LD, interpersonal understanding, and social behavior in the classroom

This study used Baron and Kenny's (1986) criteria for mediation to investigate the extent to which interpersonal understanding mediates the relation between learning disabilities (LD) and social adaptation in the classroom. Twenty-two children with and 22 children without a diagnosis of LD completed a semistructured developmental clinical interview measure of interpersonal understanding. They were also rated by their fourth- and fifth-grade teachers on a measure of social adaptation in the classroom. Interpersonal understanding and social adaptation in the classroom were found to be positively correlated. Children with LD exhibited less interpersonal understanding and social adaptation. Although this group difference on social adaptation was greatly reduced when interpersonal understanding was statistically controlled, it remained statistically significant. These results suggest that reduced social adaptation in the classroom and lower interpersonal understanding are both associated with a diagnosis of LD. However, they do not conclusively support the claim that interpersonal understanding mediates the relation between LD and social adaptation. Thus, whether the social difficulties of people with LD stem from the same complex phenomena that produce these people's learning problems remains an open question.     

Specific impairment in developmental reading disabilities: a working memory approach

Children with developmental reading disabilities (RD) frequently display impaired working memory functioning. However, research has been divergent regarding the characteristics of the deficit. Our investigation addressed this controversy by assessing Baddeley's working memory model as a whole rather than focusing on particular aspects of it, as has been done by much of the research to date. Participants included 20 children with RD and 20 typical readers between the ages of 9 and 13. The phonological loop, visual-spatial sketchpad, and central executive were assessed according to Baddeley's model. The results demonstrated that children with RD have an impaired phonological loop but intact visual-spatial sketchpad and central executive functioning as compared to controls. In terms of the phonological loop, the deficit appears to be specific to the phonological store. Furthermore, our research supports a relationship between phonological processing and phonological loop functioning.     

我的茅盾研究观

怎样全面地正确地研究茅盾,对他一生的伟大业绩,给予正确的评价;对他在中国现代革命史和文学史上应排上正确的位置,这是我们义不容辞的任务。 过去对茅盾研究和评价,有很不公正的地方。 例如,大革命失败后,在上海严重白色恐怖之下,被迫逃亡日本,后来即失去党的组织关系。有些“左”的人物,对此多所非议;甚至对他真实地描写大革命的《三部曲》,也横加非难,这不是实事求是的、公正的态度。 近年又有一种偏见,认为茅盾的作品,尽是政治说教、缺乏艺术性。这是从一个极端走向另一个极端,也不是实事求是的。     

Assessment of the integration of AAMC Medical Informatics Objectives into the medical school curriculum

The School of Medicine at the Medical College of Virginia Campus of Virginia Commonwealth University examined the 2005/2006 medical school curriculum to ensure that students were prepared to meet the informatics objectives put forward by the AAMC Medical School Objectives Project published in 1998. The AAMC Medical Informatics Objectives Survey, issued in 2005, led the VCU School of Medicine to investigate the points of integration between informatics objectives and course syllabi for the first three years of the medical school curriculum. This analysis raised awareness of the informatics objectives with SOM faculty and staff and showed that more than 74% of the informatics objectives have been integrated into the curriculum.     

National Vocational Qualifications: the candidates' experience

PURPOSE: To examine the experience of studying for an National Vocational Qualification (NVQ) by past and present candidates in the library and information science sector, their reasons for choosing this qualification and its impact on completion. METHODOLOGY: Following a review of the literature, a number of NVQ candidates were interviewed using a semi-structured questionnaire. Candidates were contacted via e-mail through NVQ Centres and the LondonLinks e-mail list. There is a focus on health libraries as the flexibility and work-based nature of NVQs enable more staff to access training and education in this sector, despite the not uncommon low levels of staffing. RESULTS: NVQ Centres have gained experience since NVQs were launched 10 years ago. More support is offered to candidates and a number of issues such as isolation, are no longer a problem. An interesting result was the high number of candidates who had gone on to higher education following the completion of an NVQ. CONCLUSIONS: The NVQ is a useful method of providing staff with an opportunity to gain a recognized qualification. A significant number of candidates reported that the NVQ was ultimately a positive experience that improved their working practices. It can be an important first step for non-professional staff, but the future remains uncertain.     

民国时期职业技术师范教育的理论探索与研究

职业技术师范教育是培养职教师资的摇篮.因而,它的发展与职业教育的发展密切相关.民国时期,得益于当时特殊的国内外环境,职业教育在这一时期得到了迅速的发展.职业教育的发展使得师资培养日渐成为教育者、研究者们等关注的焦点.因而,这一时期对职教师资的研究与探索活动逐渐增多,且呈现出诸如研究队伍形成一定规模、研究内容多样、研究成果丰富的特点.     

国外职教教师资格制度研究述评——制度有效性的视角

国外教师资格制度研究始终围绕教师专业化的高要求与教师数量不足的矛盾及政策调整而展开,并以制度的有效性为研究焦点。教师资格考试效度备受关注,包括标准关联效度和考试内容效度。有效的考试标准能够通过考试预测实际工作能力;考试内容效度要求考试的内容与良好的工作绩效要求的知识与技能高度相关。提高教师资格考试标准有助于提高制度的有效性,但会降低少数民族地区申请人考试的通过率,加剧教师的供需矛盾,影响教育公平。对此,应加强教师培训,而不是降低考试标准。在职教教师资格方面,在无法保证候选人同时具备教学能力与职业经历或能力的情况下,宁可确保后者。教师资格与学生学业成绩呈正相关关系,内行教学被视为教学质量保障体系的重要内容。     

掌握学习策略的五要素——节选自布鲁姆等著《为改进学习而评价》,1981年版

本杰明·S.布鲁姆,(1913—1999),美国杰出的心理学家和教育学家。他主张采用掌握学习的教学方法,完善了教育目标分类学理论并形成了自己的教育理论体系。他的教学论为解决当今教育最复杂的班级教学与适应个别差异的问题,开辟了新的途径,对深入开展教学改革有着积极的促进作用。     

羞涩的脸

凤凰卫视主持人鲁豫在博客里提到对梁朝伟的采访。旁人眼里的巨星,生活中是个极害羞的人。采访他,在场的人不能太多。太多了,他会很紧张。他像鹿一样睁着眼,向周围张望。鲁豫这样描述他:"他的一举一动,一个眼神、一个微笑,都丝毫没有     

Implementation of a project-based molecular biology laboratory emphasizing protein structure-function relationships in a large introductory biology laboratory course

In introductory laboratory courses, many universities are turning from traditional laboratories with predictable outcomes to inquiry-inspired, project-based laboratory curricula. In these labs, students are allowed to design at least some portion of their own experiment and interpret new, undiscovered data. We have redesigned the introductory biology laboratory course at Brandeis University into a semester-long project-based laboratory that emphasizes concepts and contains an element of scientific inquiry. In this laboratory, students perform a site-directed mutagenesis experiment on the gene encoding human γD crystallin, a human eye lens protein implicated in cataracts, and assess the stability of their newly created protein with respect to wild-type crystallin. This laboratory utilizes basic techniques in molecular biology to emphasize the importance of connections between DNA and protein. This project lab has helped engage students in their own learning, has improved students' skills in critical thinking and analysis, and has promoted interest in basic research in biology.