EDUCATION FOR SUSTAINABLE DEVELOPMENT: A SINO-ENGLISH COMPARATIVE STUDY IN ENVIRONMENTAL EDUCATION

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Cloning and characterization of a glucose 6-phosphate/phosphate translocator from Oryza sativa

INTRODUCTIONNongreenplastidsofheterotrophictissuesarecarbohydrate importingorganellesand ,inthecaseofamyloplastsofstoragetissues,thesiteofstarchsynthesis.Investigationofwholetissuesfromavarietyofstarchsynthesizingcropplantsindicatedthathexoseunitswereimpo…     

Students’ Needs,Teachers’ Support,and Motivation for Doing Homework: A Cross-Sectional Study

Self-determination theory provided the theoretical framework for a cross-sectional investigation of elementary and junior high school students’ autonomous motivation for homework. More specifically, the study focused on the role of teachers’ support of students’ psychological needs in students’ motivation for homework in the two school systems. The study also investigated the contribution of a match between teachers’ support and students’ expressed level of psychological needs to autonomous motivation for homework. The findings indicated that teacher support partially mediated the difference in autonomous motivation for homework between students in the two school systems. In addition, the findings suggested that whereas students’ with different level of expressed needs may perceive different levels of teachers’ support, and that teachers’ support might be more important for students who express higher level of needs, perceived teachers’ support of psychological needs was important for students’ adaptive motivation for homework, irrespective of their expressed level of needs.     

Academic Attitudes and Performance as a Function of Differential Grading Systems

An empirical investigation of the Princeton University pass-fail system is presented. Findings based on questionnaire and academic performance data indicate that the pass-fail grading alternative is not the panacea that some educators envisioned. It is suggested that further study of the pass-fail system be undertaken before it becomes a permanent grading procedure in our Universities.     

Achievement Goals and Persistence Across Tasks: The Roles of Failure and Success

The focus of this study is on the role of achievement goals in students’ persistence. The authors administered 5 puzzles to 96 college students: 4 unsolvable and 1 relatively easy (acting as a hope probe). They examined whether and how persistence may deteriorate as a function of failing the puzzles, as well as whether and how persistence may rebound after an event of success. Time spent engaging in the task comprised the dependent variable persistence (representing a behavioral aspect of engagement). Results suggested that mastery-oriented students persisted significantly longer compared with performance approach–oriented, performance avoidance–oriented, and amotivated students across failure trials. However, performance approach–oriented students were more likely to rebound after experiencing success. Qualitative data provided insights into the affective processes that accompanied engagement with the task.     

MULTIPLE DIMENSIONS OF PARENTAL INVOLVEMENT AND ITS LINKS TO YOUNG ADOLESCENT SELF‐EVALUATION AND ACADEMIC ACHIEVEMENT

Drawing on early research on parental involvement and its effect on children's school functioning, it was hypothesized in this study that parents’ educational involvement is positively related to two indicators of school functioning: academic self‐competence and academic achievement. However, in light of research on the distinction between parents’ home‐ and school‐based educational involvement in terms of their different provisions of parents’ school‐related support, this study examined the relationship between each of these two bases and two adolescent outcomes: self‐evaluation (consisting of global self‐worth and scholastic self‐evaluation) and school‐reported academic achievement. Analyses using structural equation modeling (SEM) on data collected from 397 (187 girls) Israeli seventh‐graders (first year of junior high school) confirm the distinction between home‐ and school‐based parental involvement and their different links to adolescent outcomes. SEM analyses carried out separately for girls and boys showed positive links between home‐based parental involvement for girls and parent's volunteering for boys and global self‐worth. This analysis also showed direct negative links between school‐based parental involvement and academic achievement for boys. The discussion addresses these differences and their implication for the school experiences of young adolescents in the wake of the transition to junior high school.     

A Case Study of Giftedness and Specific Learning Disabilities: Bridging the Two Exceptionalities

Despite being unable to dress himself, sit still on a chair, or write a legible sentence, Scott was, from a very early age, able to build whole cities from construction blocks, able to complete complex puzzles, and verbally precocious. Even with his disabilities and their contrast with his academic talent, he completed K–12 school and went on to excel at university. This case study represents the challenges many parents experience with identifying their children’s disability and giftedness and ensuring that both exceptionalities are optimally developed. Through this case study, the roles an education system and the parents of such a child must assume if this development is going to happen are highlighted. Recommendations for identification, service provision, professional development for teachers, and collaboration among all parties connected with such students are made.     

论公正的伦理意义和德性本质

公正是一个含义丰富且用法不一的概念。从政治伦理的角度区分 ,公正有三层涵义。从政府权能讲 ,公正就是正义 ,正义作为一种法理精神体现了制度安排的合理性 ;从社会伦理而言 ,公正就是公平 ,公平主要体现为一种社会利益的分配原则 ;从个体德性讲 ,公正就是正直。三者是一个有机整体 ,共同构成官德建设的灵魂