And Robins I have Never Seen...

A group of children aged 9 and 10 were asked what signified Christmas to them. The children had all English as a mother tongue and were in the traditional mainstream English culture pattern. The children were asked: (1) to write random ideas on Christmas; (2) to define certain terms used in the nativity story, otherwise seldom used; (3) to identify unmarked greetings cards, isolating if possible reasons for their identification.

Afterwards, they heard a reminiscence of Christmas in another land, and applied their imagination to drawing cards appropriate to that.

The whole exercise was in the context of trying to give explicit reasons for signs which have implicit basic cultural significance, and the authors raise the question of whether at least partial knowledge of reasons is important in this type of semiological context, and whether making intuitive knowledge explicit could make a difference to learning.     

Children’s Drawing,Self Expression,Identity and the Imagination

Directions, Volume 18 Number 1 [1] suggests that postmodern theory is beginning to have a significant effect upon educational practice. Atkinson [2] has directed attention towards the effects of both the construction of the subject and the real within art teaching. Much postmodern theory challenges the unitary, pre–existing subject. This paper will argue that the persistence of an ideology of self–expression which asserts that all representation is in connection with (should be read in relation to) a singular, pure, pre–existing self acts to limit our understandings of the complexity of children’s representations and is in conflict with many contemporary positions. Research has centred on the development of ‘out of school’ sketchbooks. Large sketchbooks were given out to nursery and reception children paired with older siblings in primary education. Possible drawing activities and interests were discussed and children were left to develop the sketchbooks at home. Two weeks later (including a half term holiday) the children were interviewed in relation to the drawings developed. The drawings have been considered in relation to contemporary approaches to self and identity. The conclusions of this paper revolve around the possibilities of reading children’s drawing in relation to self and identity through the interaction of social context, discursive practice and agency in a manner which is suggested by Ricouer’s formulation of the social imaginary. Additionally, the substitution of tenacious notions of expression with concepts of agency and contingency grounded in the characteristics of ‘citationality’, articulation and narrative are suggested as a basis for developing the educational potential of drawing.     

Children's conceptions of probability — A psychological and pedagogical review

This paper identifies a number of key questions concerning children's understanding of probability. A selection of psychological and pedagogical research studies is evaluated. Attention is drawn to the various definitions of probability assumed by their authors, indicating the relevance of these to an understanding and synthesis of the reported findings. The possibility of basing relevant classroom practice on subjective rather than theoretical concepts of probability is discussed.     

试论中国国民党“政党领军”模式的确立及共发展演变

政党领军模式的出现反映了以孙中山为首的革命党人欲建立一支与旧军队相区别的新式武装的情绪，也反映了党在军队中影响的现实。它为整合国家军政关系、改革军制、建设现代武装力量、消除地方割据：完成政治统一诸多问题发挥了重大的历史性作用。其发展演变更为我们了解近代中国军政关系的曲折演变提供了器物基础。     

Outcome status of students with learning disabilities at ages 21 and 24

This study investigated whether the presence of learning disabilities (LD) at age 10 was related to later schooling, employment, income, receipt of public aid, involvement in crime, and feeling of victimization at ages 21 and 24. Confidential self-report data were collected in a prospective, longitudinal panel study from a sample of 571 students, of whom 60 (10.5%) were children with LD. After controlling for gender, ethnicity, and socioeconomic status, the following results were obtained: The highest postsecondary school attainment for young adults with LD was not significantly different from that of their peers without LD, both at age 21 and age 24. The rate of employment and amount of earned income of young adults with LD were not significantly lower than those of their peers without LD both at age 21 and age 24. Young adults with LD were not significantly different from their peers without LD at age 21 and age 24 with respect to having children, but young adults with LD received significantly more public aid (such as food stamps, supplemental security income, and unemployment compensation) at age 21 but not at age 24. Young adults with LD were not significantly different from their peers without LD in committing crimes or feeling victimized at age 21 and age 24.     

批判理论视角下的语言教师教育研究

批判性教师教育强调提升教师学习者的批判意识、进行批判性地自我反思和形成与批判性教学法相联系的能力.在语言教学中,充分认识到不同族群在教育机构和社会交往中的权力关系以及它们对学习者自我认知方式的影响.通过教育培养少数族裔学生的批判意识和反抗现存社会中不公平的能力.     

重放的鲜花 迟暮的春色——试论《重放的鲜花》的文学史意义

《重放的鲜花》的结集出版,使“百花时代”的“毒草”得以散发芳香,然而,“明日黄花”、“隔代的春色”不免给人迟暮之感,它在给人忧伤的同时也给当代人以多方面的启示。本文从“史”的角度探讨《重放的鲜花》的文本渊源、文学价值及其影响。     

中小学课程与网上学习的整合探讨

互联网络对传统的学校课程与课堂教学产生了巨大的冲击，传统的学校课程与网上学习的整合成为新的教育研究课题。面对目前中国中小学校园网的现状，针对网络教育的特点，提出了网上学习与课堂学习、发现式学习、研究性学习、创新性学习及协作式学习有机结合的教育模式。     

河南省旅游业发展与第三产业经济增长的相关性分析

本文利用多元时间序列方法,分析了河南省旅游业发展与第三产业经济增长的互动关系。结果表明,旅游业发展与第三产业经济增长之间存在一种长期稳定的协整关系和双向的Granger因果关系;第三产业对国内旅游业发展的贡献较大,同时国内旅游对第三产业的贡献也较大,但国际旅游业对第三产业贡献较小的结论。对于旅游业发展与第三产业经济增长关系的研究,为河南旅游业发展制定政策提供了一定的科学依据。