比较教育的领域扩展:学术团体和全球合作

在过去的几十年里,比较教育领域发生了重要的变化.受比较教育学者的论述和不同语言及文化等背景因素的影响,世界上不同地区的比较教育领域具有各自不同的特点.本文主要关注世界比较教育学会联合会(WCCES)的作用,介绍了WCCES的运作形式以及随着时间的流逝其面对的某些压力及转变.     

教育研究中的比较层次:对不同文献的不同透视及多层次分析的价值

比较教育研究传统上总是着眼于世界不同区域及不同国家之间的研究。本文认为,这种做法经常导致教育研究中不全面和不平衡的视角,因为它不能将州/省、地区、学校、课堂及个体之间的重大差异考虑进去。作者阐述了比较教育研究需要一个更加广泛的框架这一看法,并且提出了一个更加全面的研究模型——多层次分析,它能够对单一层次分析所获得的观点进行整合。     

Two Sides of the Same Coin? Analysis of Faculty and Administrators’ Perspectives on Governance

This study explored institutional governance in an Alabama public two-year community college and investigated the perceptions of faculty and administrators within this sector. To answer the research questions for this study, a quantitative cross-sectional survey utilizing inferential analysis of the collected data was employed. To analyze the perceptions of Alabama community college faculty members and administrators regarding their interactions in institutional governance, three quantitative research questions were used. The research questions were analyzed based upon participant responses from the survey instrument. Analysis of variance (ANOVA) was the statistical method used to determine if any significant differences in perception existed between faculty and administrators. The results of the study revealed that a significant difference existed between faculty and administrator perceptions with respect to institutional structure and shared governance, but no significant difference existed between faculty and administrators perceptions with respect to supervisory relationships. Considering the findings and conclusions of the present study, the researchers made recommendations related to institutional governance.     

The hidden curriculum in a hidden marketplace: relationships and values in Cambodia’s shadow education system

The concept of hidden curriculum has become well established. It addresses the contexts of learning, the actions of students’ peers and teachers, and other domains which shape learning but are not part of official syllabuses. The concept of a hidden marketplace for private tutoring, widely known as shadow education, is less established but also becoming part of general understanding of the complementarities of regular and supplementary instruction. This paper brings the two literatures together to examine the values transmitted, mostly unintentionally, by shadow education in Cambodia. Most of this shadow education is delivered by regular teachers, commonly to their existing students and in their existing schools. The paper considers the impact of shadow education not only on the students who do receive it but also on those who do not. Patterns in Cambodia differ from those in more prosperous countries, but have parallels with other low-income countries. The authors suggest that much more attention is needed to the dynamics and impact of shadow education, including relationships between actors and the values that shadow education transmits as part of the hidden curriculum.     

The relationship of task self-efficacy and role efficacy beliefs to role performance in Spanish youth soccer

The aim of this study was to examine the relationship between role efficacy and role performance after controlling for the effects of task self-efficacy. Two hundred and ninety-five Spanish youth soccer players from 20 teams completed self-report measures of task self-efficacy, role efficacy and role performance at the mid-point of a competitive season. The 20 team coaches also provided ratings of each of their players' role performances at mid-season. Consistent with hypotheses, bivariate correlations showed task self-efficacy and role efficacy were positively related to role performance ratings. Hierarchical regression analyses revealed that role efficacy contributed significantly to the prediction of athletes' ratings of role performance after controlling for task self-efficacy. Role efficacy also explained significant variation in the prediction of coach ratings; however, the effects were less dramatic and inconsistent. Our results support self-efficacy theory and reinforce the value of assessing efficacy beliefs representing behaviours carried out both independently and interdependently for the prediction of role performance within team environments. Future research directions are proposed.     

Role ambiguity and athlete satisfaction

The aim of this study was to examine the relationship between athletes' perceptions of role ambiguity and satisfaction. The relationship between these multidimensional constructs was investigated at the beginning and at the end of the season, as well as from early season to end of season. Consistent with the a prioi hypothesis, concurrent analyses revealed lower perceived role ambiguity was associated with higher athlete satisfaction. Specifically, role ambiguity, as represented by the dimension Scope of Responsibilities on offence, was significantly related to the leadership facets of athlete satisfaction (i.e. ability utilization, strategy, and training/instruction) both at the beginning and at the end of the season. However, contrary to expectations, role ambiguity at the beginning of the season was not predictive of athlete satisfaction at the end of the season. The implications of the results are discussed and future research is suggested.     

Isometric exercise and cognitive function: an investigation of acute dose–response effects during submaximal fatiguing contractions

The purpose of this study was to explore the dose–response relationship between exercise and cognitive performance using an acute bout of isometric exercise. University students (N = 55) were randomly assigned to control, 30%, 50% and 70% of maximum voluntary handgrip contraction groups. Participants performed a modified Stroop task before and after completion of an isometric handgrip endurance trial at their assigned exercise intensity. Ratings of perceived exertion (RPE) and forearm muscle activation (EMG) showed linear trends of progressively greater RPE and muscle activation at greater exercise intensity levels. Regression analysis showed significant (P < .05) linear degradations in frequency of errors on the Stroop task with increasing exercise intensity. We conclude that performing isometric exercise until exhaustion is associated with reduced cognitive performance and that higher intensity isometric exercise leads to greater performance impairments in a linear dose–response manner.     

Cross-border flows of students for higher education: Push–pull factors and motivations of mainland Chinese students in Hong Kong and Macau

Within the context of broad literature on cross-border flows for higher education, this article examines the distinctive case of mainland Chinese students in Hong Kong and Macau. These territories are a sort of bridge between the fully domestic and the fully international. Hong Kong and Macau higher education plays a dual role, as a destination in itself for higher education and as a stepping-stone for students’ further international development. Patterns in Hong Kong are slightly different from those in Macau, and the territories may thus be usefully compared with each other as well as taken as a pair for comparison with other parts of the world. The paper begins by noting the literature on the ways that push and pull factors influence student mobility, and then turns to motivations in pursuit of academic and professional growth, economic benefit, individual internationalisation, and enhanced social status. The paper shows that flows of mainland Chinese students are driven by both excess and differentiated demand. Analysis of the distinctive features of this pair of territories adds to wider conceptual understanding of the nature of cross-border flows for higher education.     

A packaged intervention to reduce disruptive behaviors in general education students

This investigation employed a combination multiple baseline/reversal design across individuals to examine the effects of a packaged intervention designed to reduce disruptive behaviors in two 8‐year‐old female students, with a third 8‐year‐old female student serving as a control. The intervention was delivered through a contingency contract and was comprised of precision requests, antecedent strategies (i.e., public posting of classroom rules, and teacher movement), positive reinforcement (i.e., mystery motivators, token economy), and the reductive technique of response cost.During baseline, the percentage of intervals that the students evidenced disruptive behaviors averaged 41%. This was reduced to an average of 20% during treatment. In the withdrawal phase, disruptive intervals increased to an average of 25%. Reinstatement of the intervention resulted in a further reduction of disruptive intervals of 20%. © 2000 John Wiley & Sons, Inc.