维妮与威尔--一对般配的夫妻

妻子,精明能干,工作赚了很多钱:丈夫,头脑简单,生意做一笔赔一笔,这样的一对夫妻,他们中的一个把另一个辛苦赚来的钱“孜孜不倦“地赔在亏本的生意上,天生一对。今天, 他们应该已经八十多岁了,还在进行一赚一赔永无结果的劳动吗？     

Faculty do Matter: The Role of College Faculty in Student Learning and Engagement

This study uses two national data sets to explore the relationship between faculty practices and student engagement. Our findings suggest that students report higher levels of engagement and learning at institutions where faculty members use active and collaborative learning techniques, engage students in experiences, emphasize higher-order cognitive activities in the classroom, interact with students, challenge students academically, and value enriching educational experiences.     

Measuring the Benefits of Examinee-Selected Questions

Allowing students to choose the question(s) that they will answer from among several possible alternatives is often viewed as a mechanism for increasing fairness in certain types of assessments. The fairness of optional topic choice is not a universally accepted fact, however, and various studies have been done to assess this question. We examine an important class of experiments that we call C1-A, choose one, answer all, designs, and point out an important problem that they face. We suggest two analytical methods that can be used to circumvent this problem. We illustrate our ideas using the data from Bridgeman et al. (1997) . Our reanalysis of these data show: (a) that differential topic difficulty exists in real choice data, (b) that it affects naïve analyses of such data and masks the effects, positive or negative, of examinee choice, (c) that in this study there is a measurable and positive effect of examinee choice that follows predicted patterns in most but not all cases, (d) that the beneficial strength of examinee choice varies from case to case, and (e) that while the benefits of choice in terms of average points scored on the essays are usually positive, there is a substantial amount of variation around these averages and it is not uncommon for incorrect choices to be associated with higher test performance.     

Expressing the Not‐Said: Art and Design and the Formation of Sexual Identities

Central to this paper is an analysis of the work produced by a year 10 student in response to the ‘Expressive Study’ of the art and design GCSE (AQA 2001). I begin by examining expressivism within art education and turn to the student's work partly to understand whether the semi‐confessional mode she chose to deploy is encouraged within this tradition. The tenets of expressivism presuppose the possibility that through the practice of art young people might develop the expressive means to give ‘voice’ to their feelings and come to some understanding of self. I therefore look at the way she took ownership of the ‘expressive’ imperative of the title by choosing to explore her emerging lesbian identity and its position within the normative, binary discourses on sex and sexual identity that predominate in secondary schools. Within schooling there is an absence of formal discussion around sex, sexual identity and sexuality other than in the context of health and moral education and, to some extent, English. This is surprising given the emphasis on self‐exploration that an art and design expressive study would seem to invite. In order to consider the student's actions as a situated practice I examine the social and cultural contexts in which she was studying. With reference to visual semiotics and the theoretical work of Judith Butler, I interpret the way she uses visual resources not only to represent her emerging sexual identity but to counter dominant discourses around homosexuality in schools. I claim that through her art practice she enacts the ‘name of the law’ to refute the binary oppositions that underpin sex education in schools. This act questions the assumptions about the purpose of expressive activities in art education with its psychologically inflected rhetoric of growth and selfhood and offers a mode of expressive practice that is more socially engaged and communicative.     

Children's Self‐talk and Significant Others’ Positive and Negative Statements

A sample of 675 elementary school children in Grades 3‐7 were administered the Self‐talk Inventory and the Significant Others’ Statements Inventory. The psychometric properties of both scales were investigated and the relationships between positive and negative self‐talk and significant others’ (parents, teachers, siblings and peers) positive and negative statements were explored using correlational and multiple regression analyses. Sex and age differences were also examined. The significant relationships and differences are described.     

Cooperation and instruction in practical problem solving. Differences in interaction styles of mother-child dyads as related to socio-economic background and cognitive development

This article addresses the role of parents and children in the social construction of children's cognitive competence. A discussion of four approaches (i.e. Sigel, Wertsch, Wood, Diaz et al.) leads to the hypothesis that both the level of instruction content and the degree of cooperation in joint problem solving interactions with adults are related to children's cognitive development. This was tested in a study of 40 mothers and three-year-old children solving a practical problem. Coding videotaped interactions on a content and cooperation dimension yielded moderate to strong correlations with family's socio-economic status and children's cognitive level.     

A nationwide epidemiologic modeling study of LD: risk, protection, and unintended impact

Through multiple logistic regression modeling, this article explores the relative importance of risk and protective factors associated with learning disabilities (LD). A representative national sample of 6- to 17-year-old students (N = 1,268) was drawn by random stratification and classified by the presence versus absence of LD in reading, spelling, and mathematics according to ability-achievement discrepancies or low achievement levels. The dichotomous classifications were regressed on sets of explanatory variables indicating potential biological, social-environmental, and cognitive factors, problem behavior, and classroom learning behavior. Modeling revealed patterns of high risk for male students and students evincing verbal and nonverbal ability problems and processing speed problems. It was shown that, absent controls for cognitive abilities (such as provided by the ability-achievement discrepancy definition), definitions keyed to low achievement will substantially overidentify ethnic minority and disadvantaged students and will be confounded by significantly higher proportions of students who display oppositional and aggressive behavior problems. Alternatively, good learning behaviors uniformly provide substantial reduction in the risk for LD.