制度的基石、保障与功能——中美大学生实习比较及对就业的启示

在中国大学生就业竞争和就业压力日益增大的背景下,实习似乎正在成为大学生增强就业资本的一个必然选择。美国大学本科生参加与专业学习相关的实践工作已经有百余年的历史,美国大学关于实习的理念、制度与实践在不断地完善和创新。本文旨在通过深入介绍美国大学实习制度的价值观念、制度设计、组织实践、成效测量等趋势以及目前存在的问题和挑战,为我国大学实习问题的研究、政策制定提供借鉴资料。     

On the Stability of Students'Rules of Operation for Solving Arithmetic Problems

The purpose o f this study was to examine the consistency with which students applied procedural rules for solving signed-number operations across identical items presented in different orders. A test with 64 open-ended items was administered to 161 eighth graders. The test consisted o f two 32-item subtests containing identical items. The items in each subtest were in random order. Students'responses to each subtest were compared with respect to the identified underlying rules o f operation used to solve each problem set. The results indicated that inconsistent rule application was common among students who had not mastered signed-number arithmetic operations. In contrast, mastery level students, those who use the right rules, show a stable pattern o f rule application in signed-number arithmetic. These results are discussed in light of the hypothesis testing approach to the learning process.     

Management education and the challenge of action learning

The phenomenal growth of management education in the last two decades has been accompanied by much controversy. Critics consider that business schools tend to concentrate on theory and on quantitative analysis, while neglecting interpersonal relationships and qualitative thinking. It is often stated that management education should be experience-based, active, problem oriented and modified by feedback. The extent to which Action Learning meets these criteria is discussed in this paper. The difference between Action Learning and other types of management education is stressed.Attention is drawn to Action Learning programmes that have been conducted in Belgium, in the United Kingdom and in Australia.Various difficulties that may be encountered in introducing Action Learning to management schools are described and some strategies for overcoming these difficulties are suggested.The paper mentions problems connected with evaluating Action Learning programmes and suggests that Action Learning may be useful in management education.     

Disabled and successful: education in the life stories of disabled high achievers

There has been much debate concerning the pros and cons of special and mainstream education for young people with a disability. This paper adds data to this debate by reporting the educational experiences of 20 high-achievers with congenital disabilities who live in the United Kingdom and were born between 1950 and 1970. It presents personal accounts of the high-achievers' perceptions of how their education, which was either purely in special schools, in mainstream schools or a combination of both, had influenced their transition to adulthood. While those who attended special school considered it to provide a supportive environment that permitted the cultivation of their personalities without the constraints of non-disabled barriers, many others thought it prevented them as disabled children from interacting with non-disabled peers, thus inhibiting social integration between the disabled and non-disabled world. This was the main perceived advantage of mainstream education although problems of physical access meant that some choices were out of reach. The findings highlight how both special and mainstream education can be compatible with career success of individual disabled people. The paper implies that a combination of the two systems may be needed to facilitate disabled students to develop psychologically, socially and cognitively at the rate of their non-disabled peers, and proposes that link schools and partial integration could contribute to the achievement of such goals.     

The Development of Implicit Memory From Infancy to Childhood: On Average Performance Levels and Interindividual Differences

The present multimethod longitudinal study aimed at investigating development and stability of implicit memory during infancy and early childhood. A total of 134 children were followed longitudinally from 3 months to 3 years of life assessing different age‐appropriate measures of implicit memory. Results from structural equation modeling give further evidence that implicit memory is stable from 9 months of life on, with earlier performance predicting later performance. Second, it was found that implicit memory is present from early on, and no age‐related improvements are found from 3 months on. Results are discussed with respect to the basic brain structures implicit memory builds on, as well as methodological issues.     

Learner‐centered leadership: a mentoring model for the professional development of school administrators

The Learner‐Centered Leadership program is a new initiative that provides professional development opportunities to school administrators through a mentoring model. The focus on learner‐centered leadership reflects renewed attention to the primary role of teaching and learning in the development of school leadership expertise. With a focus on learning, the need to create collaborative structures where trust, respect and communication are promoted among the participants has been critical. In its first year, the project goal has been to develop the capacity for mentoring across districts. To create this capacity, the project has focused on building relationships among participants using a threefold process: formal workshops that introduce the districts and participants; informal gatherings that break down barriers and establish opportunities for networking; and a series of problem‐solving initiatives called a team challenge that require participants work together, communicate and cooperate to solve the challenging activities.