幼儿园课程整合的实质及其策略

随着幼儿园课程研究的深入,人们越来越认识到幼儿园课程应当突破学科的界限,走向整合。整合课程的基础是整合的教育观,整合的教育观应该建立在整合的发展观基础之上。幼儿园课程的整合不仅仅体现在课程内容组织形式的整合上,更体现在教育者在设计和组织幼儿活动时要始终树立整合的观念,一方面,用学科之间的交叉和融合的眼光来考察和处理幼儿园课程涉及的学科领域内容;另一方面,关注儿童的整体发展,儿童生活的全过程,其最高境界是实现教育目标、课程内容、教育方式等各要素、各层面、各级水平的优化组合,获得综合性教育效果。     

Being highly internationalised strengthens your reputation: an empirical investigation of top higher education institutions

In an educational context characterised by globalisation, reputation constitutes a crucial issue for today’s higher education institutions. Internationalisation of higher education is often seen as a potential response to globalisation and, consequently, higher education has become increasingly internationalised during the past decade. In this paper, we investigate the relationship between internationalisation and reputation in top higher education institutions. Results reveal that internationalisation positively influences a university’s reputation but also moderates the relationship between the institution’s reputation and its institutional performance with regard to research quality, teaching quality and graduate employability.     

PPBS in higher education planning and management: Part I,an overview

Higher education in the United States and elsewhere is beset by crises: crises of public confidence, questions of continuing relevance, doubts about continuing the emphasis on doctoral instruction, and a very real financial crisis. In response, governing boards and governmental agencies are devoting increasing attention to the management of higher education. Part of this response has been a heightened interest in formal planning-programming-budgeting-systems (PPBS); in fact, several states have legislated the adoption of PPBS for higher educational planning and decision making. Similar interest has been evidenced in other countries. Therefore, it is an appropriate time to reconsider the nature and role of PPBS and its potential impact on higher education. This paper describes the salient characteristics of PPBS and traces the development of PPBS and related analytical techniques in governmental agencies and institutions of higher education. A second paper will illustrate both the concepts and the implementation of PPBS by a detailed exposition of the University of California's experience with PPBS. Finally, in a third paper we suggest an alternative view of policy analysis for educational planning which is a departure from traditional PPBS. We conclude with general observations and specific recommendations to educational managers seeking to improve their resource allocation procedures.     

Teaching Counseling Skills Through Self-Management Procedures

Counseling skills can be learned through self-management programs, as well as through more traditional methods. The benefits of self-management in counselor training are discussed, and an outline of an applicable procedure for self-change projects is detailed. Two examples of completed self-managed change in counselor behavior are included.     

The stimulus-response overshadowing phenomenon with VI versus FI schedules of reinforcement

Previous research has shown that response rates on a variable interval (VI) schedule of reinforcement decrease if a brief response-produced signal is given prior to reward. One explanation is that the signal overshadows the response because it is a better predictor of reinforcement. The S-R overshadowing effect does not occur with variable ratio (VR) schedules, however. Tarpy, Lea, and Midgley (1983) explained this fact by suggesting that the signal functions to enhance the salience of the temporal interval offset on the VI schedule (a characteristic not possessed by VR schedules), which then overshadows the response. In this experiment, the salience of the temporal interval was enhanced in another way: signaled or unsignaled reward was provided to rats responding on either a VI or fixed interval (FI) reward schedule. As predicted, rates were lowest for animals receiving signaled reinforcement on an FI schedule and highest for those receiving unsignaled reinforcement on a VI schedule.     

Effects of perceptual salience on the matrix task performance of four- and six-year-old children.

The effects of salience on 4- and 6-year-old children's ability to classify multiplicatively was investigated. A rank-ordered salience hierachy consisting of 3 dimensions was first assessed for each S. Several weeks later half the Ss of each age group were presented with a series of 9 3 times 3 matrix problems consisting of values from 2 dimensions ranked high in salience. The remaining half received identically structured matrices consisting of values from 1 highly salient dimension and of others from a dimension ranked low in salience. The goal in each problem was to select that compound stimulus from a set of alternatives that appropriately filled an empty cell in the matrix. Prior to the matrix problems, half the Ss in each matrix condition received sensitization training designed to increase the salience of the relevant dimensions in the matrix problems. The results showed that the pre-assessed salience of the relevant dimensions affected matrix solution in that more accurate performance was associated with those problems with both relevant dimensions relatively high in salience than those with one high and one low. Although the older Ss solved more problems, the evidence for coordination in the younger Ss was clear. No effects of sensitization training were found.