现代主义、台湾文学和全球化趋势对文学体制的冲击

“现代主义”和“台湾文学”是我多年关注的课题，两者都在全球化加速的21世纪初受到不小冲击，产生了一些质变，使得许多旧有的研究典范不再适用，鞭策我们去探寻更具诠释力的分析框架。比如说，以东亚为范畴的比较文学框架。全球化和区域整合是一体的两面；近20年来的全球化趋势下，东亚地区茁生了一个强劲的、生气盎然的文化市场，区域内部的文化交易量骤增，学者们也开始用心思索这个地区所呈现的、有别于西方的现代性样貌。全球化趋势下新的文化生态逐渐成形，随之而来的是文类位阶的调整和美学意识的转变。或许回溯一下“文学”当初被型构成一个现代性体制时的历史状态，可以提供一些有用的线索，帮助我们透视正在发生的诸多看来颇为陌生的文化现象。     

Reviewing evidence‐based practice for pupils with dyslexia and literacy difficulties

There is now a strong evidence base from theory and research providing a ‘template’ to inform practice at Wave 2, guiding the design and implementation of time‐limited effective early intervention programmes for pupils identified as ‘at risk’ of reading difficulties following initial literacy instruction (Rose, 2009). In contrast, there is currently an absence of evidence to guide the more fine‐grained selection and design of specific interventions (Wave 3) for those nonresponders to otherwise effective reading intervention. In this paper, we first outline our current understanding of the characteristics of effective early intervention programmes, and of the pupils who do not respond. Three theoretically motivated single‐case studies from developmental theory and processing models of skilled performance are then considered as a source of evidence providing useful insights into the type of assessment needed to inform the planning of highly individualised intervention programmes for pupils with severe and persisting literacy difficulties.     

Filling the gap

Educating gifted future‐focused leaders requires an interdisciplinary curriculum founded on values, guiding images, quests, and also includes a mixture of the theoretical and practical.     

Developing and Piloting a Baselining Tool for Education for Sustainable Development and Global Citizenship (ESDGC) in Welsh Higher Education

Mainstreaming Education for Sustainable Development in higher education is vital if graduates are to possess the abilities, skills, and knowledge needed to tackle the sustainability issues of the future. In this article we explain the development and piloting of a baselining tool, the Education for Sustainable Development and Global Citizenship Development Framework, developed with support from the Higher Education Funding Council for Wales. We draw comparisons with the Sustainability, Tracking, Assessment and Rating System Program, developed by the North American Association for the Advancement of Sustainability in Higher Education. The resulting framework offers consistency with existing Welsh Government strategic documentation, builds on increasing momentum, and has relevance across the higher education sector globally.     

Preschool and primary school influences on the development of children's early numeracy skills between the ages of 3 and 7 years in Germany

Few studies have investigated how preschool and primary school interact to influence children's cognitive development. The present investigation explores German children's numeracy skills between age 3 (1st year of preschool) and age 7 (1st year of primary school). We first identified the influence of preschool experience on development while controlling for child factors, family background, and the quality of the home learning environment (HLE). We then considered how the instructional quality of primary schools influences numeracy. We finally analysed how preschool and primary school interact. We sampled 547 children who attended 97 German preschools. Latent growth curve analyses identified child and family factors related to age 3 numeracy and development to age 7: gender, migration background, socioeconomic status (SES), mother education, HLE. The effects of preschool on numeracy development persist until age 7 with notable effects from process quality. Strengthened efforts are needed to ensure high quality preschool education in Germany.     

PURPOSES AND APPROACHES OF SELECTED MENTORS IN SCHOOL‐BASED MENTORING: A COLLECTIVE CASE STUDY

Over the last decade, community leaders have connected with students through school‐based mentoring (SBM) programs (e.g., adults who mentor at‐risk students). However, research in the area of SBM is only on the cusp of understanding relationship elements for impacting youth. In this collective case study, we examined the perceptions and experiences of 11 selected mentors in dyadic relationships (i.e., mentee and mentor) to understand better ways to retain and to engage mentors for longer‐lasting mentoring relationships, providing a sense of connectedness for students. Specifically, we investigated purposes and approaches of mentoring through the voices and experiences of mentors working with elementary‐aged students in SBM. Results revealed self‐sustaining synergy within the dyads (with little or no program support) and themes of consistency, commitment, spirituality, playfulness, the use of self‐disclosure, creativity, and emphasis on the present. In addition, implications for cross‐cultural and, in particular, cross‐age mentoring are discussed. One exemplar case illustrates specific profile characteristics used to bridge age, gender, and cultural differences.