Parents’ perceptions of their child’s resilience and competencies

This study examined parental views of their child’s educability through the parents’ perceptions of their child’s resilience. The purposes of the study were: (1) to examine psychometric properties of the rating scale created to measure parental views of their child’s educational and psychological resilience, (2) to explore whether the parents’ views of the child’s resilience were related to their notions of the child’s competencies and (3) to examine how parents’ perceptions of their child’s resilience were related to the parent’s social position and the child’s gender. Data were collected by questionnaire from the parents of fifth-grade children (N=391). The parental rating scale consisted of three dimensions of resilience, all with satisfactory reliability. Parents’ views of their child’s resilience were related to their perceptions of child’s abilities and school success, suggesting that the parental rating scale had concurrent validity. The results also indicated that parents’ views of their child’s resilience were related to their gender and education and to the child’s gender. Furthermore, parents’ views of their child’s educational resilience, based on parents’ trust in their child’s internal capacities, were related to the parental definition of their child’s cognitive-verbal competencies, in particular.     

城市社区体育公共服务体系动力机制构建要素分析

文章认为城市社区体育公共服务体系动力机制的构建是由政府、企业、非政府组织、社区居民4大主体要素共同作用和影响形成的结果,城市社区体育公共服务体系动力机制的构建,对推动我国城市社区体育公共服务体系建设的发展具有重要的理论与实践意义,其研究成果将为建立和完善我国城市社区体育公共服务体系管理创新理论提供参考和借鉴。     

“有用之用”——民族国家想象与现代中国文学的现实主义传统

作为现代中国文学的主潮,现实主义在上半叶二十世纪现代中国文学的发展和勃兴,与其所承载的"有用之用"这一现实的功利性息息相关.在动员全民族积极参与现代民族国家构建的过程中,"现实主义"一开始便充分发挥了文学的社会功能,成为文学参与民族国家构建的利器,起到了积极的作用.     

Staff Preferences in Children with Mental Retardation

Staff at a residential facility for children with mental retardation rated their most‐preferred and least‐preferred children on a list of child characteristics. Staff‐perceived characteristics that differed significantly between the most‐ and least‐preferred children were subjective traits involving physical attributes, mood, behaviour, and social qualities. The remaining characteristics comprised objective developmental traits that did not differentiate the two groups. Small children were more likely to be rated most‐preferred, and large children least‐preferred. Staff tended to discount positive traits in their least‐preferred children and tolerate negative attributes in their most‐preferred children. Some children were rated as both most‐ and least‐preferred by different caregivers. These findings add to the understanding of staff perceptions and attitudes and have implications for intervention.     

Teaching, Teacher Knowledge and Constructivism

An effective education program delivers a satisfactory level of achievement for every student. For this to happen, we must examine carefully the implications of educational theories and research for teaching and learning. The way a teacher conducts his or her lessons must also be examined critically. This paper will deal with teaching, teacher knowledge and constructivism. For teaching, some reasons were suggested for the observation why it had not changed significantly since the last 40 years in Asian classrooms. In the area of teacher knowledge, the authors report a recent research finding on pedagogical content knowledge (PCK) development. The paper concludes with a discussion on whether constructivism is indeed a better way to teach. This revised version was published online in August 2006 with corrections to the Cover Date.