Relevance of student and contextual school variables in explaining a student’s severity of violence experienced

Teachers conceptualise and interpret violent behaviour of secondary students in different ways. They also differ in their estimates of the relevance of student and contextual school variables when explaining the severity of violence experienced by students. Research can assist here by explicating the role of different types of contextual school variables. The research question is twofold: (1) Do contextual school variables, in addition to a student’s personal, family and educational variables, explain a student’s violent behaviour? (2) If so, what is the role of student composition variables compared with variables indicating the social cohesion of the school? A hypothetical model was developed in which personal, family, educational and school variables of different types simultaneously explain the severity of violence experienced by a student. The method used to test the model empirically is secondary analysis of data collected in a Dutch national survey on school safety in secondary education (N students = 78,840; N schools = 219). Severity of violence experienced is assessed by the Mokken Scale on Severity of Violence Experienced (MSSVE). Multiple regression analyses reveal that a student who is older, a young male, born in the country of residence, feels at home in another country, does not have an intact family, is not religious, is enrolled in the highest educational track and is achieving lower marks in the school subjects of language and mathematics, experiences more severe violence than other students (explained variance 3.4%). Simultaneously, different types of contextual school variables are differently relevant. Mean severity of violence experienced by students at school indicates clearly more variance (2.3%) than the combination of student composition variables (.4%). The conclusion is that the theoretical model is empirically supported, which also underlines the validity of the MSSVE. The discussion focuses on a comprehensive multilevel approach to stimulate and check improvement of social cohesion at school.     

Variance Estimation Using Replication Methods in Structural Equation Modeling With Complex Sample Data

This article discusses replication sampling variance estimation techniques that are often applied in analyses using data from complex sampling designs: jackknife repeated replication, balanced repeated replication, and bootstrapping. These techniques are used with traditional analyses such as regression, but are currently not used with structural equation modeling (SEM) analyses. This article provides an extension of these methods to SEM analyses, including a proposed adjustment to the likelihood ratio test, and presents the results from a simulation study suggesting replication estimates are robust. Finally, a demonstration of the application of these methods using data from the Early Childhood Longitudinal Study is included. Secondary analysts can undertake these more robust methods of sampling variance estimation if they have access to certain SEM software packages and data management packages such as SAS, as shown in the article.     

日本人的内外意识在日语教学中的应用研究

日本人的内外有别意识在日语词汇、随声附和表达和寒暄语、惯用句和谚语等方面都有所体现。日语教师除了平时要有意识地积累自身日本文化常识,关注语言现象背后所蕴含的内外意识之外,还需在课堂教学过程中对日本人的内外意识进行针对性的讲解和训练,并可通过旁征博引、中日对比、情境模拟等组织形式开展丰富多样的课堂教学,以加深学生对日本社会内外意识的理解和掌握。     

基于灰色系统理论的交通事故预测模型

交通事故的发生是一个典型的灰色系统,利用灰色理论的GM(1,1)模型建立了交通事故起数、死亡人数、受伤人数及直接经济损失预测模型,并利用某市31个月的交通状况数据验证了模型有较好的精确度。     

关于幼儿教师对学前一年教学与课程期望的研究

对我国中、东、西部三省1174名幼儿教师进行问卷调查,了解幼儿教师对学前一年教育中教学与课程的期望。研究结果显示,幼儿教师普遍认识到学前一年教育的重要性,并认为应当突出学前一年教育教学与课程的特殊性,为幼儿的全面和谐发展与入学准备设置适宜的课程。     

论未成年人不良行为预防与控制

未成年人自身生理发育与心理发育不平衡及不良外部因素是未成年人出现不良行为主因。应尽快改变目前以学习课本知识为主、以将来"成才"为目的的教育,对未成年人实施人格完善教育、社会责任教育、感恩回报教育和遵纪守法教育等精神信念教育。     

Teaching gender and sexuality diversity in foundations of education courses in the US

This article is a summary of comprehensive units on gender and sexuality diversity that the authors have used in teacher education courses in undergraduate and graduate social foundations of education classes over several years. The course lesson plan includes a five‐part analysis of the following categories: biological sex; gender identity/sexual identity; gender roles; sexual behavior; and sexual orientation. The authors have experienced much success and positive student evaluation by using this approach. This is true even in religiously and politically conservative universities. The authors introduce the complexity of biology, gender roles, and gender identity, before addressing human sexuality. This helps to diffuse many stereotypes and misconceptions in the initial lessons.     

国内学业自我概念研究文献的元分析

通过收集和整理国内学业自我概念方面的相关研究成果,以文献的元分析方法,从研究视角、研究方法、研究内容等角度进行分析,概括最新的研究进展,总结研究中存在的问题,展望研究发展趋势,从而提供最新的、最全面的信息。供国内同行参考借鉴。     

苏轼的人品与词风

苏轼词风多变,婉约者动人清新而深沉,豪放处雄奇如天风海雨,气势磅礴。他的诗不受陋习成规的束缚,形成＂以文为诗＂、＂以才学为诗＂富有理趣的＂东坡体＂,如天地奇观,富含哲理,饱含才气。他开创豪放流派之先河,开宗立派,让人耳目一新,而其婉约诗词也同样独树一帜,读之极尽缠绵凄婉。然而其人生道路是坎坷多舛的,不平凡的人生经历,造就这位旷世奇才;其人生的指导思想也是复杂的,儒释道三者兼而有之。苏轼不愧为宋代文坛上一颗耀眼的明星。     

唐代咏昭君诗的新变

现存唐代咏昭君诗大约七十余首,这些诗歌是唐代诗人追思汉代和亲历史、审视唐朝和亲现实的产物。诗人们以汉喻唐,借史抒怀,表明自己对待和亲的态度和认识,由此带来唐代咏昭君诗前所未有的发展。特别是在深化主题、扩大题材和意象创新等方面都呈现出新的时代特色,对后世产生了较为深远的影响。