中国文化事业评价及其发展趋势研究

文化事业是社会公共事业的有机组成部分,是我国精神文明建设的重要内容.为了更好的评价文化事业发展状态,指引我国文化事业的发展方向,本文构建由文化投入、文化产出、文化消费、文化素质、文化设施及服务、文化生产力等准则构成的评价指标体系,并利用2005~2014年相关数据,结合熵值法和趋势外推法对我国文化事业发展状态和发展趋势进行评价.结果表明,我国的文化事业综合发展状态处于不断提升的的良好态势,但内部各建设领域呈现一定的背离现象;趋势外推表明文化事总体发展将在一定时期内延续上升趋势,但各领域的背离现象将会越发严重.未来我国文化事业的发展应集中在完善文化事业发展的内部结构,促进各文化领域协同进步,实现文化事业的可持续发展.     

Communicating Love or Fear: The Role of Attachment Styles in Pathways to Giftedness

Although both giftedness and secure attachment are associated with advanced language and good socioemotional adjustment, not all gifted children are well adjusted. This article explores the consequences of attachment style on gifted development and examines whether early trauma can be rectified. The dearth of research on giftedness and attachment has necessitated the review of less direct evidence, including brain research and maternal depression. A partly empirical, partly conceptual picture is drawn to demonstrate that attachment styles can support, reduce, and even prevent giftedness. This is further illustrated by an experiment involving IQ scores that mimics the expected effects of early trauma and insecure attachment on test performance. The article concludes by suggesting that attachment style may contribute to a gifted spectrum.     

The tensions of transformation in three cross-institutional wikibook projects

Wikis have the potential to change learning environments from traditional knowledge transmission models to knowledge transformative ones where students generate, share, and reshape knowledge. In this three-part study, graduate students created wikibooks across institutional settings. One of these projects extended to universities in China, Taiwan, Malaysia, and the United States, whereas the other two involved two universities in the United States. The degree of scaffolding and other support varied in each project. At the end of each study, students were surveyed about their wikibook efforts. In addition, instructors across the institutions were interviewed about the obstacles they faced as well the opportunities. Based on these results, more than two dozen cross-institutional wikibook issues are organized into five key themes: (1) instructional issues; (2) collaboration issues; (3) technology issues; (4) constructivism and sense of community issues; and (5) wikibook issues. Several recommendations are offered related to the use of wikibooks in the classroom as a transformational learning tool.     

The Role of Mediators in the Development of Longitudinal Mathematics Achievement Associations

Despite research demonstrating a strong association between early and later mathematics achievement, few studies have investigated mediators of this association. Using longitudinal data (n = 1,362), this study tested the extent to which mathematics self‐concepts, school placement, executive functioning, and proficiency in fractions and division account for the association between mathematics achievement in first grade and at age 15. As hypothesized, a strong longitudinal association between first‐grade and adolescent mathematics achievement was present (β = .36) even after controlling for a host of background characteristics, including cognitive skills and reading ability. The mediators accounted for 39% of this association, with mathematics self‐concept, gifted and talented placement, and knowledge of fractions and division serving as significant mediators.     

Sexual child abuse as an antecedent to prostitution

A study of 200 juvenile and adult street prostitutes documented extremely high levels of sexual child abuse in their background. Sixty percent of the subjects were sexually exploited by an average of two people each, over an average period of 20 months. Two-thirds were sexually abused by father figures. The abuse had extremely negative emotional, physical, and attitudinal impacts. Seventy percent of the women reported that the sexual exploitation definitely affected their decision to become a prostitute. The others reflected the influence in their open-ended comments. Findings make a unique contribution to both the studies of the antecedents to prostitution, and the long-term impacts of sexual child abuse.     

“Only one child in the world”: Notes from a doting grandma

Mimi Brodsky Chenfeld is a teacher, author, national consultant, and new grandmother. She is on the editorial boards ofDay Care and Early Education, Columbus Parent, and the National Association for the Education of Young Children. Her booksTeaching Language Arts Creatively andCreative Activities for Young Children are widely used.     

A GLOBE Collaboration to Develop Land Cover Data Collection and Analysis Protocols

Global Learning and Observations to Benefit the Environment (GLOBE) is an international environmental education and science partnership which coordinates the work of students (aged 5 to 18), teachers and scientists from 48 countries on five continents to study and better understand the global environment. Accurate ground reference data is fundamental to the use of remotely sensed data for land cover classification and mapping. Because very little ground reference data has been collected, the accuracy of many land cover maps may be questioned, thus accurate land cover ground reference data is an important need that could be addressed through GLOBE scientist-student collaboration. If earth systems scientists are to use student data, it is important that those data be as accurate as possible to ensure reliability of research results. Thus a key question for this research is whether student collected data are accurate enough to support rigorous scientific investigations. This paper describes results of the GLOBE Science-Education Team on Data Validation and Accuracy Assessment's collaboration with teachers and students to: (1) design and test the pre-protocol learning activities; (2) test the protocols intended to guide the collection and analysis of data; and (3) implement the learning activities and protocols to determine the relative accuracy of student collected versus professionally collected land cover data. To ensure the most accurate classification of land cover possible, a new international hierarchical land cover classification system, the Modified Unesco Classification (MUC) system was developed. GLOBE Data Collection Protocols and methods were designed and implemented to test the accuracy of student collected reference data were designed and implemented. Students who collected land cover reference data using GLOBE protocols, obtained data which are at least as accurate as that collected by professionals.     

Kindergarten skills and fifth-grade achievement: Evidence from the ECLS-K

Children enter kindergarten with disparate rudimentary reading and mathematics skills; capabilities for paying attention, sitting still and making friends; mental health; and inclinations for aggressive behavior. The role of these characteristics in producing fifth-grade school achievement is the subject of this paper. We find considerable impacts for school-entry academic skills but, with the exception of a kindergartener's capacity to pay attention, virtually no impacts for the collection of socioemotional skills. This finding holds both for the overall sample and for subgroups defined by race/ethnicity and socioeconomic status. The most powerful pre-school avenue for boosting fifth-grade achievement appears to be improving the basic academic skills of low-achieving children prior to kindergarten entry.     

The relationship between university student learning outcomes and participation in social network services,social acceptance and attitude towards school life

Educators try to use social network services (SNSs) in their teaching because they are regarded as beneficial to student learning. However, little research to date has empirically investigated whether the use of an SNS increases university student learning outcomes. A total of 730 university students in the capital area of South Korea participated in the present study. Based on social learning theory, we developed a general structural model that included SNS participation (SP) as an exogenous variable and a range of endogenous variables: cognitive domain learning outcomes, affective domain learning outcomes, social domain learning outcomes, social acceptance (SA) and attitude towards university life (AT). The study results confirmed that the model adequately explained causal relationships between student learning outcomes and SA, AT and SP. SA was identified as a key variable because of its direct effect on learning outcomes. However, SP was considered more important because of its large indirect effects on all learning outcomes through both SA and AT.