Parental perceptions of gender differences in child technology use and cyberbullying

Cyberbullying is a major health concern for today's youth and a pervasive stressor for adolescents and their families. This study offers qualitative insights into how parents perceive their children's technology use and engagement in cyberbullying based on gender. Eight focus groups were conducted with 48 parents of adolescents ages 10–17. Findings indicated parents perceived their children overuse technology and lack awareness of what cyberbullying is. Specific to gender, parents suggested their daughters use technology for social connection, and parents were more concerned about their daughter's technology use than their son's, which they believed was related to specific interests. In response to cyberbullying scenarios, parents encouraged females but not males to socialize with peers. This is the first qualitative study to obtain an in-depth understanding of the ways in which parents perceive and socialize their children in regard to technology use and cyberbullying scenarios. These results may help school systems, school psychologists, researchers, and parents gain awareness of the gender-stereotypical socialization process that unfolds in parental monitoring of technology use and cyberbullying situations. We conclude by offering suggestions for how school systems and personnel might intervene.     

Integrated Reading and Writing Interventions for Students with Learning Disabilities: A Review of the Literature

In this systematic review of literature that spans 1975–2015, integrated reading and writing interventions for students with learning disabilities (LD) or students with academic difficulties were evaluated to understand the extant research, identify encouraging practices, and guide future research. Ten studies met inclusion criteria and each study was evaluated according to the relevant What Works Clearinghouse (WWC) design standards. Eight of the 10 investigations were conducted with students in grades 4–8. While only 4 of the 10 studies met WWC design with or without reservations, results from these studies are encouraging. Study findings suggest several areas for immediate future research relating to methodological and treatment variables and considerations for classroom instruction in order to respond to advanced expectations for the successful integration of reading and writing across subjects. In addition to employing stronger experimental designs and additional replications of encouraging studies, future research should explore the utility of integrated reading and writing interventions with secondary students with who have academic difficulties.     

Post-qualitative research

This article maintains that all research involves crossing (i.e., researching across difference) and then explores how scholars have approached issues of cross-group feminist research. The article is divided into three major sections. The first section explores issues of women?s diversity and their meaning for cross-group feminist research. The second investigates concerns raised with regard to contradictions inherent in this type of research. The third section reviews and discusses a number of strategies feminist and other scholars of qualitative research have used to address problematic issues and contradictions involved in cross-group research.     

黑格尔的逻辑学对旧形而上学的批判和超越——基于对“逻辑学概念的初步规定”的解读

黑格尔在《小逻辑》"逻辑学概念的初步规定"章节中,对康德以前的形而上学进行了批判,并对自己的逻辑学或形而上学做出了初步的规定。基于对此章节的解读,通过对黑格尔批判旧形而上学的关键点——思想和思想的对象的关系的梳理,阐明黑格尔的逻辑学在何种意义上超越了康德以前的形而上学,并进而阐明黑格尔自己对形而上学的规定。     

Evaluating Growth for ELL Students: Implications for Accountability Policies

In recent years, many U.S. states have introduced growth models as part of their educational accountability systems. Although the validity of growth‐based accountability models has been evaluated for the general population, the impact of those models for English language learner (ELL) students, a growing segment of the student population, has not received sufficient attention. We evaluated three commonly used growth models: value tables or transition matrices, projection models, and student growth percentiles (SGP). The value table model identified more ELL students as on track to proficiency, but with lower accuracy for ELL students. The projection and SGP models were more accurate overall, but classified the fewest ELL students as on track and were less likely to identify ELL students who would later be proficient. We found that each model had significant trade‐offs in terms of the decisions made for ELL students. These findings should be replicated in additional state contexts and considered in the development of future growth‐based accountability policies.     

共青团组织参与校园文化建设的几点思考

高等院校共青团参与校园文化建设很有必要。共青团参与校园文化建设应强化领导、强化队伍建设,并住硬件设施方面加大投入力度,利用现代信息网络技术,开展具有时代特色的校园文化活动,同时也要强化理论研究和工作交流。     

高校教学管理引入ISO9000族标准探析

面对世界政治经济大格局将要发生的巨大变化,中国教育也必将随之发生变化,我国的学校教育管理也只有与国际教育标准接轨,才能充分适应教育国际化发展的要求,高校引入ISO900O族标准进行质量认证是切实可行的。对它的引入,不仅有利于提高学校整体管理水平,有利于增强学校综合竞争实力,也有利于学校招生就业的发展。     

论在中学化学教学中如何渗透绿色、环保教育

从梳理中学化学教材中绿色、环保教育的知识点入手, 在课堂教学过程、研究性学习、实验课及课外活动等四个方面阐述了中学化学教育渗透绿色、环保教育的具体做法。