Demonstration Lesson with Silent Teacher

Teaching is Tough by Donald R. Cruickshank and associates. Englewood Cliffs, N.J.: Prentice Hall, Inc., 1980. 342 pp. $6.95.

Families and Communities as Educators edited by Hope Jensen Leichter. New York: Teachers College Press, Columbia University, 1979. 246 pp. $7.95.     

Alignment, cohesion, and change: Examining mathematics teachers’ belief structures and their influence on instructional practices

This collective case study reports on an investigation into the relationship between mathematics teachers’ beliefs and their classroom practices, namely, how they organized their classroom activities, interacted with their students, and assessed their students’ learning. Additionally, the study examined the pervasiveness of their beliefs in the face of efforts to incorporate reform-oriented classroom materials and instructional strategies. The participants were five high school teachers of ninth-grade algebra at different stages in their teaching career. The qualitative analysis of the data revealed that in general beliefs were very influential on the teachers’ daily pedagogical decisions and that their beliefs about the nature of mathematics served as a primary source of their beliefs about pedagogy and student learning. Findings from the analysis concur with previous studies in this area that reveal a clear relationship between these constructs. In addition, the results provide useful insights for the mathematics education community as it shows the diversity among the inservice teachers’ beliefs (presented as hypothesized belief models), the role and influence of beliefs about the nature of mathematics on the belief structure and how the teachers designed their instructional practices to reflect these beliefs. The article concludes with a discussion of implications of teacher education.     

数字时代图书馆知识产权规避与自我保护

本文探讨了数字图书馆在建设与服务中所面临的各种知识产权风险以及数字图书馆知识产权的自我保护问题,并提出了相应的规避和保护措施。     

Challenging an Idea Whose Time Has Gone

In this response to Sternberg’s article, “ACCEL: A New Model for Identifying the Gifted,” we agree that IQ testing may have outlasted its usefulness as an identification tool for gifted students. The field’s commitment to an imperfect formula has neglected the evolution of offerings in schools and theoretical underpinnings that are moving us away from an outdated conception of giftedness. IQ testing should be reserved for finding specific forms of high ability and as a diagnostic tool, not as a gatekeeper that continues to perpetuate the underrepresentation of some groups.     

高校竞技运动可持续发展的对策研究

本文运用文献资料分析、逻辑推演及调研分析等研究方法，对高校竞技运动发展的现状及高校竞技运动可持续发展的对策做出研究。认为只有完善中学与高校之间的训练体系，重新确认高校竞技运动的培养目标，引进市场化运作来促进高校竞技运动的激励机制、管理制度的建立与完善，引进社会资源制度的改革，建立和完善高校竞技运动的竞赛体系，加快对高校竞技运动的立法工作等是高校竞技运动可持续发展的基本条件。     

Testing and Grading Practices and Opinions of Secondary Teachers of Academic Subjects: Implications for Instruction in Measurement

What are secondary school teachers' views on testing and grading practices? What clusters of opinions can be categorized as ‘flexible,”“opposed to difficult testing,” or “hard-nosed?” How should the use of test results for grading be treated in teacher in-service training programs?