The Effects of State Decisions About NCLB Adequate Yearly Progress Targets

The No Child Left Behind Act allows states to vary (a) the trajectories they select to move from the baseline percent proficient or above in 2002 to the 100% proficient goal in 2014, (b) the minimum number of students required for reporting of disaggregated subgroup results, and (c) whether or not they will use confidence intervals when determining whether or not an annual measurable objective has been met. We use data from Kentucky for the years 2003 and 2004 to explore the consequences of different design decisions. The effect of design decisions on number and percentage of schools meeting adequate yearly progress (AYP) is large, with important implications for education practice.     

Making accountable teachers: the terrors and pleasures of performativity

This article draws from Stephen Ball’s work on markets, managerialism, and performativity to frame a comparative study that examines the reconstitution of the teacher–subject across a pivotal decade in which neoliberal standards and accountability reforms effected significant changes in US education. It juxtaposes two qualitative studies conducted during the implementation of successive standards and accountability movements. The first study of early career English teachers coincided with the implementation of the Bush administration’s No Child Left Behind Act of 2001 (NCLB), and the second took place nearly a decade later as states began to implement value-added teacher assessments in conjunction with the Obama administration’s Race to the Top (RTTT). The juxtaposition of these two studies points to a paradigmatic shift in the construction of teachers’ professional knowledge and subjectivity. While teachers of the first accountability stage positioned NCLB’s (self-) disciplinary mechanisms as external intrusions on their autonomy, professionalism, and practice, the second group positioned RTTT’s accountability mechanisms as the very modes by which they knew themselves and their quality. Thus, these studies show a collapse between the governed (i.e. teachers) and the government (i.e. accountability mechanisms) and the normalization of the marketized teacher, the managed teacher, and the performative teacher.     

Tei指数评价原发性高血压患者左室功能障碍的临床研究

目的：探讨Tei指数原发性高血压患者心脏功能的临床应用价值。方法：原发性高血压患者176例．按Ganau分类法将原发性高血压分为4型；正常构型（A组，46例）、向心性重构（B组，53例）、向心性肥厚（C组，40例）、离心性肥厚（D组，37例）；正常对照组35例。以常规超声心动图检查测量舒张末期室间隔、左室后壁厚度及左室内径（IVS、LVPW、LVDed），二尖瓣血流频谱图舒张早期与舒张晚期血流峰值比（E／A），左室射血分数（EF）及Tei指数，进行对比分析。结果：1.一般资料的比较：各组同年龄、性别差异均无显著性意义，C、D组病程有显著性差异，C、D组收缩压最高（P〈0．05），B、C、D组脉压最高（P〈0．05）；2．各组超声心动图结构参数比较：C组、D组LA最大（P〈0．05）；B组LVDS最小（P〈0．05），D组LVDS最大（P〈0．05）；C组IVS、LVPW最厚（P〈0．05）；B组、D组IVS、LVPW轻度增厚（P〈0．05）；C组RWT明显厚于其它各组（P〈0．01）；C组、D组LVMI质量显著增加（P〈0.01），但C组、D组之间无统计学意义；3．各组超声心动图功能参数比较：高血压各组的E／A值均减低（P〈0．05），EF只有D组与对照组比较有显著性意义；高血压各组Tei指数均较对照组增加，呈递增趋势，各组间有显著性意义。结论：Tei指数可以客观、真实的评价高血压患者不同左室构型的心功能情况，对于评估疾病的治疗效果和预后具有很高的临床应用价值。     

浅析《左传》中的虚构因素

《左传》是我国第一部大规模的叙事作品,被誉为先秦散文“叙事之最”,标志着我国叙事散文的成熟。史传著作秉承“不虚美,不隐恶”的实录精神。但是,综观《左传》全书,却充满了荒诞不“经”的虚构因素,主要体现在以下三个方面:记录了“天道”、“鬼神”、“灾祥”、“卜筮”、“梦”等神话迷信活动;记录了人物的内心活动、密室之谋和床第之私等不为人知的秘密;三、记录了“传闻异辞”。     

冯润璋浅论--纪念冯润璋先生诞辰100周年

冯润璋青少年时代与中国左翼作家联盟有着密切的关系，与妻子吴碧云毕生从事教育事业和革命事业，对中国现代学和中国现代教育做出了较大贡献。     

Raising standards in American schools? Problems with improving teacher quality

The quality of the teacher workforce is a subject of perennial concern in many developed countries. In the United States, through the No Child Left Behind (NCLB) Act, the federal government has a mandate for reform of teacher education that is unprecedented in its scale. Essentially the Act demands that every teacher of core academic subjects must be deemed to be highly qualified in every subject they teach by the end of the 2005–2006 academic year. This paper considers the impact that NCLB's teacher quality mandate is having in US schools. By drawing upon school-level data for the state of California, we examine the progress that this state is making towards meeting NCLB's mandate and also the role that teacher quality can play as a determinant of school success. The findings suggest that overall California has a well-qualified and highly experienced teacher workforce which is relatively equitably distributed among the states’ institutions. On the other hand, the distribution of California's students appears to be less fair, with students from poorer homes and certain ethnic backgrounds being disproportionately represented in the state's least wealthy and least successful schools. In addition, the finding that it is student background factors rather than teacher quality characteristics that are the key determinants of school success, also brings into question the extent to which requiring teachers to improve their subject content skills will really help close the achievement gaps in California's schools.     

A “top-down” analysis of high school teacher motivation

Classroom instruction may be affected by school contexts that are increasingly performance-driven because of legislative demands. Interpreting this as a need to investigate the relationships between school context and classroom practice, this study took a “top-down” approach by examining contextual elements of school goal structure and teacher community on teachers’ sense of self- and collective efficacy, and classroom goal structures. After collecting data from teachers in four Midwestern high schools, results indicated that teachers in highly performance-oriented schools reported significantly less adaptive motivational beliefs, lower community, and more performance-oriented instruction than teachers in a low performance-oriented school. Furthermore, a path analysis revealed that classroom goal structures were significantly and indirectly related to teacher community. We discuss how academic context may affect teachers’ motivational beliefs as well as classroom practices, and make recommendations for future research and practice.     

中庸·中行·中和——评孔子学说中的一个哲学范畴

“中庸”是一个哲学范畴。它的发现。对丰富和繁荣我国古代哲学和学术思想建立了伟大功绩。对其应进行马克思主义的科学分析和考察.“中庸”是事物发展相对稳定的“质”。“中庸”在哲学思想以及日常生活中都有广泛的运用。     

王明“左”倾错误对察哈尔民众抗日同盟军的影响

察哈尔民众抗日同盟军的主要失败原因之一是，以柯庆施为书记的中共前线工作委员会忠实执行王明“左”倾机会主义路线，从而为察哈民众抗日同盟军造成重大损失。     

鲁迅参加"左联"原因再探

大陆学者把鲁迅加入“左联”说成是共产党视鲁迅为“同路人”、派人做鲁迅工作的结果。反鲁派则把这说成是“招降”、“投降”。以此对鲁迅大加挞伐。事实上,鲁迅之加入“左联’,有着多方面的深刻而复杂的原因,是鲁迅对1927年国民党“清党”后黑暗现实的一种反抗,是他面对日益白热化的阶级斗争形势的必然选择,也与其向往集团作战的一贯追求、重视培养文艺新人的战略眼光有关。总之,鲁迅加入“左联”是自然而然的,是对历史进步怀有热切期望,并愿意为此尽个人之力的结果。