Examining the effects of home literacy and numeracy environment on early reading and math acquisition

The present study examined how the home literacy and numeracy environment in kindergarten influences reading and math acquisition in grade 1. Eighty-two Greek children from mainly middle socioeconomic backgrounds were followed from kindergarten to grade 1 and were assessed on measures of nonverbal intelligence, emergent literacy skills, early math concepts, verbal counting, reading, and math fluency. The parents of the children also responded to a questionnaire regarding the frequency of home literacy and numeracy activities. The results of path analyses indicated that parents’ teaching of literacy skills predicted reading fluency through the effects of letter knowledge and phonological awareness. Storybook exposure predicted reading fluency through the effects of vocabulary on phonological awareness. Finally, parents’ teaching of numeracy skills predicted math fluency through the effects of verbal counting. These findings suggest that both the home literacy and the home numeracy environments are important for early reading and math acquisition, but their effects are mediated by emergent literacy and numeracy skills.     

美国"在家教育"的合宪性及其法律规制

在家教育在美国经历了发展、消失及重新发挥作用的阶段。美国法院就现代在家教育的合宪性作出了一系列的判例,主张在家教育权源自于美国《宪法》。各州教育法一方面承认在家教育的合法性,另一方面予以合理规制,在制度与实践上推动了美国在家教育的发展。     

试论当代生态美学之核心范畴“家园意识”

进入新时期以来,随着思想解放和西学东渐,文艺学、美学热点问题层出不穷,诸如美学热、文学是人学、文学与政治的关系、文艺学方法论、审美意识形态、人文精神大讨论、日常生活审美化、实践美学的崛起、后实践美学对实践美学的挑战、生态美学的提出、文学研究的文化转向等.热点问题虽然很多,但是能够在学理层面形成有效积累的并不多见.     

“他者”之声——评拉丽莎·贝伦特的《家》

从后殖民女性主义角度分析澳大利亚土著作家拉里萨·贝伦特的小说《家》,通过剖析遭受种族歧视和性别歧视双重压迫的一家三代土著女性在20世纪一百年来的悲惨遭遇,探讨她们寻回自己的声音、重构自己身份以及再现自我的重要性及其深远意义。     

科学发展观视域中的武汉农村文化遗产保护问题

目前,社会主义新农村建设正在稳步推进,广大农村的生产生活基础设施和现代文化传播条件有了显著改善。由于对中央新农村建设目标和农村文化建设要求的理解偏差,在农村文化遗产保护上出现了一些令人担忧的现象,造成空前的农村传统文化保存传承危机。深入学习贯彻科学发展观,正确认识、协调经济社会发展与文化遗产保护的关系,让二者相互促进,相得益彰,是当前新农村建设中需要深入研究的新课题。     

论贾平凹乡土小说的分裂性

贾平凹是中国当代典型的乡土作家,其乡土小说表现出了极大的现实热情和当下关怀。但我们也从中发现了一种分裂性。一方面,贾平凹作为一个农村走出来的作家,对农村怀有炽热的情感,对乡村文明或传统文明有一种情感上的认同;另一方面,他毕竟在城市生活了二十多年,具有受都市文明渲染的观念意识和价值立场。所以他具有乡村文明和城市文化的双重因子,而这二者常常表现为矛盾冲突,使他常常在城市文明和乡村文明之间徘徊,这就造成了贾平凹主体人格的分裂性。主体人格的分裂性反映在其乡土小说中就造成了他的乡土小说的分裂性。     

Teacher professionalism in educational reform: the experiences of Hong Kong and Shanghai

Beginning in the 1990s, the education departments of Hong Kong and Shanghai began to actively initiate reform with a focus on the quality of education. In reviewing the implementation of educational reform in these two societies, we found that Hong Kong teachers tended to only adopt those policies which they felt were beneficial for students' learning, whereas Shanghai teachers tended to conform more to the state's requirements. Teachers in Hong Kong strongly expressed their frustration over the intensification of their work, while teachers in Shanghai seldom expressed disagreement over the state initiatives. Concerning the meaning of teacher professionalism, teachers in Hong Kong were more able than their counterparts in Shanghai to develop their own interpretations. However, at the same time, teachers' work in Hong Kong was still being monitored by the emerging schooling market, while the work of Shanghai teachers was monitored by the state. Teachers' work in both societies can be interpreted as ‘confined professionalism’. In addition, in both of the two societies teachers' awareness of their professionalism was comparatively weak. Further empowerment in this area is needed.     

投资国特征对FDI流量的影响--基于对华FDI数据的引力模型研究

投资国的基本特征对外商直接投资流量产生影响，本以外商对华直接投资历史数据为基础，运用空间引力模型检验了投资国对华FDI流量与其本国特征的关系。分析结果显示，投资国与中国的地理距离、投资国经济规模、两国经济发展水平的差距、投资国华裔人口和投资国是否属于区域一体化成员国等因素对投资国对华FDI流量的影响很大；经济规模越大、与我国地理上邻近且经济发展水平差距较大以及具有一定种族联系的投资国对华直接投资规模越大。     

蓝天下的快乐学校——苏霍姆林斯基幼儿教育思想与实践述评

述评苏霍姆林斯基的幼儿教育思想及其在“快乐学校”中的教育实践，主要从对儿童的基本认识与了解；与大自然对话，并通过童话、幻想和游戏来发展儿童的语言和思维；在关爱生物和欣赏周围世界的美的过程中实施善和关的情感教育；在自然中学习艺术、增强体质等几方面展开。     

A cultural-historical reading of “Culturally Sensitive Schooling”: thinking beyond a constructivist view of science learning

“Culturally-Sensitive Schooling” as proposed by Brayboy and Castagno offers an important way of thinking about the relations between formal and informal science learning and between Western and Indigenous science. The constructivist framework adopted by Brayboy and Castagno in their discussions is consistent with the theoretical approach traditionally used by many researchers and scholars interested in science learning. In this article I explore the basic concepts introduced in their paper, but use a different theoretical lens for explicating concept formation. Through a cultural-historical reading of “Culturally Sensitive Schooling,” different insights can be gained about the relations between everyday informal learning and schooled learning in science. I argue that dialectical logic is more productive for re-theorising science teaching and learning in culturally diverse communities.