合作教育:我国研究型大学研究生教育发展的新方向

经过20余年的持续发展,我国研究生教育已经进入了一个重要的转型时期,研究型大学要培养科学大师,也要培养工业企业技术研发英才。发展研究生合作教育既是我国研究生教育发展的必然选择,也是研究型大学走向社会,促进经济发展和工业繁荣的重要手段。发展研究生合作教育应当理顺校企关系,建立完善的合作教育机制;加大研究生教育制度改革力度,创造有利的制度环境;加强研究生实践创新能力培养,造就大批企业高级研发人才;开展“双师型”教师的培养,建设一支能够胜任合作教育的导师队伍。     

Dimensions of problem behaviors of emotionally disturbed children as seen by their parents and teachers

Compared the factor structure of parents' and teachers' ratings of children's behavior problems. Data were analyzed for a heterogeneous group of 194 emotionally disturbed boys and girls aged 3–13 years. Three factors emerged based on parents' ratings, and highly similar factors were obtained from teachers' ratings. The factors closely resemble the dimensions isolated in numerous previous studies, such as Quay's Conduct Problem, Inadequacy-Immaturity, and Personality Problem factors. The importance of the findings is discussed, especially pertaining to the analysis of parents' ratings.     

Final Summing-Up at the Vienna Conference

The final session of the ICEF international conference in Vienna was in two parts. First came the summaries of each working group, who reported variously on the integration of audiovisual media in the primary school, in the secondary school, and in technical and professional teaching. The second part of the meeting took the form of a round-table discussion on the subject of 8mm film and the development of its use in schools.     

70 Candles! Women thriving in their 8th decade

A sample of 141 predominately working class middle age (X = 53.03 years; SD = 6.92) and young adult (X = 21.34 years; SD = 3.65) university students responded to a survey instrument that assessed motives for enrolling in university classes and reactions to instructional strategies commonly used in the classroom. Results indicated that middle age and younger students’ motives for enrolling in university classes were intrinsic in nature and based on needs for intellectual growth and self‐development. In addition, findings revealed that younger students viewed learning life adjustment skills as a more powerful motivator for pursuing advanced education than did middle age students (p < .01). Both age groups of students were found to have similar attitudes about the effectiveness of teaching techniques presently used in the university classroom. Middle age and younger students reported positive reactions to the use of hands‐on‐experiences, lectures with discussions, and the lecture‐only format and negative reactions to the use of student presentations and role playing. It was concluded that the findings of this study supported the design of age‐integrated university programs and suggested that much of the present curricula satisfies the educational goals and needs of middle age and younger students.     

Today's speech books in review

McBurney, J. H. and Wrage, E. J., The Art of Good Speech, N. Y.: Prentice‐Hall, Inc., 1953, 584 pp. $4.50

Murray, E., Barnard, R. H., and Garland, I. V., Integrative Speech, N. Y.: The Dryden Press, 1953, pp. 617, $4.75.

Mouat, L. H., A Guide to Effective Public Speaking, Boston: D. C. Heath and Co., 1953, pp. 262, $2.75.

Barnes, H. G., and Smith, L. W., Speech Fundamentals, N. Y.: Prentice‐Hall, Inc., 1953, pp. 554, $3.45.

Behl, W. A., Discussion and Debate, N. Y.: The Ronald Press Co., 1953, pp. 365, $4.00.

Brembeck, W. L., and Howell, W. S., Persuasion, N. Y.: Prentice‐Hall, Inc., 1952, pp. 488, $5.25.

Baird, A. C., Representative American Speeches: 1952–1953, N. Y.: The H. W. Wilson Co., 1953, pp. 199 $1.75.

Miller, G., Language and Communication, N. Y.: McGraw‐Hill Book Co., Inc., 1951, pp. 298, $5.00.

Anderson, V. A., Improving the Child's Speech, N. Y.: Oxford University Press, 1953, pp. 333, $5.50.

Karr, H. M., Developing Your Speaking Voice, N. Y.: Harper and Brothers, 1953, pp. 506, $5.00.

Mulgrave, D. I., Improve Your Speech, (3 booklets), N. Y.: Dorothy Mulgrave, 250 Fourth Ave., 1953, pp. 30, $1.00 ea.

Lende, H., Books About The Blind, N. Y.: American Foundation for the Blind, 1953, pp. 357, $5.00.

Stefferud, A., ed., Wonderful World of Books, Boston: Houghton‐Mifflin Co., 1953, pp. 319, $2.00.

Parrish, W. M., Reading Aloud, N. Y.: Ronald Press Co., 1953, 3rd. ed., pp. 572, $3.00.

Settel, I., and Glen, N., Television Advertising and Production Handbook, N. Y.: Thomas Y. Crowell Co., 1953, pp. 480, $6.00.     

Adapting to Curriculum Change: A Theoretical Framework Informing the Design and Implementation of a Curriculum Intervention

Adapting to curriculum change necessitates the evaluation of teaching and learning pedagogies. A new curriculum invites reflection on how knowledge is constructed and operationalised to extend higher order thinking in adolescent learners. This paper reviews contemporary empirical and theoretical literature identifying productive pedagogical practices associated with critical reading competencies in order to design and implement a curriculum intervention in a senior secondary Literature course.     

Setting up school partnerships: some insights from Birmingham's Collegiate Academies

This article explores the key issues or dilemmas secondary schools face when considering collaborating to form a school partnership, in particular a Collegiate Academy. The methodology is an evaluation based on interviews with 15 headteachers and other key staff from three Collegiate Academies in Birmingham during the autumn of 2005. Seven key issues are identified – size, coordination, focus, needs, success, funding and dissemination – that schools need to work through and resolve if their partnership is to be successful. An analysis of the interconnections among the seven issues shows three underlying themes: the first relates to the organisation of the Collegiate Academies; the second concerns the work of the collegiate-based Advanced Skills Teachers; and the third encompasses sustainability and securing the long-term future of the Collegiate Academies. School partnerships are increasingly seen by government as the key to school improvement and so the findings from this preliminary study have potential benefits, particularly in the initial phase of setting up such partnerships.     

Anticipatory socialization of graduate students

Most observers in higher education and most faculty agree that more student-oriented teachers are needed; but there is no consensus on how to get them. Options include finding new faculty and/or changing present faculty. The latter seems practically impossible, since most faculty are intransigent, and faculty development is addressed to too few. Graduate education, too, is unlikely to change, as present faculty guide its directions. The alternative is to find students with the proper dispositions on entrance to graduate schools. The question addressed herein is whether among current admittees to graduate schools there are sufficient numbers of persons with orientations significantly different from those of current faculty. The article reports on empirical assessments of preferences for 320 discrete tasks in the academic role by accepted graduate school applicants and younger and older faculty.This paper was presented at the 17th Annual Meeting of the Association for Institutional Research, Montreal, Canada, May 9, 1977. The research was supported by a grant from the Fund for the Improvement of Postsecondary Education, Department of Health, Education and Welfare.     

ISPCAN Child Abuse Screening Tools Retrospective version (ICAST-R): Delphi study and field testing in seven countries

ObjectivesTo gain consensus among an ethnically and linguistically diverse group of international child protection experts on the structure and content of a new survey tool for retrospective measurement of child abuse, and to determine the performance of the instrument through an international field trial with young adults.MethodsThe questionnaire was developed through focus group discussions with international experts, and then subjected to a Delphi study in two waves to determine the perceived importance and translatability of items. The resultant questionnaire was translated into six languages and field tested in seven countries with convenient samples of young adults aged 18–26 years (N = 842).ResultsChild maltreatment experts from 28 countries provided input to questionnaire development. Satisfactory agreement on draft item inclusion and exclusion and the translatability of items was gained. The tool includes 15 primary questions about potentially abusive physical, sexual and emotional events, with follow-up questions about perpetrator characteristics, frequency of acts and periods in childhood when the recalled abuse occurred. The field test revealed lifetime prevalence per item usually exceeded 10% (11/15 items; range 2.1–49.5%). Internal consistency (Cronbach's alpha) was moderate to high for each of three item sub-sets (between .61 and .82) and the rates of missing data were low (less than 1.5% for 14 of 15 items). The great majority of respondents nominated either peer and/or adult perpetrators (between 82.3% and 98.2% depending upon the item), and among these, child/adolescent peers and non-family adults (including teachers for emotional and physical acts) were nominated often.ConclusionsThe ICAST-R is based on consensus from international experts, translates clearly and has satisfactory properties for adoption as a survey tool to estimate prevalence and describe perpetrators and other contextual aspects of child abuse.Practice implicationsThis tool can be utilized in a broad range of cultures and languages and may contribute to improved research practice. Although the core items are limited to just 15 acts of maltreatment, if these behaviorally specific questions are adopted as key indicators and incorporated into comprehensive local, national or regional surveys, eventually there should be greater comparability in survey estimates.     

The development and piloting of the ISPCAN Child Abuse Screening Tool—Parent version (ICAST-P)

ObjectiveChild maltreatment is a problem that has longer recognition in the northern hemisphere and in high-income countries. Recent work has highlighted the nearly universal nature of the problem in other countries but demonstrated the lack of comparability of studies because of the variations in definitions and measures used. The International Society for the Prevention of Child Abuse and Neglect has developed instrumentation that may be used with cross-cultural and cross-national benchmarking by local investigators.Design and samplingThe instrument design began with a team of expert in Brisbane in 2004. A large bank of questions were subjected to two rounds of Delphi review to develop the fielded version of the instrument. Convenience samples included approximately 120 parent respondents with children under the age of 18 in each of six countries (697 total).ResultsThis paper presents an instrument that measures parental behaviors directed at children and reports data from pilot work in 6 countries and 7 languages. Patterns of response revealed few missing values and distributions of responses that generally were similar in the six countries. Subscales performed well in terms of internal consistency with Cronbach's alpha in very good range (0.77–0.88) with the exception of the neglect and sex abuse subscales. Results varied by child age and gender in expected directions but with large variations among the samples. About 15% of children were shaken, 24% hit on the buttocks with an object, and 37% were spanked. Reports of choking and smothering were made by 2% of parents.ConclusionThese pilot data demonstrate that the instrument is well tolerated and captures variations in, and potentially harmful forms of child discipline.Practice implicationsThe ISPCAN Child Abuse Screening Tool – Parent Version (ICAST-P) has been developed as a survey instrument to be administered to parents for the assessment of child maltreatment in a multi-national and multi-cultural context. It was developed with broad input from international experts and subjected to Dephi review, translation, and pilot testing in six countries. The results of the Delphi study and pilot testing are presented. This study demonstrates that a single instrument can be used in a broad range of cultures and languages with low rates of missing data and moderate to high internal consistency.