Induction and Early-career Support of Teachers in Europe

The deep economic, social, technological and cultural changes in Europe represent a real challenge for teacher education. The teacher's role is becoming more complex and demanding, while the expectations of society are rising. Teachers are expected not only to enable optimal development of increasingly heterogeneous groups of pupils, but also to mitigate the effects of social inequality. All this requires qualitative changes in pre-service and in-service teacher education. In this regard, the transition from school/university to professional life — the induction period and early career years — requires special attention. In this phase, a fruitful synthesis of theory and practice can occur if novices are systematically introduced and supported by good mentoring in the transition from study to school life and culture, but a ‘practice shock’ is also possible during which many positive effects of pre-service education are lost. Our aim is to identify some principles and optimal solutions that would foster teacher's professional development in this important phase of their career.     

中国体育产业与文化产业上市公司股票价格互动关系的实证研究——以安踏体育用品有限公司和东方明珠股份有限公司为例

以安踏体育用品有限公司和东方明珠股份有限公司为个案,选取2007年7月10日～2012年11月26日两大上市公司股票成交均价的日数据作为分析样本,采用协整检验、VAR模型、VEC模型、Granger因果检验、脉冲响应函数及方差分解技术等方法对我国体育产业与文化产业上市公司股票价格之间的互动关系进行实证研究.结果表明:体育产业与文化产业上市公司的股票价格之间存在长期均衡关系,彼此间的联动效应比较明显.     

中国体育用品制造业产业集聚度及演变趋势的实证研究

利用行业集中度、空间基尼系数、赫芬达尔——赫希曼指数（HHI）及N指数等指标,对2003～2009年我国6大类体育用品制造业的产业集聚度进行了测度,并就各类体育用品制造业的产业集聚水平与国民经济增长的相关性进行了探讨。结果表明：体育用品制造业、球类制造业、体育器材及配件制造业、训练健身器材制造业、运动防护用具制造业与其他体育用品制造业在某一（几）个地区的产业集聚度均较高,主要分布于广东、山东、江苏、浙江、福建及上海等省份,但整体上体育用品制造业在全国范围内的产业集聚度仍非常低。近7年间运动防护用具制造业、体育器材及配件制造业和其他体育用品制造业的产业集聚度增幅明显,波动性较大,而体育用品制造业与训练健身器材制造业的增幅较小,演变轨迹较为平缓,仅球类制造业的产业集聚度出现负增长。     

从能量微商推导拉格朗日方程

从广义能量函数出发来推导拉格朗日方程。     

学业支持对博士生心理健康问题的舒解效应 ——基于全球博士生调查数据的比较研究

在学术竞争与职业发展等多种压力源影响之下,博士生已成为心理健康问题的高风险群体.基于全球博士生调查数据的实证分析发现,我国博士生群体的心理健康问题日益凸显,且针对性的学业支持体系建设与高等教育发达国家相比尚存在一定差距.学术指导、经济资助以及职业规划等领域的学业支持能够有效缓解博士生的焦虑情绪,从而改善其心理健康状态.基于博士生行动力的异质性分析发现,学业支持对博士生心理健康问题的舒解效应,需建立在博士生自身积极行动的基础之上方能奏效.鉴于此,高校应建立常态化的学生心理健康检测系统,并为博士生提供全面的学业支持体系,以改善博士生群体的心理健康状态.     

The repositioning of high education from its expanded visions: lifelong learning,entrepreneurship, internationalization and integration

In contemplating about the quality of higher education needed for today, this paper reviews the changing concepts and expectations towards higher education. It does so by delineating the changing setting of the higher education sector, the changing understanding of scholarship, the changing economy that leads to the emergence of entrepreneurial university, and the growing globalization and internationalization of higher education. It concludes by suggesting an integrative role to be taken by the university that takes into account all the changing expectations towards higher education under new economic and social circumstances.     

第二语言习得的自主性学习对师生的角色要求

自主性学习是以学习者实施对自己的学习目标、学习内容、学习材料进行掌控的学习模式.这种学习模式不仅仅强调学习者个体的投入和调控,更应该有教师在课堂教学设计中对学习者的个体学习经验和学习方法作充分考量,并能帮助和指导其实现自主学习的效能.笔者就自主性学习对师生双方的角色要求作一些探讨,以期对外语教学实践有一定的启发作用.     

Conceptions of Teaching Art Held by Secondary School Art Teachers

Research into teachers' conceptions of teaching can be justified in that deep seated beliefs impact upon the way teachers teach and influence the learning approaches of their students. This study examined conceptions of teaching art, through interviews with 18 secondary school art teachers in Hong Kong. The analysis resulted in a two‐level characterisation of conceptions under broad essentialist and contextualist orientations. There were four subordinate conception categories, namely moral development in art and aesthetic development in art under the essentialist orientation, and intellectual development through art, and expression and therapy through art as sub‐categories of the contextualist orientation. The categories were defined and delimited by six dimensions. The categories were seen as clearly distinguishable but related, though not hierarchically. There was no evidence of the category scheme being culturally specific, as the majority of the teachers held beliefs which were not consistent with the traditional manner of Chinese painting.     

Is effort praise motivational? The role of beliefs in the effort–ability relationship

In two studies, we investigated how beliefs in the effort–ability relationship moderated the effects of effort praise on student motivation. Study 1 showed that the more the participants believed that effort and ability were related positively (the positive rule) versus related negatively (the inverse rule), the more they would have positive self-evaluation and intrinsic motivation after effort praise. Study 2, with participants’ beliefs manipulated by a priming procedure, showed that the participants in the positive rule condition had better self-evaluation and more intrinsic motivation after effort praise than their counterparts did in the inverse rule condition. The results of the two studies converged to indicate that the motivational effects of effort praise depend on beliefs in the effort–ability relationship.