留住人才的5条法则

（1）挑选优胜者 企业家很容易陷入到数字困惑之中。去年的销售额是多少？公司2009年的销售有望增长——或下降——多少？但对于关注运营和扩大正茁壮成长公刮的企业家来说,成功远非这些数字所代表。事实上这些公训关注的是人。吸引并留住顶级人才是企业家的首要任务,普若森企业发展中心的首席执行官同时也是《和理论说再见》一书作者鲍勃·普若森说。     

TOLERANCE,EMPATHY, OR INCLUSION? INSIGHTS FROM MARTIN BUBER

Given the reality of diversity, particularly religious diversity, in the contemporary world, Marion Larson and Sara Shady explore how educators can help students (and ourselves) consider the following question: How do I balance my own belief commitments with my responsibility to be genuinely open to and challenged by the other's perspective? Larson and Shady describe and evaluate three possible models: (1) tolerance, a neutral openness to the other's position; (2) empathy, a complete absorption of the other's position; and (3) inclusion, genuine dialogue about one's own position and the other's. Using the writings of Martin Buber as a basis, Larson and Shady advocate inclusion and apply this model to classroom teaching, arguing that this model of education promotes a shared reality where all partners in the dialogue come to understand each other's position, even if they do not entirely agree with it.     

Same constructs,different results: Examining the consistency of two behavior‐rating scales with referred preschoolers

Broad‐band or multidimensional behavior‐rating scales are common tools for evaluating children. Two popular behavior‐rating scales, the Behavior Assessment System for Children, Second Edition (BASC‐2; Reynolds & Kamphaus, 2004) and the Child Behavior Checklist (CBCL; Achenbach & Rescorla, 2000), have undergone downward extensions so that the preschool versions are available for children as young as 18 months. Limited research, however, has been conducted on the preschool versions of the BASC‐2 and CBCL. This study examined the consistency of results from the two preschool versions when completed by parents of clinically referred preschoolers. Comparisons of similarly named scales found significant correlations. Mean scores for several of the constructs were significantly different, however, and often resulted in inconsistent classification decisions. © 2010 Wiley Periodicals, Inc.     

The concept smacks of magic: Fighting familiarity today

Good educational ethnography whether done by sociologists or anthropologists, makes the familiar strange. The history of that proposition is outlined, and five strategies available to all ethnographers focused on teaching and learning, whether sociologists or anthropologists of education or not, are outlined. The vital importance of the working hypothesis is emphasised. Key concepts from Lave and Wenger are criticised and compared to the long history of calls to make the familiar strange.     

Loaded dice: games playing and the gendered barriers of the academy

This paper explores the perceptions and experiences of women academics in the UK, participating in a small-scale qualitative study exploring career progression and encountered institutional obstacles. The accounts are considered in terms of both disadvantageous institutional strategies and interpersonal ones governing day-to-day working relationships. The findings contribute to a growing body of international research on gender constructions in the academy, where both inhibiting and exclusionary barriers are examined in focus group discussions (FGDs) in terms of gendered constructions that are perceived to impact upon the career opportunities of women academics. Analysis of data encouraged the employment of a ludic construction in this critical exploration of games playing and ‘gamesmanship’ (a masculinised term); these being themes raised in the FGDs as representing blocks and challenges to women’s academic careers.     

Using Social Cognitive Theory to Predict Physical Activity and Fitness in Underserved Middle School Children

Abstract

Few researchers have used social cognitive theory and environment-based constructs to predict physical activity (PA) and fitness in underserved middle-school children. Hence, we evaluated social cognitive variables and perceptions of the school environment to predict PA and fitness in middle school children (N = 506, ages 10-14 years). Using multiple regression analyses we accounted for 12% of the variance in PA and 13-21% of the variance in fitness. The best predictors of PA were barrier self-efficacy, classmate social support, and gender; whereas, only gender predicted fitness. The results affirmed the importance of barrier self-efficacy and gender differences. Our findings regarding classmate social support are some of the first to illuminate the importance of school-specific peers in promoting PA.     

Teachers' Perspectives on the Challenges of Teaching Physical Education in Urban Schools

The purpose of this study was to analyze how the challenges of urban schools influence physical education teachers' emotional understanding and connections with their students and the implications on their teaching. Sixty-one elementary physical educators from an urban school district in the midwestern U.S. were interviewed multiple times (N = 136) over 3 years using interpretive methodology. Teachers reported five unique challenges that significantly shaped their thinking about students and their careers, along with strategies they used to overcome or manage those challenges. The challenges were: (a) insufficient instructional resources, (b) implementing culturally relevant pedagogy, (c) dealing with community violence, (d) integrating more games in curricula, and (e) teaching in a culture of basketball. Implications centered on the guilt-inducing nature of urban teaching, developing an informed and realistic vision of urban physical education, and the role of teacher preparation and professional development.     

No place for women among them? Reflections on the axé of fieldwork

Capoeira, the Brazilian dance and martial art, is now taught in many countries outside Brazil. Reflections on a year's fieldwork on capoeira teaching in the UK are used to make educational ethnography anthropologically strange. Issues of locality, noise, uncertainty and bodily contact are explored in a reflexive way.     

Improvement in national test reading scores at Key Stage 1; grade inflation or better achievement?

The aim of the UK National Literacy Strategy is to raise standards in literacy. Strong evidence for its success has, however, been lacking: most of the available data comes from performance on tests administered in schools or from Office for Standards in Education reports and is vulnerable to suggestions of bias. An opportunistic analysis of data from a population cohort study extending over three school years compares school-based scores at school entry and at age 7-8 with independently administered scores on similar tests. The results show a small but statistically significant rise between 1998 and 1999 and between 1998 and 2000 in scores on both Key Stage 1 Reading Standard Assessment Tasks taken in schools and the reading component of the WORD test taken independently. This is clear evidence for a real rise in reading attainment over this period, which may be attributable to the children's experience of the National Literacy Strategy.