中学化学教师如何促使学生卷入学习

中学化学教师可根据学生的心理特点,采用"对话式教学".恰当运用化学语言,因材施教,促使学生卷入学习;进一步引导学生对前期学习进行正确归因,促使学生再次卷入.     

信任程度、大股东参与度与自主创新关系研究

基于现有研究考察大股东参与度对企业自主创新的影响,并揭示不同企业文化对上述关系的影响差异。此外,探究大股东与经理人间信任对大股东参与度,及进一步对企业自主创新的影响。运用182家中国企业的调研数据进行实证分析,结果表明:大股东参与度负向影响自主创新;信任程度与大股东参与度间存在U型关系;大股东参与度中介信任程度与自主创新间的倒U型关系。研究结果还表明,官僚型文化可以弱化大股东参与度对自主创新的负向影响,论证了官僚型文化对企业创新的积极作用。     

服务主导逻辑下服务质量评价模型构建与实证研究——以展览企业参展商服务为例

基于服务主导逻辑,提出服务质量评价包括物理环境、专业服务及核心利益3个维度,而服务态度和行为属于共同性要素,可将顾客参与作为影响服务质量评价的前置变量,间接分析共同性要素的影响作用.最终,以展览服务为例,构建了展览服务质量评价模型,并进行了实证分析.     

学生课程参与:一个亟待关注的问题

学生课程参与是指学生通过介入课程决策、参与课程开发与实施、重构课程等活动从而表达课程权力的一种意识和行为.随着课程理论研究范式的转向、学生课程权力意识的觉醒及基础教育课程改革的推进,学生课程参与问题渐受关注.学生课程参与有助于提高学生在课程中的地位和作用;有利于课程的创生;有利于课程变革走向成功.     

流动儿童教育中的家长参与研究

随着我国城市化进程的加剧,城市流动人口子女的教育问题日益突出,特别是义务教育阶段的流动儿童教育问题已经受到社会各界尤其是学术界的普遍关注,政府和教育部门相继出台了各种政策来解决流动儿童的教育问题.但是预期成效并未显现.本文试通过概述流动儿童的教育现状,以家长参与理论为主要依据,阐明家长参与流动儿童教育的重要性和必要性,以期为解决流动儿童教育问题提供可参考的途径.     

Portraits of Partnership: The Hopes and Dreams Project

This article describes an innovative practice in family involvement developed by one early care and education center engaged in professional development. The Hopes and Dreams Project documented family involvement in children’s lives and education through the pairing of pictures and narratives about their lives, histories, priorities, goals, and responsibilities with the school community. Narrative inquiry was a powerful method for increasing understanding of complexity of family involvement. Findings showed that families’ priorities in forming partnerships included the importance in belonging to the community, being involved in their children’s lives and education, experiencing diversity, and experiences in childhood for children’s futures. This research supports the importance of redefining family partnerships in early care and education in a manner that is inclusive of family values and priorities. The implications are that early care and education providers have an important role in developing and defining involvement practices that empower families and educate professionals.     

Barriers preventing parental involvement in mainstream education of children with specific learning disabilities: parent perspectives

This study aims to investigate the barriers to parental involvement in Jordanian mainstream schools from the parents’ perspective. A 36-item questionnaire that addressed five domains was designed specifically for this study and distributed to 206 parents of children with specific learning disabilities. The results reveal that the main barrier to parental involvement relates to parents’ beliefs, followed by barriers related to mainstream schools’ teachers and team work, while ‘available facilities’ was viewed as the least significant barrier. The results indicate that there were statistically significant differences regarding parental income level for each of the five domains and the overall scale, but there were no differences attributable to parents’ educational levels and gender. Based on these findings, a number of suggestions and recommendations are made.     

Longitudinal associations between parental rejection and bullying/victimization

The present study investigated the direction of the relationship between parental rejection and children’s engagement in bullying and victimization. Using a cross-lagged design, we examined whether (a) bullying and victimization predict an increase in parental rejection six months later, (b) parental rejection predicts an increase in bullying and victimization six months later, and (c) there is a reciprocal association between bullying/victimization and parental rejection. The participants were 846 early adolescents (mean age = 12.63 years) randomly selected from primary and secondary schools in Cyprus and Greece (375 Cypriots, 471 Greek students) and their parents. Children completed a translated version of the Personal Experiences Checklist – (PECK) and the Rejection subscale of the Parental Acceptance/Rejection Questionnaire. The results showed that parental rejection at Time 1 predicted significantly victimization at Time 2. Parental rejection however, was not a significant predictor of bullying. Moreover, bullying and victimization at Time 1 predicted significantly parental rejection at Time 2. These results provide further insight at the theoretical level in as far our understanding of the familial dynamics in bullying victimization and may provide clinical implications in relation to counselling of victimized children and their parents.     

Situational Indexes of Achievement Motivation,Help-Seeking,and Performance: Influences of the Learning Context and Gender Differences

Abstract

Sixteen college athletes and non-athletes were given 10 30-sec. practice trials to learn how to balance on a stabilometer. The next day they were allowed three more trials alone and three trials before a group of spectators. The non-athletes were significantly better on two of the three trials performed in front of the spectators. They also performed better than the athletes throughout the ten practice trials, although the tenth and last trial approached but did not yield a significant difference at the .05 level.     

Causes and consequences of harsh parental punishment: An empirical investigation in a representative sample of 570 German families

This article examines a multifactorial model of causes and consequences of harsh parental punishment. The social-psychological model as developed by Gelles was extended to also include the antecedent conditions leading to rigid assertion of parental power relating to the child. Furthermore, personality problems of the child observable as consequences of harsh parental punishment were included in our model. The conditions which predict harsh parental punishment are— in the rank order of their importance: a child perceived as difficult to handle, i.e., a “problem child”; parental angerproneness; the rigid assertion of parental power; and intra-familial problems and conflicts. As consequences of harsh parental punishment and rejection as perceived by the child, two types of personality problems were observed: a syndrome named “Conduct Disorder” and a syndrome including personality problems such as anxiety and helplessness.