考试需要立法——关于构建考试法的探索

考试关系人的发展与前途,参与人多,涉及面广,需要立法。我国考试法制建设滞后,面对考试活动的发展和社会主义民主法制的进程,探索构建考试法非常必要。考试法的法律地位、立法宗旨、基本原则、调整范围,是考试法构建的基本框架。     

Longitudinal relations among economic deprivation,work volition,and academic satisfaction: a psychology of working perspective

International Journal for Educational and Vocational Guidance - Using the Psychology of Working Theory as a guide, the goal of this study was to examine the longitudinal relations of economic...     

An examination of male-female performance in a programmed achievement learning center

College students operated under different classroom contingencies. The Programmed Achievement (PA) condition required students to evidence criterion performance (100% mastery) on weekly quizzes. Failure to show mastery performance on any of the weekly quizzes resulted in course failure. The Standard Control (S-C) condition involved a more traditional college classroom structure where students took weekly quizzes with no requirement to evidence mastery. Male and female performances were analyzed to determine if different course structures interacted with sex of student. The results indicated that PA students demonstrated higher performance than controls on weekly quizzes and a major exam. It was also shown that PA females increased at a more rapid rate than PA males, while S-C males and females were not significantly different. Theoretical implications of the results are discussed.     

Learning to be a good orthographic reader

Recent years have brought about rapid advances in our understanding of reading and how it develops, particularly in relation to the importance of alphabetic coding skills. However, much less has been known about the transition from alphabetic decoding to the rapid and automatic orthographic recognition of words, which is the hallmark of skilled reading. The purpose of this special issue is to focus specifically on orthographic processes in reading and how they are acquired. The present paper provides an overview of the special issue, drawing attention to key themes that run through the various contributions.     

Returning to rural origins after higher education: gendered social space

This study is important for rural actors interested in developing recruitment and retention strategies directed towards attracting the tertiary educated to rural areas. The aim of this study is to examine the demographic characteristics and economic and cultural resources that have the greatest influence on a tertiary educated individual of rural origin returning to a rural area after higher education. Gender-divided binary logistic regression is used to examine the influence of an individual’s social space position (i.e. their economic and cultural resources and demographic background) on returning to rural areas. Through the use of Bourdieu’s concept ‘social space’, this paper contributes an alternative perspective to the study of students’ destinations after higher education, which has been dominated by economic perspectives. The results indicate that while there are social space characteristics common to men and women that increase their probability of a rural return, there are gender differences in the degree of influence of many of these characteristics.     

古代希伯来民族的美学思想及艺术表现

古代希伯来民族的美学思想可以概括为以上帝为美、以上帝的创造活动为美、以上帝看着是“好的”创造物为美三个方面,涉及到崇高、和谐、抽象、神秘、恐惧、理性之美、感性之美、美即真、美即善等美学范畴和观念体系。古代希伯来民族以上帝为中心的美学思想与犹太教教义及伦理道德内容的反对偶像崇拜,共同导致了犹太艺术形成摈弃具象写实、注重内在情感、意象思维与抽象主义相结合的传统精神,犹太艺术不是再现的艺术,而是表现的艺术,象征型艺术。古代犹太民族在语言、音乐等内在主情的抽象艺术方面取得了惊人的成就,而绘画、雕塑、建筑等直观造型艺术却黯然失色,戏剧舞台艺术甚至是一片空白。     

Narrated Dissection Videos and Peer-Mentoring to Enhance Anatomy Performance of Underrepresented Minority Students in Physical Therapy Education

Three-dimensional virtual technology (3DVT) educational tools and peer-tutoring have proven to be effective teaching strategies in improving student learning outcomes. The purpose of this study was threefold: (1) compare the anatomy academic performance between underrepresented minority (URM) and non-minority (non-URM) students, (2) compare the voluntary use of 3DVT dissection videos and peer-mentoring between these two cohorts, and (3) estimate the association between the use of these teaching strategies on anatomy examinations and course grades at a school of physical therapy. Three-dimensional virtual technology narrated dissection videos and peer-mentoring were made available to all students. Time accessing the video and attending peer-mentoring sessions was measured throughout the course for all students. Three practical and four written examinations and the final course grade were calculated. Numerous one-way ANOVAs were used to compare examination/course grades between student cohorts (URM and non-URM) and usage of the two educational strategies (3DVT and peer-mentoring). Multiple linear regressions were performed with teaching strategies as predictors and grades as outcomes. Underrepresented minority students demonstrated significantly lower practical examination scores (P = 0.04), lower final course grades (P = 0.01), and a greater use of mentorship hours (P = 0.001) compared to non-URM. The regression models with both predictors (3DVT and peer-mentoring) combined demonstrated the greatest association with grades for both URM and non-URM. For both groups of students, the association between predictors and practical examination scores, although fair, was not statistically significant. Peer-mentoring seems to be the most effective teaching strategy in helping URM students succeed in anatomy.     

Communicated Meaning-Making in Foster Families: Relationships Between Foster Parents’ Entrance Narratives and Foster Child Well-Being

Guided by narrative theorizing, the present study analyzed the ways foster parents create and tell foster entrance narratives (FENs) to their foster child. Thematic and content analyses of 101 foster parents’ FENs illuminated nine emergent themes—birth parent consequences, deep connection, special, untold, birth parent learning, temporary, pragmatic, forever, and better off. Structural equation modeling revealed significant relationships between FEN themes and foster parents’ perceptions of foster child adjustment and foster parent–child relational closeness. Findings demonstrate the way foster parents narratively manage birth parent identity, how FENs clarify family boundaries, and the impact of (not) telling FENs on relationships outside the family.     

Tensions Between the “Science” of Reading and a “Love of Learning”: One High-Poverty School's Struggle with NCLB

This article addresses one of the fundamental flaws of No Child Left Behind (NCLB): the disconnect it creates between the lived culture of schools and the inflexible mandates focused exclusively on scientific research. Specifically, we examined NCLB's Reading First Program, a grant program that focuses on promoting specific “scientifically-based” components of teaching reading (phonemic awareness, phonics, fluency, vocabulary, and text comprehension instruction). The data reported in the article is based on a qualitative case study of one high-poverty school in the Northeastern section of the United States. The findings suggest that missing in the story of scientifically-based research and accountability are the roles that context and individual student needs play in the professional role of a teacher in the classroom.     

Film Books

Akira Kurosawa, SOMETHING LIKE AN AUTOBIOGRAPHY (New York: Alfred A. Knopf, 1982---$15.00)

Joseph McBride, HAWKS ON HAWKS (Berkeley: University of California Press, 1982---$14.95/$6.95)

Ruth McCormick's (trans.) FASSBINDER(New York: Tanem Press, 1981---$15.95/$7.95)

“Twayne's Theatrical Arts Series”

G.K. Hall “Reference Publications in Film” series (Boston: G.K. Hall, l981---prices shown below)

Michael Haley, THE ALFRED HITCHCOCK ALBUM (Englewood Cliffs, N.J.: Prentice-Hall, 1981---$17.95)

James Curtis, BETWEEN FLOPS: A BIOGRAPHY OF PRESTON STURGES (New York: Harcourt Brace Jovanovich, 1982---$15.95)