Transfer paths and academic performance: The primary school merger program in china

In the late 1990s and early 2000s, China's Ministry of Education embarked on an ambitious program of primary school mergers by shutting down small village schools and opening up larger centralized schools in towns and county seats. The goal of the program was to improve the teacher and building resources in an attempt to raise the human capital of students in poor rural areas, although it was recognized that students would lose the opportunity to learn in the settings of their own familiar villages. Because of the increased distances to the new centralized schools, the merger program also entailed building boarding facilities and encouraging or mandating that students live at school during the week away from their family. Given the magnitude of the program and the obvious mix of benefits and costs that such a program entails there has been surprisingly little effort to evaluate the impact of creating a new system that transfers students from school to school during their primary school period of education and, in some cases, making student live in boarding facilities at school. In this paper, our overall goal is to examine the impact of the Rural Primary School Merger Program on academic performance of students using a dataset from a survey that we designed to reflect transfer paths and boarding statuses of students. We use OLS and Propensity Score Matching approaches and demonstrate that there is a large “resource effect” (that is, an effect that appears to be associated with the better facilities and higher quality of teachers in the town and county schools) that appears to be associated with the transfers of students from less centralized schools (such as village schools) to more centralized schools. Boarding, however, is shown to have negative impacts on academic performance. However, students who transfer to county school benefit from the transfer no matter where they start and whether they board or not.     

Learning (not) to become a teacher: A qualitative analysis of the job entrance issue

Reporting on 12 case studies of student teachers, this paper examines how experiences during teacher education affect graduates’ decision on job entrance. Interpretative data-analysis reveals that powerful sources of the shift in motivation to enter teaching concern interactions in which the person of the teacher is at stake. These mainly involve student teachers’ need to develop a socially recognized sense of professional competence as well as their dealing with social and cultural working conditions in schools. These crucial determinants act as “double-edged swords”, being at the same time important sources for recognition as for self-doubts and loss of job motivation.     

Does executive function mediate SES and home quality associations with academic readiness?

This study examined the extent to which executive function (EF) mediated associations of socioeconomic status (SES) and home-environment quality with academic readiness (math, letter and word identification, and knowledge of story-and-print concepts). Forty-nine 54–66-month old children and their mothers participated in a home observation and laboratory visit. Hierarchical regression analyses revealed the EF mediated associations between SES and math outcomes. These findings were observed after controlling for child verbal abilities. Implications for the role of verbal ability in EF, the developmental context in predicting EF, and the influence of EF on academic readiness are discussed.     

中古以来齿音开合口的演变

文章分隋唐、两宋、金元、明清和现代五个阶段,从齿音的角度展现了汉语语音系统从中古到现代所发生的开合口变化情况并探讨了变化成因,同时分析了成系列地发生过开、合口相互转化的5组齿音字,从一个侧面展示了汉语语音演变的详貌。     

关于我国《中小学教师职业道德规范》的价值分析

自1984年以来,我国《中小学教师职业道德规范》经过了多次完善,2008年教育部又在官网上征求各方意见后,于9月颁布了新的《师德规范》条例。从教育政策的价值分析角度来看,这一措施,体现了我国政府在师德建设上的一贯价值立场;合乎我国现行法律,符合学生与家长的需求;但其中仍存在一些不足。     

姚莹“经济”说新探

姚莹是嘉道时期桐城派的重要传人。他提出的"经济"说有着时代需求、桐城传统、家庭授受、友朋呼应、个人志趣等多重背景因素。其"经济"说的内涵,应与他的"义理"、"文章"、"多闻"三说联系起来加以审视,四者之间既可独立,又相互关联。姚莹"经济"说对嘉道以降桐城学风与文风产生了深远的影响。     

Shifting codes: education or regulation? Trainee teachers and the Code of Conduct and Practice in England

In 2009, the General Teaching Council for England (GTCE) introduced a revised Code of Conduct and Practice (2009) for registered teachers. The code also applies to all trainee teachers who are provisionally registered with the GTCE and who could be liable to a charge of misconduct during their periods of teaching practice. This paper presents the results of a small-scale piece of research that utilises Q-methodology to ascertain trainee teacher alignment with the code. Our research concludes that trainee teachers in the sample have a high degree of homogeneity in relation to prioritising specific areas of the code, namely those pertaining to ethical behaviours. They do not prioritise those areas of the code relating to classroom-based skills which they have yet to develop. The paper questions the efficacy of a code which represents an aggregate of a code of conduct, a code of ethics and a set of standards for practice.     

略论英尼斯与麦克卢汉学术思想的差异

哈罗德·英尼斯和马歇尔·麦克卢汉共同奠基了多伦多学派,但两人在学术方向、基本立场等方面存在明显的差异。英尼斯重视传播媒介对社会组织和文化的影响,麦克卢汉重视传播媒介对感知和心理的影响;英尼斯对媒介的技术发展持悲观主义态度,而麦克卢汉则充溢着乌托邦精神;在对待技术理性、大众传媒、美国等问题上,英尼斯持严厉的批判态度,而麦克卢汉则持肯定和认同的态度。这些明显的差异使得研究者甚至质疑"多伦多学派"这个概念的合理性。     

工程实例对物理学教学的作用

在物理教学中,适当的引入有针对性的工程实例,对于激发学生对物理课程的兴趣,培养学生的探究精神,形成严谨的思维模式,提高学生的自学能力和综合素质,有着很好的推进作用。本文以跳台跳水泳池深度研究这个工程实例为例,通过具体的分析过程,讨论了工程实例在实际教学中的作用。     

开展中小学档案教育的实践与思考

建立中小学档案教育社会实践基地,是档案部门加强对外交流、拓宽服务领域、强化服务功能、扩大社会影响的客观需要;是促使档案馆更新观念、转换角色,突显其文化性、教育性和开放性的良好契机.利用丰富的档案资源开展中小学社会教育实践,有助于中小学生通过档案更好地了解家乡的历史、文化、传统、风土人情和建设成就,增强爱国爱乡情怀.