初中生同伴关系的影响因素分析

为了深化对同伴效应研究中内生性问题的认识,本文利用北京市三所初中的学生追踪调查数据对同伴关系的影响因素进行了实证分析.研究发现学生个体特征是影响同伴群体规模、良好同伴关系和同伴群体位置的主要原因,父母对孩子的关心与教育期望亦有显著影响,而学生家庭社会经济背景作用微弱且不显著.本文将同伴关系性质、自我效能、父母关心与期望等新变量引入教育经济学对同伴效应的研究中,扩展了分析视角.     

Instrumentation for Research on Teacher Self-Management

The study aims to develop an instrument for research on teacher self-management in the school organization. In this paper, teacher self-management is conceptualized as a self iterative process which comprises five stages; namely, (i) the Environmental Analysis Stage, (ii) the Planning and Affiliating Stage, (iii) the Developing and Directing Stage, (iv) the Implementing Stage, and (v) the Evaluating and Monitoring Stage. Based on this conception, the instrument developed consists of five subscales. The developed instrument was field tested in 63 schools including 1,183 teachers. The analysis showed that the estimated reliability and the predictive and construct validity of the instrument were satisfactorily high. It is hoped that the instrument may provide a basic tool for related empirical studies and for understanding of teacher's self-management practices in school. Résumé Cette étude se donne pour objectif de développer un instrument pour une recherche sur l’autonomie des enseignants au sein de l’organisation scolaire. Dans cet article, l’autonomie des enseignants est définie comme un processus interactif qui comprend cinq étapes successives: analyse de l’environnement; planification et gestion des relations avec les partenaires; développement des compétences et des capacités; exécution des stratégies d'action; auto-évaluation et contrôle. Construit sur la base de cette définition, l’instrument comporte cinq échelles. Cet instrument a été test? dans 63 écoles comprenant 1183 enseignants. L’analyse a montré? que cet instrument a présent? une fiabilité et une validité des plus satisfaisantes. Ce qui nous fait espérer qu’il soit considéré comme un outil de référence pour des études empiriques et pour la compréhension des pratiques d’autonomie chez les enseignants au sein de l’école.     

Analysis of Employment Quality of Chinese Vocational and Technical College Graduates

Abstract: The employment quality of college graduates is a recent topic of heated discussion in China. Given the differences in the talent development goals of academic and vocational institutions and in individual job search approaches, this research compares the differences between the job search approaches and actual employment outcomes of graduates of undergraduate and vocational institutions, and analyzes the correspondence of vocational graduates’ job search approaches with their job search outcomes to identify the effect of higher vocational education on employment. Using the proposed methods, this study finds a significant gap in job search approaches between the two types of graduates and that higher vocational education significantly affects employment approaches and outcomes. The job search approaches of vocational graduates also influence their employment outcomes. The study concludes that the employment quality of vocational graduates is not necessarily worse than that of four-year undergraduates.     

Hong Kong-based TEFL/TESOL global academics: life,culture, mobility,globalisation and cosmopolitanism

This paper is about a qualitative research concerning a group of expatriates' (TEFL/TESOL English language teachers) experiences in Hong Kong. Data related to their life, attitudes and cultural dispositions are discussed under four different states, namely, Adaptation, Drifting in Global Comfort, Drifting in Global Discomfort and Bitter/Sweet Home. Together, these contribute to their mobility pattern – the Global Drift. The study discusses their global experiences and situations relating to the interplay of personal choice on the one hand and changing global and local processes and conditions on the other. It is argued that this is a self-perpetuating group sustained and reproduced by a Global Quality including distinct cultural dispositions, concepts of home and the reproduction of third-culture-kids, who are tailor-made for twenty-first-century mobile work. Finally, the research is situated in the study of cosmopolitanism, particularly in the identification of cosmopolitans and their dispositions. Alternative ways of theorising home (as interactive continuums) and issues related to mobility and dispositions will be discussed briefly.     

竞技体育可持续发展的综合评价体系研究

通过文献资料、调查研究、专家访谈等方法,从系统环境对竞技体育的支撑、竞技体育发展现状指标、竞技体育发展趋势指标、竞技体育与区域协调指标4个层面构建我国竞技体育的评价指标体系,应用层次分析法(AHP)给出各个指标权重及综合评判系数,并得出竞技体育可持续发展的综合评价方法.旨在为实现我国竞技体育的可持续协调发展提供理论参考.     

人工海水调配及闭合循环饲养系统配置的研究

报导了在１９９３～１９９６年内，对实验室的海水生态系统调校的研究，主要包括人工海水的调配及闭合循环系统的设置等方面的试验。试验结果表明，这种人工海水生态系统在正确的调校下能达到稳定和平衡，适合于在实验室饲养供教学和科研的有关动物。     

Visuomotor integration and executive functioning are uniquely linked to Chinese word reading and writing in kindergarten children

This cross-sectional study examined the associations of visuomotor integration and executive functioning with Chinese word reading and writing in kindergarten children. A total of 369 Chinese children (mean age = 57.99 months; 55% of them were girls) from Hong Kong, China, completed tasks on visuomotor integration, executive functioning, and Chinese word reading and writing. Children also completed tasks on rapid automatized naming, and their mothers provided child and family background information. Hierarchical regression analyses revealed that, controlling for child age, gender, and rapid automatized naming and maternal education, both visuomotor integration and executive functioning were uniquely linked to Chinese word reading and writing. Findings highlighted the importance of visuomotor integration and executive functioning in understanding the development of Chinese word reading and writing in early years, and the utility of targeting visuomotor integration and executive functioning to help kindergarten children to learn to read and write in Chinese.     

The relationship between teacher value orientations and engagement in professional learning communities

The development of teacher professional learning communities (PLC) has attracted growing attention among practitioners, policy-makers and researchers. The aims of this study were to identify typologies of professional learning teams based on measures of professional learning engagement, and assess their linkages with teachers’ value orientations. Based on data obtained from 408 professional learning teams in Singapore schools, cluster analysis identified three types of professional learning teams: highly engaged, moderately engaged and less engaged. These three profiles differ mainly in terms of level of endorsement for the four measures of professional learning engagement (collective focus on student learning, collaborative learning, reflective dialogue and shared values and vision). Results revealed that highly engaged professional learning teams reported the highest levels of endorsement for all four engagement measures. Teachers among the learning teams in the highly engaged profile reported a significantly higher level of uncertainty avoidance than those in the moderately engaged and less engaged profiles. Teachers in the less engaged profile also reported a significantly higher level of power distance than those in the highly engaged teams. Multinomial logistic regression analysis found that team power distance and team uncertainty avoidance were significant predictors of engagement profile membership. The implications for fostering effective teacher development through more systematic support of PLC are discussed.     

Inquiry Science Learning and Teaching: a Comparison Between the Conceptions and Attitudes of Pre-service Elementary Teachers in Hong Kong and the United States

Research in Science Education - International studies of science education, such as the Trends in Mathematics and Science Study (TIMSS), have revealed considerable national disparities in...