留学生与早期中国的现代化

中国早期的留学生并不是由政府派出的。1847年1月 香港马礼逊学校校长布朗因病回美国“极愿携三五旧徒,同赴新大陆,俾受完全之教育”。（1）于是,才有了容闳、黄胜、黄宽三人赴美留学。尽管这是一次偶然的机遇,但却无意间拉开了近代中国留学西方的先河。从容宏的     

Pre-service English language teachers’ collaborative development: the emergence of research,rehearsal and reflection (3R) model from an activity theory perspective

This study aims to understand how pre-service teachers’ activities shape (and are shaped) by the norms of schooling embedded in the national educational system from an activity theory lens. The data are obtained from video-recordings and bi-weekly reflective journals in microteaching sessions, lesson plans, classroom observations, and post feedback sessions. The analysis points to the stages, micro- and macro-networking levels that lead to the collaborative teacher development, and the emergence of a model in the growth of pre-service teachers. Overall, it is found that the development of pre-service teachers depends largely on the norms of schooling embedded in the national curriculum and the nature of training they received at undergraduate level. The paper concludes by confirming Engeström’s statement that understanding the evolution and historical change of pre-service teacher education in a special context might help investigate how activities change, develop, and interconnect with social and material structures.     

Climate change and costs: investigating students’ reasoning on nature and economic development

The tensions between environmental protection and economic growth are critical to future well-being, and it is therefore important to understand how young people conceptualize these tensions. The aim of the present study is to explore students’ solutions to the dilemma of economic development and mitigating climate change, with regard to societal responses to the challenge of climate change. The study was conducted in China’s Green Schools. Green School is an international long-term programme with the aim of increasing students’ knowledge of environmental issues, and transferring this knowledge into positive actions to affect the wider community. The data were obtained through semi-structured pre- and post-interviews with 15–16-year-old students in three groups (12 students) from Green Schools in the Beijing area. The results show that students’ discussions focused exclusively on economic growth and social welfare. Students seem to believe that environmental problems are inevitable, nature is a ‘box’ of resources, and economic development is necessary in order to sustain and even improve nature. Therefore, there is no dilemma between economic development and environmental protection. The paper ends with a discussion on research and implications for teaching climate change.     

Student Motivation and Learning in Mathematics and Science: A Cluster Analysis

The present study focused on an in-depth understanding of student motivation and self-regulated learning in mathematics and science through cluster analysis. It examined the different learning profiles of motivational beliefs and self-regulatory strategies in relation to perceived teacher autonomy support, basic psychological needs (i.e. autonomy, competence, and relatedness), motivational regulations, and academic achievement. Grounded in self-determination theory, this study examined the learning profiles of 782 students from eight secondary schools in Singapore. The cluster analyzes revealed four distinct learning profiles, and they were compared in association with perceived teacher autonomy support, needs satisfaction, motivational regulations, and grades. Cluster profiling enables teachers to have better understanding of their students’ self-regulated learning so that they can apply effective teaching strategies to foster their motivation. The findings offer a perspective to secondary students’ psychological needs along with some insights into their perceived task value and self-efficacy in the contexts of mathematics and science.     

Self‐esteem in Children with and without Motor Co‐ordination Problems

This article presents results from a study of 36 pupils (8–10 years of age) in face‐to‐face conversations with their teachers about water as an environmental phenomenon based on a photograph of a rainforest. The teachers’ rather vague goal was to have the pupils talk about the water cycle. The sessions were audio‐recorded and analyzed with respect to: (1) scaffolding strategies used by the teachers, (2) possible implications of these strategies on the pupils’ sense‐making, and (3) what accounts of the water cycle as a school‐science learning‐content were made. Three different patterns of scaffolding strategies were found. Some pupils did not even come close to talking about the water cycle, whereas others arrived at a rather fragmented picture.     

Audio-Visual Material in the Gävle Region

When the Grundskola was started in 1962 research was carried out in the town of Gävle (where the author of this article is working) to ascertain the needs for audio-visual aids in the new compulsory schools. The provision of audio-visual aids in the new compulsory schools. The provision of audio-visual aids in these newly-built schools was made according to the principle of a 50 percent state subsidy, with a maximum of 2000 Swedish kronors for each classroom or subject room.     

传统伦理悲剧性解析与当代中国伦理的重建

全球化时代,中国社会的剧烈变迁使得传统伦理处于一个尴尬的境地。由于传统伦理内在的特点和外在的因素使得传统伦理在中国历史上呈现出悲剧性色彩。所以当代中国的伦理必须重建。在重建过程中既要反映当代中国的历史进步性,更要借鉴人类伦理文明的一切优秀成果。整个伦理大厦的重建应该从以”公平、自由、宽容”为核心的伦理精神的重建开始。     

Pickeringite: A deleterious salt on buildings

Pickeringite, MgAl₂(SO₄)₄·22H₂O, was observed as efflorescence at the church of Saints Peter and Paul in Largario (Switzerland). The spongy salt crusts formed directly on rusty, deeply weathered gneiss rich in mica. The building stones originate from rocks in the vicinity of the village. On outcrops, similar occurrences were discovered. Ferrous and pyritic gneiss exhibited efflorescences of gypsum, epsomite, potassium alum, and pickeringite in sheltered places. Based on these observations and the known conditions of formation, we conclude that pickeringite resulted as a secondary mineral from weathering of pyritic gneiss. Most likely, weathering happened in an environment where, among other ions, aluminium and magnesium were present, but calcium and carbonate were absent. Such conditions rarely occur. If our hypothesis was confirmed, the fact that an extremely acid, calcium- and carbonate-free weathering system evolves next to lime mortars and plasters would be very surprising. It would imply that restricted zones devoid of a buffering effect develop on a microscopic scale.     

Respect in principal–teacher relations at primary schools in Turkey

Respect means consideration of actions and requests of others and confirmation of values of others. School is a social institution where students are equipped with knowledge and skills, as well as fundamental character attributes. Respect among students, teachers, administrators, parents, and other staff at schools is of importance. In this study, the focus group method, including 12 principals and 10 teachers at state primary schools, was employed to explore respect in principal–teacher relations. According to the findings, the participants generally developed professional respect understanding. The teachers presented different definitions of respect associated with hierarchical relations. The participants’ respect behaviors were commonly observed in positive communication and self-improvement. The principals displayed respect for teachers through some guarding behaviors, and the teachers displayed profession-related respect behaviors. The common respect expectations of the participants were as follows: self-improvement, establishment of positive social relations, and unbiased behavior. While the school principals expected obedience and complete fulfillment of assigned tasks from teachers, the teachers expected civility, justice, and guarding administration from principals. The participants regarded improper appearance, behaviors contradictory to rules of good manners and bad habits as disrespectfulness. The school principals regarded abuse of goodwill and false excuses by teachers as disrespectfulness; whereas the teachers regarded oral or behavioral insults by school principals and intervention in their private life as disrespectfulness.