透过泪眼感怀爱

那是在感恩节后的那个周末,路易丝带着她的黑棕色混种可卡犬散步穿过屋子后面多山的小树林。那是个微寒的早上,薄雾扫过青草,穿过林木。在她们动身离家之前,路易丝为她那个毛茸茸的伙伴穿上了一件黄色外套。这只狗狗的名字叫黛西,她有点怕冷。路易丝喜欢给黛西穿上颜色鲜艳的衣服,因为这样的话,在黛西     

玛拉拉·尤萨法扎伊——敢与塔利班“叫板”的女孩

2012年10月11日是第一个"国际女童日"。然而就在这个节日的前两天,巴基斯坦塔利班公然对14岁的少女玛拉拉·尤萨法扎伊进行枪击。这一行为迅速引起国际社会的震惊和谴责,也引发更多人对于女童受教育权的关注。美国前第一夫人劳拉·布什特别撰文声援玛拉拉,并将其比     

Markers' perceptions regarding the onscreen marking of Liberal Studies in the Hong Kong public examination system

This article reports the move from paper-based marking (PBM) to onscreen marking (OSM) in Hong Kong for the subject Liberal Studies – whose objectives involve broadening students' horizons through critical examination of current issues. While currently a small candidature subject of approximately 3300, from 2009, the subject will become compulsory for all students in Hong Kong's senior secondary school curriculum with a candidature of 80,000. As marking of all public examinations in Hong Kong is migrating to OSM, the current study reports on a project with the entire 2009 Year 13 Liberal Studies marking panel (49 markers), as part of the OSM validation process. The study involved giving all markers both a pre-marking and a post-marking questionnaire to gauge markers' technological competence in and attitudes towards OSM. Results were positive in that markers generally rated themselves as technologically capable. With regard to attitudes towards the implementation of OSM, the outcomes of the post-marking questionnaire showed markers to be more positive than their pre-marking comments suggested. Nonetheless, they are still not happy about having to travel to special marking centres and the preference for PBM remains strong. The results of the study indicate that OSM is being accepted into marker psyche of what marking involves, an important step as OSM is adopted as the sole marking method for all subjects in Hong Kong from 2012 onwards.     

Black-white achievement gap and family wealth.

This article examines the extent to which family wealth affects the Black-White test score gap for young children based on data from the Panel Study of Income Dynamics (aged 3-12). This study found little evidence that wealth mediated the Black-White test scores gaps, which were eliminated when child and family demographic covariates were held constant. However, family wealth had a stronger association with cognitive achievement of school-aged children than that of preschoolers and a stronger association with school-aged children's math than on their reading scores. Liquid assets, particularly holdings in stocks or mutual funds, were positively associated with school-aged children's test scores. Family wealth was associated with a higher quality home environment, better parenting behavior, and children's private school attendance.     

Asian students in Australia: sources of the academic self

Students’ motivation is known to be influenced by both internally referenced and externally referenced factors. Internally referenced factors include self-processes (sense of competence and affect), whereas externally referenced factors include significant others (parents, peers and teachers). Using the Facilitating Conditions Questionnaire, the relations of the internal and external factors were examined. By comparing Anglo and Asian origin students in Australia, the study aims to reveal the most prominent external factors that contribute to shaping the self-processes of Asian students (88 male and 110 female) and Anglo students (384 male; 345 female). Confirmatory factor analysis identified seven factors (competence, affect, parent, peer positive, peer negative, teacher and motivation for high marks). The relations between internal and external factors were found to be similar between ethnic and gender subsamples. Parents and teachers were identified as having the strongest impact on self-processes and motivation for high marks. For this sample of students in an Australian education system, their sources of school-related self-processes are similar to those of their Anglo peers’, but their higher affect to learning may be an important cause for academic success.     

Reading and Spelling Chinese Among Beginning Readers: What Skills Make a Difference?

The contributions of six important reading-related skills (phonological awareness, rapid naming, orthographic skills, morphological awareness, listening comprehension, and syntactic skills) to Chinese word and text reading were examined among 290 Chinese first graders in Hong Kong. Rapid naming, but not phonological awareness, was a significant predictor of Chinese word reading and writing to dictation (i.e., spelling) in the context of orthographic skills and morphological awareness. Commonality analyses suggested that orthographic skills and morphological awareness each contributed significant amount of unique variance to Chinese word reading and spelling. Syntactic skills accounted for significant amount of unique variance in reading comprehension at both sentence and passage levels after controlling for the effects of word reading and the other skills, but listening comprehension did not. A model on the interrelationships among the reading-related skills and Chinese reading at both word and text levels was proposed.     

Friend or Foe? New Managerialism and Technical,Administrative and Clerical Support Staff in Australian Universities

The aim of this paper is to assess and conceptualise the effects of new managerialism‐related organisational reforms in three Australian public universities on technical, administrative and clerical support staff job stressors and job satisfaction. Using a mixed method approach consisting of a quantitative core component and qualitative supplementary component it was found that six different types of stressors were evident: time, information; supervisory; work environment; staffing and pay; and career. Path analysis showed that these stressors were closely connected to reduced job satisfaction, which could be ameliorated by employee participation, improved communication and work‐related social support. However, the qualitative analysis suggested that the prevailing climate of managerialism was not conducive to such improvements. It is concluded that while appropriate human‐resource management strategies have the potential to prevent the worst consequences of change, there is some doubt about the ability of university managers, captured by new managerialism, to create and implement such an approach.