Suitable work for women? Roles,relationships and changing identities of ‘other adults’ in the early years classroom

This article explores some of the issues around the agenda for workforce reform as it applies to professionals who work in early years classrooms (4–7 year olds), who work alongside class teachers in supporting learning. Their changing roles, responsibilities and professional identities are examined through a small scale case study of four women, two nursery nurses and two teaching assistants, from an infants school in a suburb of Bristol. Their close professional and personal relationships with the six female class teachers with whom thery work are considered. Their stories are analysed for their significance as women whose levels of skill and dedication are undervalued in terms of career structure, salary and job security. Whilst contributing to the debates around the changing roles and the valuable work of teaching assistants, this research endorses the view that these professionals' voices are too often silenced in educational debates and in strategic decision making.     

点地梅属的分子系统学、生物地理学和垫状形态的趋同进化

报道了青藏高原地区的点地梅属Androsace L.及羽叶点地梅属Pomatosace Maxim.共14种29个居群的ITS与trnL-F DNA序列各27与25条；并结合已报道相关种类的有关序列，构建了“点地梅群”的分子系统发育树。研究发现“点地梅群”的4个属为一单系类群，含有两个稳定的分支：一支全部由点地梅属的种类组成，另一支分别由羽叶点地梅属、Douglasia Lindley、Vitaliana Sesler和9种点地梅属植物组成；点地梅属裂叶组sect. Samuelia Schlechtd.的3个种与点地梅组sect. Androsace的2个种在3套序列分析中位于不同的系统位置。各分支基部的种都分布在中国东南部及青藏高原东部，分子地理标记的结果支持形态学提出该地区为“点地梅群”植物起源地的假设。从青藏高原东部地区向欧洲及其他北半球地区存在不同时期内多个进化支的多次扩散。粗略的时间估算表明该群植物可能是在第三纪的中新世以来才开始发生的。垫状种类分别在青藏高原和欧洲独立起源，而在青藏高原地区的分化要早于在欧洲的分化，在前一地区可能与青藏高原自中新世开始发生的造山运动、形成高海拔的山地有关，而在后一地区则是与第三纪末至第四纪的冰期气候反复波动有关。垫状植物在青藏高原上的大规模分布则可能较晚，与冰期结束后全新世晚期气候再次变冷有关。一些物种种内的遗传分化也可能部分反映了气候来回波动中它们在高原上的退缩和再扩张过程     

Reception Teacher Responses to the Foundation Stage Réactions des enseignants des premières classes du primaire à la phase de fondation Las Racciones de los Maestros del Primer Año (de un parvulario) respecto a la Etapa Preparatoria

Teachers of children aged four and five years in England (the Foundation Stage), since 2000, have been bound by the Curriculum Guidance produced by central UK Government. We were interested to learn of the responses of these teachers to this newly introduced document. We found that teachers welcomed the Foundation Stage Curriculum Guidance, not least because it recognised that there exists a valuable and separate stage in children's education. Further, the teachers were relieved that there was, within the document, the acknowledgement of the importance and value of play as integral to the educational needs of young children. The teachers indicated that the document was also beneficial in that it allowed them to return openly to what they felt to be sound Early Years practice which some had felt had been undermined by previous curriculum guidance. However, concerns remained in that not all stakeholders are yet aware of the needs of young children and of the resources necessary to meet these needs. En Angleterre, depuis 2000, les enseignants des enfants de quatre et cinq ans (phase dite de 'fondation') doivent se conformer à la Curriculum Guidance (Lignes directrices des programmes scolaires) produite par le gouvernement central du Royaume-Uni. Nous souhaitions connaître les réactions de ces enseignants face à ce nouveau document. Nous avons constaté que les enseignants accueillent favorablement la Foundation Stage Curriculum Guidance tant elle reconnaît l'existence d'une phase utile et distincte d'assimilation chez les enfants. En outre, les enseignants ont été soulagés de constater que la document reconnaît l'importance et l'utilité du jeu comme faisant partie intégrante des besoins éducatifs des jeunes écoliers. Ils ont également fait savoir qu'ils trouvent ce document utile dans la mesure où il leur permet de revenir ouvertement à des pratiques qu'ils considèrent comme étant saines pendant les premières années scolaires des enfants et qui, selon certains, avaient été amoindries par les lignes directrices des programmes scolaires précédents. Ils s'avèrent néanmoins toujours préoccupés du fait que toutes les parties prenantes ne sont pas encore conscientes des besoins des jeunes enfants et des ressources nécessaires pour les satisfaire. Desde el año 2000, en Inglaterra, los profesores de niños de la edad de 4 y 5 años (la Etapa de Fundación) han tenido que conformar con las reglas de curriculum introducidas por el gobierno central del Reino Unido. Tuvimos interes de enterarnos de las respuestas de aquellos profesores a ese documento nuevo. Encontramos que los profesores estan de acuerdo con la 'Guía de Curriculum de la Etapa de Fundación', por lo menos porque reconoció que existe una etapa válida y aparte en la educación de niños. Además estuvieron contentos que el documento reconició la importancia y validez de juegos infántiles imprescindible en el desarrollo del niño. Los profesores indicáron que el documento fue beneficioso también porque les permitió volver abiertamente a lo que sentieron que fueron 'prácticas sanas' de los años primeros que algunos de ellos pensaron que habían estado desacreditadas por las 'Guías de Curriculum' previas. No obstante quedan preocupaciónes que algunos interesados todavía no estan enterados de lo que los niños necesitan y los recursos que hacen falta.     

Effects of Academic Discipline and Teaching Goals in Predicting Grading Beliefs Among Undergraduate Teaching Faculty

Prior research reveals that differential grading patterns exist among the academic disciplines. One explanation may lie in discipline-related differences in teaching goals and beliefs about the meaning grades should convey. This study examined the effects of academic discipline and teaching goals on grading beliefs. A national sample (n = 442) of undergraduate teaching faculty provided responded to a survey measuring the importance of various teaching goals and orientations toward norm-referenced or criterion-referenced grading (Frame of Reference), and beliefs about using grades to sort and select students on the basis of achievement (Gatekeeping). Both teaching goals and academic discipline were significantly related to gatekeeping beliefs, but not to beliefs about frames of reference for grading. Higher gatekeeping scores were associated with faculty in the paradigmatic fields and those who emphasized analytic skills and time management. Lower gatekeeping scores were associated with the preparadigmatic disciplines and teaching goals of synthesis and integration and developing respect for others. Faculty who identified their primary teaching role as subject matter oriented were more gatekeeping than those who identified themselves primarily as being student/personal development oriented.     

Nurturing Emergent Readers Through Readers Theater

Readers theater is a familiar literacy strategy for children who can read independently; however, it can also be used with younger children who have not yet developed independent reading skills. The purpose of this article is to adapt the concept of readers theater for use with emergent readers. It focuses first on defining readers theater and its many benefits, particularly in the areas of literacy development. Finally, it includes suggestions for successfully implementing a readers theater program with young children.     

拒绝毒品--服用摇头丸,引发抑郁症

Just two tablets enough to cause long-term health problems, psychologists (心理学家) are told Ecstasy (摇头丸), the so-called (所谓的) love drug taken by hundreds of thousands each weekend, can result in crippling depression after just a couple of tablets, a study revealed.     

The Australian national exceptional teaching for disadvantaged schools programme: a reflection on its first 8 years

ABSTRACT

This paper describes the aims, origins and principles of the Australian National Exceptional Teaching for Disadvantaged Schools programme and reflects on findings from its first eight years. As a well-established, mainstream university-based initial teacher-education programme designed to prepare social justice teachers for low socio-economic or high-poverty schools, NETDS has had significant impact on recruiting and retaining high-performing teachers in the schools that need them most. In this paper we discuss how it works, but also outline some of the complexities that arose in trying to design a teacher-education programme with equity at the centre and some of the changes we made along the way.