女性主义伦理学视野下道德教育的性别和谐

女性主义伦理学研究表明,道德是有“性别”之分的,男女两性在道德价值重心、思维方式和发展方式上均有差异。但道德教育理论和实践中客观存在的性别歧视,导致道德教育的性别失衡和性别冲突,从而限制了道德教育的发展。实现道德教育的性别和谐应该消除性别歧视,重新定义道德和有道德的人,使道德教育的核心概念包容女性气质。在此基础上,重建道德教育大厦,使其矗立于理性和情感的根基之上。     

加强实习基地建设拓宽高校毕业生就业渠道

我国高校毕业生人数的激增迫切需要开拓高校毕业生就业新渠道,就业实习基地的建立为毕业生和用人单位搭建了交流和沟通的平台。武汉地区“教育部直属高校毕业研究生就业工作协作组”与温州人事局共同组建的“研究生温州实习基地”采取了高校联盟与人事局强强联合的组织形式,对开拓就业新渠道进行了积极的探索。     

A guide to McCarthy interpretation

The aim of the present study was to develop a system of tables to facilitate interpretation of the McCarthy Scales of Children's Abilities. Tables are presented that organize the McCarthy subtests according to Bannatyne's, Sattler's, and Meeker's systems of interpretation. In addition, tables that organize the McCarthy Scales into categories that reflect factors likely to influence various subtests are presented. These tables will provide a more structured approach to McCarthy interpretation and a straightforward empirical method for generating hypotheses regarding individual strengths and weaknesses in intellectual ability.     

The effects of extrinsic reinforcement on intrinsic motivation

In this paper, the role of extrinsic reinforcement in intrinsic motivation is discussed in terms of Deci's cognitive attribution theory. The competing response hypothesis and the frustration hypothesis are presented as alternative modes of analysis. “Undermining” is the phenomenon proposed by the cognitive attribution theorists that accounts for reported decrements in intrinsically motivated behaviors following external rewards. The literature regarding undermining in token economy research is critically evaluated. The author concludes that: (a) Cognitive attribution theory lacks parsimony, in that extant reinforcement analysis can account for undermining with equal facility. (b) Undermining is of little significance as a concept, due to its elusive and transient impact on operant behavior.     

Job burnout and the school psychologist

School psychologists participating in a workshop on burnout completed Freudenberger's Burnout Questionnaire (1980), identified major job-related stressors, and responded to a list of suggested supervisory, individual, and organizational strategies for prevention. Slightly less than half of the participants appeared on the questionnaire to have burnout problems. Age, years of experience, and sex were not significantly related to the burnout score. Major identified stressors included excessive caseloads, lack of time, and lack of support or appreciation. Reactions to the strategies were positive and hopeful. Implications for training were drawn.     

Does the WISC-R measure verbal intelligence for nonenglish-speaking children?

Zarske, Moore, and Petersen's (1981) article that examined the factor structure of the WISC-R for “diagnosed learning disabled” children was critiqued. These authors concluded that the WISC-R “is an appropriate measure of general intellectual abilities” (p.407), but the present author suggests that this conclusion does not follow from their factor analytic data. The makeup of the sample also is questioned, and implications of their findings for the practitioner are discussed.     

Some concerns about the estimation of learning potential from the system of multicultural pluralistic assessment

After considering how an estimate of learning potential (ELP) is derived from the System of Multicultural Pluralistic Assessment, it was shown that most of the characteristics of ELP deemed to be important are generated by statistical artifacts. It was also noted that the fundamental assumption underlying ELP is without supportive evidence. ELP should not be used to make judgements about individual children or other educational decisions.