我国社会转型期青年价值观研究综述

青年是国家的未来,对社会转型期青年价值观形成和发展的内外环境、形成机制以及如何引导等方面进行研究,无疑意义重大。对此学界研究成果不少,对这些研究成果及研究动态进行回顾和分析,可供今后进一步的理论研究和社会实践参考。     

Accounting for unexpected test responses through examinees’ and their teachers’ explanations

Researchers have developed indices to identify persons whose test results ‘misfit’ and are considered statistically ‘aberrant’ or ‘unexpected’ and whose measures are consequently potentially invalid, drawing the test’s validity into question. This study draws on interviews of pupils and their teachers, using a sample of 31 10‐year‐olds who were flagged as most ‘aberrant’ in a standardised mathematics test. The children’s and their teachers’ explanations were analysed and attributed: (i) to item‐, person‐ (self/other) and classroom‐levels; and ii) according to causal dimensions. Children’s and teachers’ explanations were mostly in agreement in relation to unexpected negative results and they included references to previously well‐cited sources of construct‐irrelevant variance (e.g. ineffective test‐taking strategies, careless mistakes) as well as construct‐relevant variance (e.g. misconceptions, weaknesses in particular topics). Findings of this exploratory study are discussed from a test validity and attribution theory perspective: we conclude that this approach offers grounds for multi‐level explanations of person misfit and that this qualitative research approach to unexpected responses is worthy of more attention.     

International orthodoxy versus national realities: inclusive schooling and the education of children with disabilities in Lesotho

Specialists with international influence have been advocating in an uncompromising manner the policy of including all children with special educational needs (SEN) in regular schools and classrooms. The endorsement of this policy by an internationally agreed convention implies that it is universally applicable. This paper, however, questions the relevance of this orthodoxy to the educational systems of low‐income countries and argues that the latter cannot easily progress from a situation of virtually no educational provision for disabilities straight to one of fully integrated provision. The paper examines an inclusion policy in Lesotho, a low‐income country, which began with ambitious goals but largely failed to meet the needs of children with disabilities. It then outlines an alternative strategy for that context. A phase of development in which there is considerable use of specialised facilities and selected schools is seen as necessary if more children with disabilities are to have meaningful opportunities for learning.     

RADICAL HOPE AND TEACHING: LEARNING POLITICAL AGENCY FROM THE POLITICALLY DISENFRANCHISED

Abstract If teaching is a political act, how can teachers hope to make a difference through their work? In this review essay, Julian Edgoose explores this question of hope in relation to three recent books: David Halpin’s Hope and Education, Jonathan Kozol’s Letters to a Young Teacher, and Jonathan Lear’s Radical Hope. Halpin describes how hope comes from our targeted efforts to connect our critical analysis of the present to a better, yet realistic, idea of the future. In contrast, Kozol (echoing Cornel West’s “tragicomic hope”) describes a hopefulness that sustains him despite and alongside his critical view of schools. Edgoose asks a further question: can one reasonably remain hopeful in the absence of that critical stance — in the absence of a sense that one can understand the situation one faces enough to know a way out? To Lear, this would be a case of “radical hope,” and Edgoose offers a second reading of Kozol through the lenses of Emmanuel Levinas and Hannah Arendt to show what such radical hope might look like for teachers.     

The working memory rating scale: A classroom-based behavioral assessment of working memory

The aim of the present study was to investigate the potential of the Working Memory Rating Scale (WMRS), an observer-based rating scale that reflects behavioral difficulties of children with poor working memory. The findings indicate good internal reliability and adequate psychometric properties for use as a screening tool by teachers. Higher (i.e., more problematic) teacher ratings on the WMRS were associated with lower memory scores on direct assessments of working memory skills, as measured by the Automated Working Memory Assessment (AWMA) and the WISC-IV Working Memory Index. The use of the WMRS will allow educators to draw on their expertise in the classroom for early detection of children with working memory failures.     

过程设备设计基础实验教学的改革与实践

介绍了过程设备设计基础实验从更新改造旧设备着手,开发设计型、综合型实验项目,改进实验教学方法和改革实验考核方法三方面,总结了过程设备设计基础实验教学的改革与实践经验.教改重点培养了学生的工程观念、创新能力、实践动手能力和应用所学的理论知识分析、解决工程实际问题的能力,从而使实验教学质量有了明显的提高.     

The psychophysics of pictorial perception

Summary Pictorial communication of shape and form is not simply a learned visual language. Whatever processes of learning, if any, underly our ability to perceive represented surfaces’ edges-without which the communication of shape is impossible-in response to outline drawings, probably occurs very early in life in consequence of our normal commerce with spatial objects. Although this probability makes the problems of“learning to see pictures”relatively inaccessible, it simplifies the study of the rules which govern edge- and surface-perception in pictures. The applicability of such rules depends, eventually, on knowing This paper is part of an investigation of pictorial psychophysics supported by the National Science Foundation, NSF-G9601.     

Multimethod approaches in educational research

Noting the attractions of self‐report questionnaires and surveys to those engaged in educational research, this article discusses some of the problems that can arise from their injudicious use. It is argued that the potentially misleading nature of findings from such approaches is particularly highlighted when mixed methodologies are employed. Illustrations of this point are provided by means of reference to studies in the areas of locus of control and achievement motivation. The article concludes by calling for greater use of multi‐method approaches in educational psychology/special education, operating at different levels of the ecosystem.