高师小教专业学生成绩的影响因素研究

随机抽取陇东学院教育系278名小教专业大学生，进行问卷调查，探究高师小教专业大学生学业成绩的影响因素。研究发现，高师小教专业大学生虽然具有较高的社会支持和学业抱负水平，但对所学专业课程兴趣不浓厚．内在学习动机不强。因此，高师小教专业大学生表现出“高学业抱负水平与低学习行为质量”相矛盾的特点。此外，教师自身以及在教学方面所存在的问题、学生学习方法的不科学性均是高师小教专业大学生学业成绩不良的主要制约因素．     

Conceptual ecologies for educational research through Deleuze,Guattari and Whitehead

This article will explore the increasing interest in the application of the philosophy of Gilles Deleuze, Félix Guattari and Alfred North Whitehead to educational research, for example, as a conceptual underpinning for inquiry in the new materialisms, and/or educational posthumanism. The exploration of this paper is complicated by the fact that Deleuze and Guattari changed their philosophical position in their dual publications, with, for example, their last book: What is Philosophy? representing a substantial departure from their rhizomatic work in, A Thousand Plateaus: Capitalism and Schizophrenia. This article will explain the changes in position with reference to the mapping of conceptual ecologies that Deleuze and Guattari are describing through their philosophy, and not dualism. Concept creation appears in the analysis of Western philosophy in: What is Philosophy? and as the job of philosophy. In contrast, A Thousand Plateaus presents a whole raft of interrelated concepts that help explain the connections between capitalism and schizophrenia, but do not present ‘concept creation’ as a positive task as such, even though one could impute that they are successfully doing it. This article will explain these changes in positioning of Deleuze and Guattari as a mode of sophisticated conceptual ecology, which takes into account the work that they want their concepts to perform. Transcribed to educational research, ‘concept creation’ is an importantly non-methodological task, which is augmented and expanded with reference to the metaphysics of Whitehead’s process philosophy (a non-method), and how it has been taken up, for example, by Isabelle Stengers in terms of research positioning and science.     

轻体育运动在对抗女性原发性骨质疏松症中的作用

对女性原发性骨质疏松症的病因及轻体育运动在逆转骨质疏松症中的作用机制进行了探讨。轻体育运动可以从多个方面改善骨代谢状况,有效逆转和延缓老年人骨质疏松症的发生,但并不能完全阻止这一过程的发生,轻体育运动与合理的营养相结合可能更有效。     

Modeling Self-Regulation as a Process Usinga Multiple Time-Scale Multiphase Latent Basis Growth Model

Measurement burst designs, wherein individuals are measured intensively during multiple periods (i.e., bursts), have created new opportunities for studying change at multiple time scales. This article develops a model that might be useful in situations where the functional form of short-term change is unknown, might consist of multiple phases, and might change over the long term. Specifically, we combine measurement of intraindividual entropy, a latent basis growth model, a multiphase growth model, and a growth model with covariates into a unified framework that could help accommodate the complexity of patterns that emerge in multiple time-scale categorical data streams. Empirical data from a longitudinal study of young children’s behavior during laboratory tasks designed to induce frustration are used to illustrate the utility of the proposed model for simultaneously describing intratask (short-term) change in self-regulation and developmental (long-term) shifts in intratask change.     

Theory in the flesh: Toward an endarkened epistemology

In her article "The substance of things hoped for, the evidence of things not seen: Examining an endarkened feminist epistemology in educational research and leadership," Professor Dillard delineates a set of proposals for the study of educational inequity. Professor Wright in his response, "An endarkened feminist epistemology? Identity, difference and the politics of representation in educational research," comments on Professor Dillard's proposals and furthers her analysis by an integration of the cultural studies literature. The author enjoins this conversation in this article by reviewing the proposals by feminists of Color to further social justice in solidarity with Professor Dillard's analysis. In particular, feminists of Color are examined, expanding the definition of "data" to include artistic production such as poetry, personal reflections, and autobiographical essays. The integration of spirituality as it relates to secular teaching is another innovation proposed by various writers. Feminists of Color have also chosen to construct theory and a political agenda for achieving social justice rather than only engaging in intellectual debates that deconstruct existing paradigms. Professor Dillard is part of a cadre of feminist writers who advocate radical changes in the academy to eradicate educational inequity.     

Children’s play behaviour and social communication in integrated special day-care groups

This paper considers the role of the Special Educational Needs Coordinator (SENCO), the teacher responsible for the implementation of policies relating to the teaching and learning of children with special educational needs (SEN) in mainstream schools in England and Wales. SENCOs also have a role to play in the inclusion of children with learning difficulties/disabilities in mainstream schools. Yet research indicates that despite the revision of the Special Educational Needs Code of Practice in 2001, many SENCOs are still overwhelmed by the operational nature of the role with little support, time or funding to consider more strategic aspects of inclusion and SEN. The article draws on research by the author and offers the voices of SENCOs from two unitary authorities in the north of England which suggest that where the SENCO is supported by senior management within the school, the role can be a powerful one in relation to inclusion. It concludes by arguing that the role of the SENCO needs to be re‐conceptualized, redefined and remunerated as a senior management post within mainstream schools. If this were to be enforced by national policy, every mainstream school could have at least one powerful advocate for the inclusion of children with learning difficulties/disabilities.     

Globalisation,modernisation and competitiveness: A critique of the new labour project in education

In this article, the author begins by examining the ubiquitous concept of 'globalisation' - a key theme of the New Labour Government. He question whether developments named as such are as widespread as proclaimed and whether the assumptions underlying the concept are misleading and occlude more than they reveal. The author concludes that, rather than 'globalisation' being viewed as a new epoch, the global movement of capital, which informs and underpins the globalisation thesis, might more accurately be described as an ongoing process, one which began 400-500 years ago. 'Globalisation', however, he suggests, is used ideologically to justify the New Labour programme, or the 'Third Way', which has two major anchors; competitiveness and modernisation. The former entails an economy in which everyone works, where the need for the untrammelled expansion of the free market is promoted as natural and inevitable and where there is the requirement for flexibility in the labour market and for low wages, in the context of the diminution of the welfare state. Since Keynesian demand management has been abandoned, one of the few strategic levers available to the New Labour Government to achieve these ends is to police the education and training of the workforce in the economy and in the educational market-place. This is all carried in the spirit of the 'essential modernisation' of British capitalism.