普通小学教师对特殊儿童接纳态度的研究

本文通过问卷就普通小学教师对特殊儿童的接纳态度进行了研究。上海市 3 68名被试参加了本调查 ,有效被试为 3 57人。研究结果表明 ,普通小学教师对特殊儿童的接纳态度受多方面因素的影响 ,其中小班制及有效的培训是极其重要的方面。因此 ,在进行随班就读工作时必须综合考虑这些因素。     

Action research on a collegial model of peer observations

Observing peers for professional development is a familiar and valuable practice but not always favoured in many educational institutions. This small-scale action research (AR) was conducted in an institution where teachers are accustomed to regular peer observation, requiring each teacher to conduct peer observation and to reflect in their teachers’ portfolios. Conventionally, to fulfil the requirement each teacher finds a colleague to observe them either with or mostly without a certain focus. This study, however, employed action research methodology to inquire into a collegial peer observation model to improve this organisational practice. It aimed to promote mutual growth of the participating faculty members in an agreed area. Including the author, five faculty members, who are midcareer and experienced English language teachers, acted as members of the consultation group. In the AR project, appreciative inquiry was used when reflecting on the observed classes and during focus group interviews. As a result of this AR, at least two levels of knowledge were generated: first-person (author) and second-person (the team). The knowledge claim that this practitioner research constructed is ‘When small groups of teachers conduct peer observations focusing on a common concern, learning and collegial growth may increase.’ It is expected to lead to a third-person stage in the department and the academic community in general.     

Online social viewing: Cross-cultural adoption and uses of bullet-screen videos

ABSTRACT

Bullet-screen technology, an innovative way of interacting with online videos, allows viewers to contribute comments that simultaneously appear over videos. Popular in East Asia, the technology is making its way to American audiences. This study employed a comparative qualitative focus group approach to explore how American and Chinese viewers responded to and interacted with this new format of online videos. Three themes emerge from this investigation: (1) the unique affordances of this technology; (2) barriers to adoption and usage; and (3) cultural differences that impact the user experience. The theoretical and practical implications for bullet-screen technologies are discussed.     

Acceptance or rejection? The social experiences of children with special educational needs and disabilities within a mainstream primary school

ABSTRACT

This article details a study which investigated the social acceptance and friendships of children with SEND, and their typically developing peers, at a mainstream primary school in the North West of England. Participants were 29 children aged five and six years old, separated into three groups; typically developing children, children who were being monitored for SEND, and children with formally identified SENDs. With the use of a peer nomination sociometric technique, findings revealed that children with SEND had less promising peer relations and friendships compared to children tracked for SEND and their typically developing peers, consequently questioning the mainstream ‘ideal’.     

从三部传统目录学著作看古代《庄子》的传播与接受

<汉书·艺文志>、<隋书·经籍志>和<四库全书总目>作为我国官修史志目录学著作中的三座里程碑,在一定程度上反映了包括道家在内的诸子百家的学术流变.通过考察三部目录学著作对道家文献尤其是<庄子>相关文献的收录情况,我们可以对<庄子>在古代较为复杂的传播与接受历程有一个大体的认识.     

Teacher liking as an affective filter for the association between student behavior and peer status

This study investigated how peer perceptions of teacher liking and disliking for a student shape students’ social cognitions by moderating associations between the student’s peer-perceived social behavior and peer liking and disliking status. We studied individual teacher liking and disliking as well as classroom norms as moderators of individual and classroom-level behavior-status associations. Peer nominations of (dis)liking, being (dis)liked by the teacher, and prosocial and aggressive behavior were gathered from 1454 students (M_age = 10.60) in 58 fifth-grade classes in the Netherlands. Results from multilevel analyses showed the teacher made a difference in particular for those students who were at-risk of low peer status, that is, those students who were perceived by many of their peers to show aggressive behavior and by few to show prosocial behavior. These students were disliked less and liked more when they were perceived by peers to be less disliked and more liked by the teacher. Furthermore, the amount of disliking associated with overt and relational aggression differed across classrooms, depending on norms of teacher liking. These findings may help teachers to understand and improve an individual student’s peer status, and alter the behavior–status dynamics in their class.     

Social capital in the classroom: a study of in-class social capital and school adjustment

Social capital is generally considered beneficial for students’ school adjustment. This paper argues that social relationships among pupils generate social capital at both the individual and the class levels, and that each has its unique effect on pupils’ performance and well-being. The sample in this study consists of 1036 children in 60 first-grade classes in 46 Dutch elementary schools. Multilevel regression results show that a substantial proportion of the variance in school adjustment can be attributed to the class level and that both individual-level and classroom-level social capital have substantial effects on school adjustment. At the individual level, the size of one’s network is more important than its structure. At the collective level, social capital also has a ‘dark side’ because it can have negative effects on adjustment, lowering the academic performance in a class.     

张爱玲、苏青比较研究综论

张爱玲和苏青是同时代的作家,写作内容大抵相同,都是世俗的市民生活,但是同中有异。而且可贵的是,两位作家惺惺相惜,作品都受到广大读者的喜爱,在文坛上都有一定的地位,被称为文坛双壁。所以研究者众多,论文成果也很多,但是研究视角偏窄,真正有分量的研究成果并不多。     

Do peer relationships mediate the association between children’s facial emotion recognition ability and their academic attainment? Findings from the ALSPAC study

We examined whether children’s facial emotion recognition ability predicted their academic attainment over time, and whether peer relationships mediated that association. A secondary aim was to test whether the putative causal pathways would be significantly different for boys and girls. The model was tested using data from The Avon Longitudinal Study of Parents and Children (ALSPAC), a prospective longitudinal cohort population. Facial emotion recognition ability was assessed using the Diagnostic Assessment of Non-Verbal Accuracy (DANVA) at age 8.5 years while academic attainment was measured using data on UK Key Stage 4 (General Certificate of Secondary Education) at 16 years (outcome). The teacher’s version of the Strengths and Difficulties Questionnaire was used to measure children’s peer relationship problems at 10–11 years (mediator). We adjusted for area-level socio-economic status and child’s early academic attainment, and examined whether mediation was moderated by sex. The results showed that low facial emotion recognition ability in childhood was associated with low academic attainment at age 16 years. There was evidence of mediation via peer problems, with an estimated 19% of the total effect mediated by errors in emotion recognition. Further analyses showed that there was no difference in mediation for boys versus girls. The findings suggest that children’s facial emotion recognition ability and peer relationships should be potential targets for programmes that aim to improve children’s educational attainment and their social and emotional competence.     

利用集合差异度实现基于内容聚类的P2P搜索模型

基于内容的非结构化P2P搜索系统中直接影响查询效果和搜索成本的两个主要问题是,高维语义空间所引起的文本相似度计算复杂以及广播算法带来的大量冗余消息. 本文提出利用集合差异度实现基于内容聚类的P2P搜索模型提高查询效率和减少冗余消息。该模型利用集合差异度定义文本相似度,将文本相似性的计算复杂度控制在线性时间内而有效地减少了查询时间;利用节点之间的集合差异度实现基于内容的聚类,既降低了查询时间,又减少了冗余消息.模拟实验表明,利用集合差异度构建的基于内容的搜索模型不仅具有较高的召回率,而且将搜索成本和查询时间分别降低到了Gnutella系统的40%和30%左右.