女性主义伦理学视野下道德教育的性别和谐

女性主义伦理学研究表明,道德是有“性别”之分的,男女两性在道德价值重心、思维方式和发展方式上均有差异。但道德教育理论和实践中客观存在的性别歧视,导致道德教育的性别失衡和性别冲突,从而限制了道德教育的发展。实现道德教育的性别和谐应该消除性别歧视,重新定义道德和有道德的人,使道德教育的核心概念包容女性气质。在此基础上,重建道德教育大厦,使其矗立于理性和情感的根基之上。     

加强实习基地建设拓宽高校毕业生就业渠道

我国高校毕业生人数的激增迫切需要开拓高校毕业生就业新渠道,就业实习基地的建立为毕业生和用人单位搭建了交流和沟通的平台。武汉地区“教育部直属高校毕业研究生就业工作协作组”与温州人事局共同组建的“研究生温州实习基地”采取了高校联盟与人事局强强联合的组织形式,对开拓就业新渠道进行了积极的探索。     

Interjudge agreement in classifying students as learning disabled

Eighteen judges with backgrounds in assessment, decision making, and learning disabilities were asked to use an array of information to differentiate learning disabled and nonlearning disabled students. Each judge was provided with forms containing information on 42 test or subtest scores of 50 school-identified LD students and 49 non-LD students. Judges were extremely inaccurate in their classifications and in little agreement with each other. Also, it appeared that different judges emphasized different factors when making their decisions. The results suggest that, given current definitions of the condition called “learning disabilities,” there is considerable doubt that school personnel can accurately and reliably identify such students.     

Job burnout and the school psychologist

School psychologists participating in a workshop on burnout completed Freudenberger's Burnout Questionnaire (1980), identified major job-related stressors, and responded to a list of suggested supervisory, individual, and organizational strategies for prevention. Slightly less than half of the participants appeared on the questionnaire to have burnout problems. Age, years of experience, and sex were not significantly related to the burnout score. Major identified stressors included excessive caseloads, lack of time, and lack of support or appreciation. Reactions to the strategies were positive and hopeful. Implications for training were drawn.     

Some concerns about the estimation of learning potential from the system of multicultural pluralistic assessment

After considering how an estimate of learning potential (ELP) is derived from the System of Multicultural Pluralistic Assessment, it was shown that most of the characteristics of ELP deemed to be important are generated by statistical artifacts. It was also noted that the fundamental assumption underlying ELP is without supportive evidence. ELP should not be used to make judgements about individual children or other educational decisions.     

How Should Instructional Designers Be Educated?

Simon suggested that design, defined broadly, is concerned with any kind of deliberate problem solving, whether it be in fields traditionally associated with design, like architecture and engineering, or fields involving the design of instruction. Since instructional design is a kind ol'skillcd professional behavior, the education of other skilled professionals is examined and suggestions are made for analogous instructional techniques in any field. The question of how instructional designers should be educated is related to the larger question of how to teach people to design in general.     

Process Re-Design For Enhanced Human Performance

Faced with sophisticated global competition, companies arc busily reinventing themselves. This offers an opportunity for performance technologists t.o re-think the value added component of their contribution to enhanc-ing human performance. In this eval u-ation. the four values of speed, simplicity, stretch, and self-conlidenco assume a central role. Design, as in the past, is key, but design must, be founded on the assumption that all human performance involves a process or combination of processes. Furthermore, processes are subject to variability of one kind or another, variability that is either predictable or random. It is argued that a process orientation, rather than a focus on inputs and outputs, offers performance technologists a more direct way of contributing to the realization of key business goals and more effectively focuses training and development on performance issues. Process re-design is a key strategy in the realization of these two goals.