCs, challenges to implementing research in schools, and future directions for evaluation efforts are presented. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 309–320, 2003.