Situated decoding of gender in a Swedish preschool practice

This article is based on data generated in an ethnographic study of gender in a Swedish preschool. Drawing on Judith Butler’s understanding of performativity and (un)doing of gender, a new theoretical concept, situated decoding of gender, is further developed by showing how the material and spatial dimension of the educational practice and the teachers’ actions contribute to establishing and maintaining this process in an early childhood educational setting. Instead of normalising the gender binary, a reverse process occurs that turns what is perceived as feminine or masculine into a gender decoded state in which gender is made less relevant, or even irrelevant. It is argued that this continuous reiterative process emerges and is maintained by three main factors: (a) the preschool’s physical environment, (b) the regular and repetitive structure of the educational practice and (c) the consistent actions of the teachers in the everyday practice.     

“发展－安全关联”理论下的美国石油多元化——以中东和非洲为例

发展－安全关联理论要求－国要实现发展必须要有安全的环境,包括国内安全及周边地区安全乃至国际局势的安全;另一方面安全也需要发展来保证。冷战结束后发展的安全化与安全的发展化已经成为一种新的趋势。美国在这一点上侧重于发展政策服从于安全政策。这一政策在中东陷入困境,非洲地区的实践是美国这－政策目标下的石油多元化的又一尝试。     

Transforming Education through School-community Partnerships: Lessons from Four Rural Early Childhood Development Schools in Zimbabwe

This article presents and discusses the findings of a multi-case study that was conducted in four remote rural early childhood development (ECD) schools located in the Chiredzi district, in Masvingo province, Zimbabwe. The article explored how school heads enhanced resources mobilisation in remote rural ECD schools through school-community partnerships in order to improve teaching and learning conditions. Semi-structured interviews were conducted with the school heads, deputy heads and teachers in charge. Document reviews and observations were also used to augment data from interviews. Invitational leadership was used as an analytic tool for the study. The findings suggest that the school heads succeeded to some degree in bringing parents and various stakeholders to the ECD schools to deal with the challenges facing them. Various strategies were used including tapping into local knowledge to ensure that parents who could afford to pay fees managed to do so.     

掀起中学历史课堂教学小高潮的有效策略

历史教师在教学过程中,要不断地设置一些教学小高潮来激起学生思想、情感上的共鸣,集中学生注意力,从而提高教学效率。掀起小高潮的途径和方法,一是从教学内容,包括导入新课、结束新课、重点与难点以及插入乡土史等方面去设计;二是从教学手段,包括课堂语言手段和直观性的现代化教学手段等方面去设置。     

早教师资培养课程设置研究

0-3岁婴幼儿早期教养事业在我国处于蓬勃发展的阶段,而早教师资培养还在起步阶段。研究建构一套适合早教师资职前培养的课程体系,对早教合格人才培养工作具有重要意义。课程的设置应遵循：必修课和选修课相辅相成、专业基础课和专业技能课并重、理论课与实践课融合的三原则。课程设置应包括：公共基础课程、专业课程、选修课程、实践课程。课程理念和课程设置目标的具体实现关键在于课程的有效实施：一是组建专业建设指导委员会,做好导向;二是成立选修委员会,增加选修课;三是推行＂双证＂乃至＂多证＂教育,提高师资素质。     

学前儿童早期阅读内涵解析

学前儿童的早期阅读在我国当前学前教育理论研究中日益受到重视,但在实践中,仍然存在很多错误的认识和做法。针对这一现状,本文从五个方面阐释了对学前儿童早期阅读的认识,具体包括早期阅读的意义、早期阅读的目标、早期阅读与识字的关系、早期阅读材料的选择以及早期阅读的实施,以此构建现实中的理性行为。     

幼儿科学素养培养方法探析

幼儿科学教育是科学启蒙教育,学习科学的过程是幼儿主动探索的过程。幼儿科学素养培养方法的科学合理性至关重要,直接影响幼儿科学素养培养的成效。对科学素养内涵的认知和幼儿园科学教育的目标解析是幼儿科学教育方法的基础。观察法和模拟实验法是幼儿期孩子科学素养培养的主要方法,这些方法的实施必须遵循安全性、兴趣性、时空性和持续性原则。     

基于教师职业能力的《中学物理教学法》课程教学探索

《中学物理教学法》课程作为高等师范院校学生的一门重要课程,担负着向学生传授教学理论、训练教学技能的重要任务.如何把该课程的教学与中学物理教师职业能力的培养结合起来,是摆在高等师范教育工作者面前的重要课题.针对中学物理教学实际,通过对中学物理教师的职业能力进行结构分析,提出了课程的＂知能结构＂教学方法.     

Adverse experiences in early childhood and their longitudinal impact on later behavioral problems of children living in poverty

BackgroundAdverse childhood experiences (ACEs) are an identified risk factor for the social and emotional development of children. What is less known is the long-term effects of ACEs when poverty and ACEs coincide.ObjectiveUsing longitudinal cohort-panel data, we examined whether exposure to ACEs by the age of three among poor children would longitudinally result in behavioral problems at ages three, five, nine, and 15, after controlling for mothers’ socioeconomic status and their children’s characteristics.Participants and settingWe used a subsample of 2750 children and their parents living in urban poverty from the Fragile Families and Child Wellbeing study.MethodsLogistic regression modeling was used to obtain adjusted odds ratios of ACE categories predicting behavioral problems after accounting for family socioeconomic position.ResultsOur findings indicate that experiencing ACEs in early childhood was significantly associated with later behavioral outcomes from childhood to adolescence. Exposure to multiple ACEs before the age of three was significantly associated with the top-risk behavior group at age five; the odd ratios were 2.0 (CI = 1.3–3.1) and 2.9 (CI = 1.8–4.6) for two ACEs and three or more ACEs, respectively. At both ages nine and 15, children experiencing two or more ACEs had 1.9 to 3.2 times higher odds to demonstrate more the top 10th percentile of behavioral problems. Among covariates, mothers’ race and education, and children’s gender and temperament were identified as significant factors to determine behavior problems.ConclusionsThe findings support policies and programs for families with children who have experienced economic disadvantages and early childhood adversity.     

Adverse childhood experiences and deleterious outcomes in adulthood: A consideration of the simultaneous role of genetic and environmental influences in two independent samples from the United States

BackgroundAdverse childhood experiences (ACEs) are a potent risk factor. Despite these findings, studies have also recognized the importance of considering additional sources of genetic and environmental influence that cluster within families.ObjectiveTo properly control for latent sources of genetic and within-family environmental influences and isolate the association between ACEs and the following outcomes in adulthood: physical health, depressive symptoms, educational attainment, income attainment, alcohol problems, and antisocial behavior.Participants and SettingTwo independent samples of twins and siblings from the United States: the Midlife Development in the United States (MIDUS) study (N = 862) and the National Longitudinal Study of Adolescent to Adult Health (Add Health; N = 3112).MethodsSibling comparison models, which control for latent sources of genetic and within-family environmental influences, were estimated to examine whether differential exposure to ACEs was associated with the examined outcomes.ResultsFamilies that experienced more adversity also experienced more deleterious outcomes. However, siblings that experienced more adversity were no more likely to experience deleterious outcomes than their co-siblings. However, greater exposure to ACEs was associated with increases in depressive symptoms (Add Health). Additional models revealed that the similarity between siblings from the same family stemmed from latent sources of within-family environmental influences not captured by traditional ACEs measures.ConclusionsConsidering genetic influences and additional latent sources of within-family influences is crucial in isolating the effects of ACEs. Currently employed ACEs measures may not adequately capture the full range of impactful sources of family-level environmental influence.