民国时期北平郊区农村教育情况探析

民国时期,学校教育逐渐取代私塾,在农村中越来越占据重要地位.本文主要通过陈达、万树庸、蒋旨昂,李景汉等人在二三十年代对北平郊区的调查情况,以对北平郊区农村中小学学生人数、学校经费等情况作一简要介绍.     

Brauchen mehrsprachige Jugendliche eine andere fach- und sprachintegrierte Förderung als einsprachige?

Which kinds of content- and language-integrated interventions can better support mathematical learning, depending on students’ language background, as measured by communication on the discourse level or additional lexical training on the word level? A control trial compared interventions with two different materials (discursive versus lexical-discursive, each 5 × 90?min.) with respect to the dependent variable of conceptual and procedural knowledge for fractions. The effects are investigated differentially for four language groups: monolinguals versus bilinguals, each with higher versus lower German language proficiency (n = 343). For both interventions, the ANOVA shows an increase of mathematical knowledge for the experimental group, which is significantly higher than for the control group, but no significant difference between the interventions. The intervention with lexical-discursive materials led to a slightly higher increase of knowledge in the post test, but the discursive intervention was superior in the follow up test. Monolingual and multilingual students had similar patterns of growth without differential pattern. However, the proficient monolingual students tend to profit more from the interventions, especially from the lexical-discursive intervention.     

Teaching Theories of Victimology

While there has been significant growth in victimology theories since its roots in the mid twentieth century, these developments have not been adequately transferred to victimology textbooks. This paper evaluates the representation of theories in victimology textbooks using a content analysis approach. It specifically examines the amount of space dedicated to theory, what specific theories are discussed, and the way theories are integrated into the text. Although these texts provide a solid foundation in the historical development of victimology, measuring victimization, and to a lesser extent, the criminal justice response and remedies for victims, students are often not given a framework for which to understand and explain patterns and risk factors of victimization. In light of the paucity of attention to theories of victimology, suggestions for teaching theories of victimology in ways that supplement existing texts and implications for future textbooks are discussed.     

The power of positioning: on the normalisation of gender,race/ethnicity,nation and class positions in a Swedish social work textbook

This article presents a feminist reading of a Swedish social work academic textbook as a case study. We use a discourse analytic approach and positioning theory, focusing on author positions through different story lines. The aim is to make visible how differences are created and positions of the author/reader normalised in terms of gender, race/ethnicity and class. The analysis illustrates how the organisation of the book privileges a particular story line by presenting gender research in a special section of the book and as a perspective. A neutral, unmarked author position is assumed, presented as a common ‘we’ by identifying ‘women researchers’ and ‘feminist’ points of departure as different. If the unmarked author/reader ‘we’ position appears desirable and morally superior, the clients’ gender, ethnicity and class are often openly discussed in relation to social problems, positioning them as ‘the other’. Finally there is also a story line of more critical and ambivalent knowledge positions.     

Developing narratives as a pedagogical approach to fostering professional interpersonal competences

The study examined a project aimed at helping students develop professional interpersonal skills. Groups of university students in social work, teacher training, and a student mentoring program for children at-risk participated in seminars where they developed narratives derived from personal experience in interaction with others. The theoretical framework for the project was inspired by the idea of “stories to live by” developed by Clandinin and Connelly. Data for the study were collected from questionnaires, interviews, and focus groups. Results indicated that narrative-building activities, when implemented in a structured and consistent manner, can contribute to improving empathy and perspective-taking abilities, developing self-knowledge, and enhancing communication skills.