Strategies of remembrance in pre‐unification West Germany

By examining instances of dramatically rejected speech, critics can identify codes of the unsayable in a culture/situation, and by identifying what cannot be said publicly are better equipped to distinguish between types of national identity. In the years leading to German reunification, West German national identity was based upon various strategies of remembrance that are identified through a comparison of two speeches: Richard von Weizsäcker's celebrated 1985 parliamentary address commemorating the end of the Second World War in Europe and Philipp Jenninger's dramatically rejected parliamentary address in 1988 commemorating the fiftieth anniversary of the Kristallnacht.     

Relations among reading skills and sub-skills and text-level reading proficiency in developing readers

Despite the recent attention to text reading fluency, few studies have studied the construct of oral reading rate and accuracy in connected text in a model that simultaneously examines many of the important variables in a multi-leveled fashion with young readers. Using Structural Equation Modeling, this study examined the measurement and structural relations of the rate and accuracy of variables important in early reading: phonemic blending, letter sounds, phonograms, decoding, single-word reading, reading comprehension, and text reading as well as reading comprehension among second grade readers. The effects from phonemic blending fluency and letter sound fluency to decoding were completely mediated by phonogram fluency, decoding fluency, single-word reading fluency, and reading comprehension had direct effects on the text reading fluency of the second grade students. Understanding the relationship among the many component skills of readers early in their reading development is important because a deficiency in any of the component skills has the potential to affect the development of other skills and, ultimately, the development of the child as a proficient reader.     

The Effects of Physical Education on the Behavior of Second Grade Children

Abstract

The effects of six weeks of physical education on the negative impulse behavior of second grade children in a “difficult class” and a “usual class” were studied. The instruments used were teacher rating and observation. The results showed that physical education significantly reduced the number and severity of observed impulse behavior in the difficult classroom, although the numbers of individuals involved remained relatively the same; the teacher ratings of the children's behavior did not significantly change as a result of physical education but some tendencies, both positive and negative, were evident. Physical education did not significantly change the usual class in terms of either observed behavior or teacher ratings.     

Providing Subscale Scores for Diagnostic Information: A Case Study When the Test is Essentially Unidimensional

Although reliability of subscale scores may be suspect, subscale scores are the most common type of diagnostic information included in student score reports. This research compared methods for augmenting the reliability of subscale scores for an 8th-grade mathematics assessment. Yen's Objective Performance Index, Wainer et al.'s augmented scores, and scores based on multidimensional item response theory (IRT) models were compared and found to improve the precision of the subscale scores. However, the augmented subscale scores were found to be more highly correlated and less variable than unaugmented scores. The meaningfulness of reporting such augmented scores as well as the implications for validity and test development are discussed.     

Inspiring and Training Students for Social Action: Renewing a Needed Tradition

In social work, it is believed that certain knowledge and skills are learned more effectively through experience than through didactic classroom content. Members of the faculty of a school of social work have developed a Social Action Day to reinforce curriculum and translate into practice material about advocacy and ethical responsibilities for social action; show the breadth of social work practice; and enhance the school's sense of community. The authors share their experience to inspire other social work faculty, so that they are better able to foster student interest and passion for political action that may generate social change.     

Defining rules and roles in instructional contexts: A preliminary assessment of student perceptions

The classroom across the academy suffers from a most unbalanced approach to instructional research. The vast majority of instructional research is grounded squarely in an instructor's point of view. The student perspective is often neglected or ignored. Adding a more robust student perspective to scholarly discourse on the rules and roles, the various procedural and behavioral patterns that emerge over time, appropriate to our understanding of the classroom would move us toward a more balanced understanding of the phenomena. This study employs a triangulated method to examine the views of rules and roles in the classroom held by 155 student participants. Results suggest that students view their own demands for rule‐following and role behavior as far less rigorous than those they perceive for instructors. The findings suggest that an overall re‐orientation of instruction to better facilitate classroom communication may well be in order.     

The Management of the Split‐site Primary School

Within the county of Lancashire there are a considerable number of split‐site primary schools. The difficulties associated with this form of organisation and the particular and general needs of the schools had neither been identified, nor discussed. While the research attempted to fulfil this task the report also made recommendations to the Authority and identified good practice which it is hoped will support the management of such schools.     

GendermRelated Differential Item Functioning on a Middle-School Mathematics Peformance Assessment

Will performance assessments in mathematics have gender DIF? Do male and female examinees provide similar solution strategies?     

论主编意识

主编是期刊的“总设计师”、“总导演”。主编意识是编辑活动的主导因素,是办刊决策意见的集中体现。主编需要有整体意识、超前意识、精品意识、读者意识、群体意识、经营意识,依此指导编辑部的行动,才能把刊物办好。