种族灭绝的岁月:纳粹德国和犹太人,1939-1945

这是弗里德兰德尔的第二部有关第二次世界大战历史的著作.弗里德兰德尔先生现年75岁.在他的这部著作中,他糅舍当时杂志和书信等相关资料,描写纳粹的残暴行径.弗里德兰德尔指出,"通常有关二战的历史都是根据德国的档案文件来描述的".弗里德兰德尔出生于布拉格.1939年逃往法国,1948年移居以色列.他现在在洛杉矶的加利福尼亚大学讲授历史.     

The Development of Category-based Induction

In a category-based induction, knowing that a property is true of some category members leads one to conclude that the property is true of other category members. An example is: Cardinals have ulnar arteries. Therefore hawks have ulnar arteries. Recently, Osherson et al. (1990) demonstrated a number of phenomena involving category-based inductions, and proposed that these phenomena can be explained by variations in 2 processes: (a) the similarity between the premise category (cardinals in the above example) and the conclusion category (hawks in the above example), and (b) the degree to which the premise category "covers" (roughly, is similar to) instances of the lowest-level category that includes both the premise and conclusion categories (birds in the above example). The present paper traces the developmental course of the relevant phenomena and of the similarity and coverage processes that presumably underlie them. Studies 1 and 2 demonstrated that the inductions made by kindergartners are sensitive only to the similarity between the premise and conclusion categories. Studies 3 and 4 showed that second graders' inductions are sensitive to both premise-conclusion similarity and coverage, as long as there is no need actually to use a generated category that includes both the premise and conclusion categories. These developmental findings reveal an orderly process in the growth of category-based inductions, and also decompose the Osherson et al. model into 3 basic components that have not previously been explicitly distinguished.     

How local market pressures shape leadership practices: evidence from Chile

Chile is well known worldwide for its extensive use of market-driven mechanisms in education. Using a case study strategy in three schools, this paper shows that ‘universal’ voucher system and mixed provision (co-existence of subsidised private and state-funded schools) policies are reshaping school management practices. The paper draws evidence from ethnographic data in disadvantaged Chilean public schools and uses Bourdieu’s notion of field as an analytical tool in order to conceptualise the schools’ practices within their local markets as a symbolic and strategic ‘game’ of competition. One of the main findings is that, in response to market pressures and their specific positions within local markets, school leaders built a market-competitive agenda, preparing detailed strategies and undertaking decision-making practices accordingly. These practices were distinctive in relation to different school market positions, impacting the schools’ priorities, value disputes, and management goals.     

Observing complex systems thinking in the zone of proximal development

Our paper builds on the construct of the zone of proximal development (ZPD) (Vygotsky in Mind in society: the development of higher psychological processes, Harvard University Press, Cambridge, 1978) to analyze the relationship between students’ answers and the help they receive as they construct them. We report on a secondary analysis of classroom and interview data that was collected with 1st and 2nd grade students completing a short scaffolded inquiry project designed to help them learn about how honeybees collect nectar. We explore how the progression of questions reveal students’ understanding of complex systems by examining how students’ progression through the questions tended to become more sophisticated as we increased support. We further compare two complex-systems perspectives, Component-Mechanism-Phenomena and agent-based approaches, to see how each would categorize students’ explanations. Findings demonstrate the value of the ZPD as an analytic framework in exploring students’ systems understanding in terms of the nature of questions (e.g., sequencing, type of question) and multiple conceptual models (e.g., component-mechanisms-phenomenon, single agent or aggregate behaviors), and how this might impact students’ groupings according to their ability and subsequent instructional support.     

Engaging children in lessons: the role of efficient and effective teachers

The training of effective teachers has been one of the main aims of educational systems, in so far as it could be an important tool to improve the education performance of children and, consequently, contribute to their career progression and foster social mobility towards a more meritocratic society. The present study intends to identify these teachers by their ability to engage young students in lessons, which may reflect the capacity of their teaching practices and efficient use of available resources to increase students’ learning. We focus on 4th-grade reading and mathematics teachers in Spain – using TIMSS and PIRLS 2011 data – and we propose a 2-step procedure for this analysis: the 1st step obtains teachers’ efficiency scores, which are later employed in a 2nd step – together with teachers’ practices – to explain children’s engagement in lessons.     

The development and validation of an alternative assessment to measure changes in understanding of the longleaf pine ecosystem

A drawing assessment to gauge changes in fourth grade students’ understanding of the essential components of the longleaf pine ecosystem was developed to support an out-of-school environmental education program. Pre- and post-attendance drawings were scored with a rubric that was determined to have content validity and reliability among users. In the specific context of this intervention, the assessment documented significant growth in the understanding of the essential components, processes, flora and fauna of the ecosystem. This assessment found no significant differential advantage with respect to gender or dominance status of the students and is offered as an alternative to traditional assessments that favor select groups. Extensions of this framework to other ecosystems, and implications for in-service/pre-service educators and science proficiency, are discussed.     

The effects of learning partners and retests on pretest-posttest scores,final course grades,and student attitudes

The present study investigated the effect of three peer monitoring and retest conditions on student quiz scores, attitudes, study time, final course grades, and independent pretest-posttest scores. Three introductory special education classes were randomly assigned to treatments. Students in Group One used a learning partner system similar to one used in a study reported earlier by Fraser, Beaman, and Kelem (1972). Group Two used a system which permitted an unlimited number of retests. The students in Group Three were assigned a combined learning-partner-retest system. All three treatments resulted in significant posttest gains. However, there were highly significant differences in the distribution of course grades. Based on this data it is possible that some behavioral techniques serve more to inflate grades than actually increase overall mastery. Results are discussed in terms of the effectiveness of the learning partners procedure and the implications of this study on the choice of dependent variables for future studies comparing innovative instructional procedures. Several aspects of the data such as study time and student attitudes which tend to contradict results reported earlier by Fraser, Beaman, and Kelem (1972) are documented and discussed.