云端上的梦

俗话说,志当存高远——那么,渴望翱翔天际、腾云驾雾的梦想,着实够高够远了吧?头脑简单的我,也曾像许多人一样,对那群以飞来飞去为职业的人充满好奇和惊叹。仰视——正如我们需要抬起头来看在空中变得如绿豆般大小的飞机一样。你看啊,这帮人,人不傻,钱又多,而且都是帅哥美女,简直把世上的好处都占去了,能不招人羡慕妒忌恨吗?     

A model for using a concept inventory as a tool for students' assessment and faculty professional development

This essay describes how the use of a concept inventory has enhanced professional development and curriculum reform efforts of a faculty teaching community. The Host Pathogen Interactions (HPI) teaching team is composed of research and teaching faculty with expertise in HPI who share the goal of improving the learning experience of students in nine linked undergraduate microbiology courses. To support evidence-based curriculum reform, we administered our HPI Concept Inventory as a pre- and postsurvey to approximately 400 students each year since 2006. The resulting data include student scores as well as their open-ended explanations for distractor choices. The data have enabled us to address curriculum reform goals of 1) reconciling student learning with our expectations, 2) correlating student learning with background variables, 3) understanding student learning across institutions, 4) measuring the effect of teaching techniques on student learning, and 5) demonstrating how our courses collectively form a learning progression. The analysis of the concept inventory data has anchored and deepened the team's discussions of student learning. Reading and discussing students' responses revealed the gap between our understanding and the students' understanding. We provide evidence to support the concept inventory as a tool for assessing student understanding of HPI concepts and faculty development.     

Revisiting the 1990 special issue on minority children: an editorial perspective 15 years later

The 2006 Special Issue on Race, Ethnicity, and Culture in Child Development occurs 15 years after the 1990 Special Issue on Minority Children and marks roughly 50 years since the historic 1954 Brown v. Board of Education Supreme Court decision. This issue provides an assessment of how researchers have represented development of America's diverse youth. This commentary provides a perspective of the progress and needs inferred from the 1990 special issue. A consistent theme is the necessity to link research and developmental theorizing with the intentions of the Brown v. Board of Education decision, as the relevant integration is often left to legal scholars, Whiteness studies theorists, and a few child-development-focused researchers (e.g., Cross, 1991; Spencer, 2005).     

Primary Teachers’ Recommendations for the Development of a Teacher-Oriented Movement Assessment Tool for 4–7 Years Children

To inform the development of a teacher-oriented movement assessment tool, this study aimed to explore primary school teachers’ perceptions of assessing fundamental movement skills (FMS) within Physical Education (PE) lessons. Thirty-nine primary school teachers of PE, located in the United Kingdom, participated in an individual or group in-depth interview. Findings signify that teachers perceive a need for a movement assessment tool that is simple for them to use, quick to administer and provides valuable feedback to guide future teaching and learning. This is vital as teachers indicated a lack of appropriate resources and a shortage of curriculum time restricts their use of assessment within PE. A movement assessment tool that was integrated on a digital technology platform could increase teachers’ understanding of assessing FMS and enhance children’s learning of FMS.     

Pacem Portantes Advenerint: Ambivalent Images of Muslims in the Chronicles of Norman Italy

The goal of this essay is to call attention to some of the more positive and ambivalent depictions of Muslims in a set of historical texts associated with the Norman takeover of Sicily in the fifth/eleventh and sixth/twelfth centuries. To achieve that aim, it considers social vocabulary applied to Muslims in five sources written by Amatus of Montecassino, Geoffrey Malaterra, William of Apulia, Alexander of Telese, and Hugo Falcandus. Although recent scholarship has posited that medieval identity was often felt through a “self versus other” or “Christian versus non-Christian” dichotomy, this essay questions the notion that the actual language contained in these sources ever devolved into such simplistic, binary terms. On the contrary, though the perceptions and definitions applied to this group of people were, admittedly, sometimes based on uninformed stereotypes, they were more often deliberately constructed images that were highly dependent on the cultural milieu in which they were created.