Conformity to masculinity ideology,a predictor of academic‐related attitudes and behaviors

Masculinity ideology is argued to be associated with academic outcomes. However, relatively few studies have examined these associations. This study examines the associations between masculinity ideology and academic skepticism, self‐presentation of low achievement, academic engagement, academic initiative, and self‐regulation, above and beyond academic self‐efficacy, among a diverse sample of urban youth. With a sample of 135 eighth‐grade students from a Northeastern middle school, 5 separate multiple hierarchical regression analyses were used to examine whether students’ endorsement of masculinity ideology predicted the criterion variables above and beyond academic self‐efficacy. The sample was comprised of 54 girls and 74 boys ages 12–14 years (M = 13.14; SD = .37). Results showed academic self‐efficacy significantly predicted academic engagement (B = 1.26; β = .53, p < .001; f² = .39), academic initiative (B = .98; β = .37; p < .001, f² = .16), and behavioral regulation (B = .61; β = .24; p < .05; f² = .09) and explained an additional 8 and 10% of the variance in self‐presentation of low achievement (B = .54; β = .33; p = .001; f² = .14) and academic skepticism (B = .56; β = .35; p < .001; f² = .15), respectively, over and above academic self‐efficacy. Gender, which was dummy coded and entered as a covariate, only predicted self‐presentation of low achievement. Findings from this study point to the need to foster positive academic outcomes through bolstering academic self‐efficacy and, perhaps more important, addressing masculinity ideology.     

Breaking out,breaking through: accessing knowledge in a non‐western overseas educational setting—methodological issues for an outsider

This paper is concerned with processes of international enquiry. It focuses upon the relationship between a research problem and access to conduct research in a country. It uses data from an ethnographic study of primary education in a Northern Indian District. Conceptually drawing upon the insider‐outsider debate within the sociology of knowledge, the paper raises issues about the relationship between the research problem, accessing knowledge and being an outsider to a research setting. It considers problems facing a particular form of outsider—a foreigner. The paper maintains that when researchers who are outsiders embark on designing research in non‐western international educational settings, then questions considering the relationship between the research problem, access strategies and the culture of the research setting are vital. Grappling with such questions allows for the development and promotion of new forms of partnership, alongside a deeper understanding of culture and context, when developing comparative and international research policy agendas.     

21世纪的师范大学：创新与适应

师范大学要立足于21世纪，必须主动适应教师职业专业化趋势与教师教育开放化的要求，加大教育创新的力度，积极向综合性大学的方向发展。     

Novel dissection of the central nervous system to bridge gross anatomy and neuroscience for an integrated medical curriculum

Medical schools in the United States continue to undergo curricular change, reorganization, and reformation as more schools transition to an integrated curriculum. Anatomy educators must find novel approaches to teach in a way that will bridge multiple disciplines. The cadaveric extraction of the central nervous system (CNS) provides an opportunity to bridge gross anatomy, neuroanatomy, and clinical neurology. In this dissection, the brain, brainstem, spinal cord, cauda equina, optic nerve/tract, and eyes are removed in one piece so that the entire CNS and its gateway to the periphery through the spinal roots can be appreciated. However, this dissection is rarely, if ever, performed likely due to time constraints, perceived difficulty, and lack of instructions. The goals of this project were (i) to provide a comprehensive, step‐by‐step guide for an en bloc CNS extraction and (ii) to determine effective strategies to implement this dissection/prosection within modern curricula. Optimal dissection methods were determined after comparison of various approaches/tools, which reduced dissection time from approximately 10 to 4 hours. The CNS prosections were piloted in small group sessions with two types of learners in two different settings: graduate students studied wet CNS prosections within the dissection laboratory and medical students used plastinated CNS prosections to review clinical neuroanatomy and solve lesion localization cases during their neurology clerkship. In both cases, the CNS was highly rated as a teaching tool and 98% recommended it for future students. Notably, 90% of medical students surveyed suggested that the CNS prosection be introduced prior to clinical rotations. Anat Sci Educ 11: 185–195. © 2017 American Association of Anatomists.     

The road to nowhere begins with where we are: Rethinking the future of American education

The purpose of this essay is two-fold: to explain briefly the central features and functions of the present system and to suggest why it has become so resistant to meaningful systemic reform; and to articulate several general principles of transformation that must undergird a new vision of education in the 21st century. Our programmatic hope is that others will engage in the kind of serious, ongoing dialogue necessary to open our minds and hearts to both the possibilities and difficulties accompanying any serious effort at systemic reform in American education.     

试述面向二十一世纪图书馆员继续教育

2l世纪的现代化图书馆正从传统的人力管理向自动化、网络化、智能化方向发展演变，图书馆技术方法服务手段和以信息为主体服务内容的变化，对图书馆员的素质和能力提出了高要求，新时期的馆员必须加强继续教育，不仅掌握图书馆学知识，还需最大限度地了解信息科学知识，相关自然科学和人文科学知识，建构自己复合型的知识结构，才能应对知识经济的挑战，更好地为社会经济发展提供有力服务。     

论江泽民的国际战略思想

冷战结束以后，江泽民以面向未来和开辟新世纪的战略家眼光，对当今世界进行重新审视和准确判断，提出当今世界是一个相互依存的世界，确立了以经济安全为核心的新的国家安全观，并且纵横捭阖，开展全方位对外系统，改善和调整大国关系，推动多极格局的建立，为中国的现代化建设创造了一个有利的国际环境。     

Counselor Education and Title IX: Current Perceptions and Questions

This national survey of counselor educator perceptions of the Title IX requirement to report student disclosures of gender‐based discrimination revealed the need for greater clarity about faculty strategies for serving counseling program students while upholding the federal law. The authors describe the recent expansion of the requirements and provide a suggested statement for course syllabi.     

A cross‐national review of evidence‐based psychosocial treatments for children and adolescents with autistic spectrum disorders in the United Kingdom,Ireland, and United States

The most thoroughly researched topic in relation to autistic spectrum disorders (ASDs) is the evaluation of interventions. Educational psychology in the United Kingdom and Ireland is the most closely allied profession to school psychology in the United States. In considering what is published by and for the profession, it is important to include all of those journals that are directly relevant to the profession including educational psychology journals. This review reports on the type, focus, and quality of school‐based ASD intervention research reported in school and educational psychology journals between 2005 and 2015. Twelve evaluation studies are reported, which evaluated 10 discrete interventions and two commercial packages. These interventions targeted academic, social, communication, and behavioral outcomes. Implications for the practice of school psychologists are discussed including the application of research to the idiographic nature of the work of school psychologists.