Incidence of violence in Turkish schools: A review

The present article deals with the incidence of violence cases inTurkish schools. A review of research based on published research reports andunpublished M.Sc. and Ph.D. dissertations is presented and basic lines of researchare discussed. Special emphasis was placed upon culturally specific issues,besides the culturally determined attitudes of parents and teachers. The need for anationwide system for the prevention of violence and corporal punishment wasemphasized.     

Predictors of parents' physical disciplinary practices.

OBJECTIVE: This study examined how childhood history of discipline (1) related to ratings of how severe and typical punishments were; and (2) predicted parents' use of discipline techniques. The influence of child culpability on these ratings was also investigated. METHOD: Ninety-nine New Zealand parents rated 12 physical discipline scenarios varying in discipline severity and perceived child culpability. Parents judged how severe and typical they considered the disciplines depicted in the scenarios and reported on how often they had experienced such discipline as children and how often they had used them with their own children. RESULTS: When the child was perceived to be at fault, parents rated the discipline depicted as less severe, considered the technique more typical, reported they had been similarly disciplined more frequently, and applied such discipline to their child more frequently. Childhood history of a discipline was related to the parent's use of that method, and the parents judged techniques they used with their own children as less severe and more typical of methods of discipline. History of discipline and severity judgments were the best predictors of parents' disciplinary practices. CONCLUSIONS: Although the findings support the cycle of violence theory, more complex potential pathways to abusive parenting, including the variables in this study, are proposed.     

The Central Asylum for the Instruction of the Deaf and Dumb, Canajoharie, New York, 1823-1835

The Central Asylum for the Instruction of the Deaf and Dumb, Canajoharie, NY, was a public school for the Deaf that existed from 1823 to 1835. Little has been written about it. This study draws upon as much information as appears to be available on the history of this school. The history of the Central Asylum adds to the understanding of the beginnings of public education for the Deaf in the United States.     

The Validity of Comparative Educational Studies

What are the conditions that will allow for appropriate comparisons among groups" Should the concept of comparative validity be added to the lexicon of the psychometrician"     

Effects of contextual cues previously paired with footshock or illness on behavior and pain sensitivity in the rat

Rats were used in four experiments to study the effects on behavior and pain sensitivity of exposure to a context previously paired with footshock or injection of the emetic drug lithium chloride (LiCl). Exposure to a context previously paired with footshock or injection of LiCl provoked the species-typical defense response of freezing (Experiments 1A and 1B). Exposure to a context previously paired with footshock additionally produced hypoalgesia when rats were tested using the tailflick test (Experiment 1A). By contrast, exposure to a context previously paired with injection of LiCl produced hyperalgesia when rats were tested using the tailflick test (Experiment 1B). However, exposure to a context previously paired with injection of LiCl did provoke hypoalgesia when rats were tested for pain sensitivity using either the hotplate or formalin tests (Experiment 2), which was mediated by the release of endogenous opioid peptides (Experiment 3). These results are discussed with reference to the processes governing associative regulation of defensive behavior and pain control.     

Internalizing symptoms and affect of children with emotional and behavioral disorders: A comparative study with an urban African American sample

Self‐reported internalizing symptoms of seriously emotionally disturbed (SED) and regular education students in grades 4–6 were compared using the Internalizing Symptoms Scale for Children. All participants were African American and from an urban public school district in the Southeastern United States. Each of the two study groups consisted of 50 participants (35 boys, 15 girls) who were matched by gender and socioeconomic status. The SED group reported significantly higher levels of internalizing distress than the regular education group. In contrast to previous findings, there was no significant gender difference in self‐reported internalizing symptomatology in the present study. A discriminant function analysis found that the ISSC scores were able to correctly classify 91% of the participants into their respective educational group. Results of this study provide additional evidence of the construct validity of the ISSC, a recently developed and unique self‐report measure. Results are discussed in terms of future research needs and educational/clinical practice with students who have emotional and behavioral disorders. © 1999 John Wiley & Sons, Inc.     

我国义务教育人员性投入价格指数的构造与应用——以城镇地区为例

本文利用2005年全国1%人口抽样调查数据,通过构建模型,对我国义务教育投入中占最大比例的人员性投入的价格差异及其在地区间的配置状况进行了研究。实证结果表明,我国城镇地区间义务教育人员性投入的价格差异很大,生均人员性投入的实际差异远小于生均教育经费中个人部分的支出差异。但城镇地区间生均人员性投入差异依然存在,因此,政府仍需努力促进地区间义务教育财政公平的实现,并对地区间义务教育价格指数进行常规测算,以掌握教育资源的真实配置状况。     

Rethinking the World Bank Agenda for Chinese Higher Education Reform

This article explores the way in which the World Bank has worked effectively with China in higher education. It investigates whether or not the cooperation between the two has changed in line with their changing relationship. More specifically, it discusses whether the World Bank’s China agenda reflects the reform package of socio-institutional neoliberalism which the World Bank has tended to promote worldwide in the era of the Post-Washington Consensus, and how China’s higher education reform has been influenced by the agenda. The article argues that as China is transferring its role from that of a recipient country to that of a donor country, it is increasingly important to position itself as a global player. Other than mastering the game rules of the international community, China should also expand its influence within and through these major international organizations.     

Enhancing Overseas Chinese Graduate Employability: The Case of Chinese Graduates with Finnish Academic Qualifications

This paper explores ways to enhance overseas Chinese graduate employability by taking Finnish-educated Chinese students/graduates as an example. In so doing, it understands that graduate employability development is a joint effort of multiple stakeholders including students, graduates, academics, program coordinators, employers, and policymakers. Accordingly, it provides arguments and suggestions for how to enhance the employability of these graduates in terms of the labor market context, employers’ beliefs and actions, the responsibilities of higher education institutions, and student/graduate commitment. It also points out two major challenges faced by overseas Chinese graduates as well as their educational providers, which are linked respectively to gaps between what graduates acquire in higher education and what is required in the labor market, as well as gaps from the employers’ perspective: areas where employers need to understand more about universities and catch up with new ideas generated by them.