Reducing Violence in Non-controlling Ways: A Change Program Based on Self Determination Theory

This paper presents and examines the first school change program focusing on violence and caring based on self-determination theory (Deci &; Ryan, 2012 Deci, E. L., &; Ryan, R. M. (2012). Overview of self-determination theory. In The Oxford handbook of human motivation (pp. 85–107). New York, NY: Oxford University Press. [Google Scholar]). The program aimed at promoting teachers' capacity to cope with violence and enhance caring without becoming more controlling. Comparisons of the effects of a 22-month-long program in three intervention schools and three control schools indicated that the program (a) reduced violent student behavior and controlling teacher behavior and (b) enhanced caring student behavior and active teacher response to violence. The results suggest that exposure to self-determination theory (SDT) concepts may promote a firm, yet non-controlling, teacher response to violence. More generally, the results highlight the potential for incorporating SDT ideas in violence reduction programs.     

How Physical Education Teachers’ Interpersonal Behaviour is Related to Students’ Health-Related Quality of Life

ABSTRACT

Grounded in self-determination theory (SDT), this cross-sectional study tested relations of students’ perceptions of autonomy-supportive and controlling behaviour from teachers in physical education with students’ health-related quality of life (HRQoL), and the potential role of students’ perceived need satisfaction and need frustration as a mediator of these relationships. School students (N?=?1031) completed self-report measures of perceived autonomy support, perceived teachers’ controlling behaviour, students’ need satisfaction and need frustration, and HRQoL. Results indicated that students’ perceptions of autonomy support from teachers was positively associated with HRQoL through need satisfaction. Students’ perceptions of controlling behaviour from teachers was negatively related with HRQoL through need frustration. There was no significant association between autonomy support and need frustration, or between controlling behaviour and need satisfaction. Findings provide evidence that perceived autonomy support and controlling behaviour from the teacher in PE contributes to students’ HRQoL through unique pathways.     

扩大办学自主权背景下的院系自我约束：困境与突破

院系作为高校最活跃的基层组织形态,其治理水平和办学质量直接影响高校各项核心功能的实现。随着高校管理重心下移,加强院系自我约束成为推进高校治理体系和治理能力现代化、进一步扩大院系自主权的现实需要。然而在实践中,院系自我约束存在着战略目标模糊、基础制度缺失、权责配置失衡、主体意识弱化等现实问题。为此,要将目标约束、制度约束、权责约束、程序约束作为突破点,加强院系自我约束, 着力构建权责利相统一、资源配置合理、机制运行畅通、民主监督有力的院系治理体制。     

论自主招生的限度与大学自主权的维护

自主招生有利于素质教育的实施和创新人才的选拔,是招生考试制度改革的重要成果。自主招生权的试行与落实,有利于保障和扩大高校的自主权,也能有效推进我国现代大学制度建设的进程。但是,自主招生不是自由招生,自主招生政策的局限性使我们认识到,大学自主权是有限度的,现代大学只能做到有限的自治。     

关于自治系统极限环的一点应用

将自治系统极限环的稳定性判定思想方法,应用于重要极限(limx→0)sinx/x=1的证明中,给出一种新的证法.     

“Dancing in a cage”: Changing autonomy in Chinese higher education

In China, the central government has released a series of key policy initiatives over the last twenty years to foster decentralisation of control over higher education, giving prominence to discourses of increased autonomy for both universities and academics. This article reports findings of an empirical study of changing autonomy in Chinese higher education and it focuses on the effects of these key policy developments in two case study universities. This research was part of a larger study of new power relationships emerging from changing policies on accountability and autonomy in Mainland China, Hong Kong and Singapore, located within a broader context of the impact of globalisation on higher education. The focus on the three regions was selected to begin to redress a Western hegemony in such research. The larger study is premised on the principle that globalisation is characterised by ongoing tensions between global commonalities and context-specific differences, and that it is important not to gloss over the complex and often contradictory national and local mediations of “global” policy trends.     

在化学教学中如何培养学生自学能力

我们之所以重视学生自学能力的培养，就是要使学生掌握开启知识宝库的“金钥匙”。培养学生自学能力必须注重阅读能力、观察能力、思维能力的培养。培养学生自学能力不是一朝一夕的事，学生自学能力的形成也不是一蹴而就的。     

加州大学伯克利分校“大科学”的发展及其对大学内涵的影响

20世纪30年代加州大学伯克利分校大科学学科组织的诞生,标志着美国大学物理学科从学科知识和文化的输入国转变为输出国。本文论述了大科学学科组织兴起的背景和运作方式,阐述了慈善基金会对大科学研究的影响以及美国大学在大科学领域的优势。从小科学向大科学转换过程中,传统大学理念遭遇新的挑战:物理学家以牺牲高深学问为代价,致力于回旋加速器的技术发展;大学物理学家是学者的社团,转变为企业家型科学家;大科学组织内部形成等级较为森严的制度,年轻科学家的学术自治无法得到有效的保护。     

Explaining the links between child marriage and intimate partner violence: Evidence from Ghana

ObjectiveThis study examined the relationship between child marriage and intimate partner violence (IPV) in Ghana, looking specifically for possible mechanisms driving the relationship.MethodNationally representative cross-sectional data were collected from 2289 ever-married Ghanaian women and analysed using random-effects regression techniques.ResultsWomen who married as children differed significantly from those who did not in their socio-economic characteristics, attitudes to societal gender norms and autonomy. Compared to those who married as adults, women who married as children had lower levels of education, were more likely to endorse patriarchal gender norms and had lower levels of autonomy within the household. Results also showed significant relationships between child marriage and three dimensions of IPV (physical, sexual and emotional). However, for physical and sexual violence, this relationship was completely mediated by differences in the socio-economic characteristics of the women, their attitude to gender norms and their autonomy within the household.ConclusionResearchers must pay attention to these intermediary factors when theorizing the relationship between child marriage and IPV. Policy makers in Ghana must ensure that young girls receive formal education and have the self-efficacy and skills to reject patriarchal gendered norms that threaten their security and well-being.     

我国开放大学治理困境与现代大学制度推进

现代大学制度是一种大学治理的理念与制度设计,其核心是厘清大学与外部各种权力关系以及确立内部权力制衡机制。我国开放大学承袭了广播电视大学原有的办学难题,又面一临着定位问题、法律地位及自主权问题和体系衔接问题三大治理困境。因此,推进开放大学现代大学制度建设,是开放大学治理路径的必然选择。开放大学通过建立外部法人和内部法人治理结构,厘清开放大学与政府的关系,完善内部制衡机制,制定大学章程,整合教育资源,真正落实办学自主权,成为实现终身教育、建立学习型社会的主要载体。