Learning (not) to become a teacher: A qualitative analysis of the job entrance issue

Reporting on 12 case studies of student teachers, this paper examines how experiences during teacher education affect graduates’ decision on job entrance. Interpretative data-analysis reveals that powerful sources of the shift in motivation to enter teaching concern interactions in which the person of the teacher is at stake. These mainly involve student teachers’ need to develop a socially recognized sense of professional competence as well as their dealing with social and cultural working conditions in schools. These crucial determinants act as “double-edged swords”, being at the same time important sources for recognition as for self-doubts and loss of job motivation.     

重庆市区投资环境评价系统应用研究

重庆市区投资环境评价系统是一个将数据库、地理信息系统、评价分析模型和专家系统集成在一起的一个集成化系统。系统中投资环境评价因素的选择充分地考虑到影响投资环境的区位条件与自然条件、交通与经济条件、人口与社会条件、融资与设厂潜力等因素。并针对不同要素按不同投重庆市区、投资环境、评价系统     

Effects of key state policies on private colleges and universities: sustaining private-sector capacity in the face of the higher education access challenge

The relationship between key state policy variables — (1) relative (private–public) tuition prices, (2) state student-aid funding, and (3) public institution density — and the competitive position of private colleges and universities is examined. Elite private schools are found to be nearly impervious to state policy. Large and moderately selective private institutions are adversely affected by public institution density and low public prices. Such prices divert students who would otherwise prefer these private institutions to similar public schools. State student aid funding most affects the enrollment market shares of the small, low-selectivity private colleges enrolling the greatest proportions of minority and modest-income students. The findings suggest state policies in this era of strong demand for higher education and constrained public sector capacity should use price signals (student aid and public institution pricing) to encourage students to consider seriously whether private higher education might serve their needs as well as or better than public institutions.     

由高校国家助学金评定工作引发的思考

为充分发挥国家助学金评定过程中“评助育人”的思想教育功效,避免“评助”过程中产生的负面影响,笔者依据多年的工作实践提出：应以“评助”为契机,加强大学生诚信教育、感恩教育、价值观教育和自立自强教育;通过全面提高辅导员工作能力和师德修养、建立完善的公示监督举报制度及关注学生心理问题等积极有效对策避免“评助”过程中产生的负面影响,让国家助学金评定成为大学生思想政治教育的有效途径。     

基于e-portfolio的学生评价策略的研究

课程评价既是学校教学活动的基本环节,也是保证学校教学沿着正确的方向向前发展的重要手段。文章立足于新课程评价改革的目标,介绍了档案袋(Portfolio)及电子档案袋(e-Portfolio)评价法,深入分析了利用e-Portfolio进行学生评价的必要性,并提出了一套基于e-portfolio的学生评价策略。     

高校学籍管理系统的设计与应用

依托高校现有的数字化校园网络平台和办公自动化系统等硬软件资源,融入ASP编程技术、Web万维网技术、Access数据库技术、MIS管理信息系统、B/S开发模式等综合应用,以ASP编程技术来开发系统管理软件。通过对系统运行环镜、整体架构、数据库逻辑结构ER图的全面设计,实现对学生学籍管理相关数据的查询、修改、添加、删除等功能操作。在性能方面实现系统的全面性、可靠性、安全性、兼容性、高效性和可维护性。实验证明,系统性能稳定、功能齐全、应用效果显著,具有较高的推广应用价值。     

标签理论映射下的教育评价

标签理论源自犯罪心理学领域,该理论把个体失范行为定性为＂越轨行为＂,同时对所谓的越轨行为的形成赋予独特的诠释。透视其内涵,其在教育评价方面亦发挥着潜移默化的作用。从性质上可把标签划分为＂积极标签＂与＂消极标签＂,不同的标签反映出不同＂教育评价＂价值取向,同时,对于学生的发展也会产生不同的影响。因此,正确认识及理解＂标签理论＂,对于基础教育阶段的教育评价有一定的启示。     

The international performance of the South African academic institutions: a citation assessment

This article reports the results of an investigation to identify the disciplinary strengths and the international standing of the higher education institutions in South Africa. Even though comparative assessments provide valuable information for research administrations, researchers and students such information is not available in South Africa currently. The Essential Science Indicators database of the Institute for Scientific Information is utilized for the investigation and six South African universities are identified to be included in the top 1% of the world’s institutions cited in the international scientific literature. The identified institutions are University of Cape Town, University of Pretoria, Orange Free State University, University of Witwatersrand, University of Natal and University of Stellenbosch. Analysis of the scientific disciplines in which the South African institutions meet the threshold requirements for inclusion in the database shows that the country has citation footprints in only nine of the 22 broad scientific disciplines. The article identifies the international standing of the South African universities in the various scientific disciplines, and elaborates on the consequences relevant to higher education and science and technology policy.     

语文审美教育管见

语文课堂教学要担负起美育教育的使命，教师在课堂教学中应充分挖掘教材美的资源，通过审美教育使学生认识到语文本身就是自然美、社会美、艺术美的仓库，通过学习语文接受美的熏陶，培养学生真、善、美统一的健康人格。     

Teachers’ perceptions of assessments of their mathematical knowledge in a professional development course

The purpose of the project reported in this article was to evaluate how assessing teachers’ mathematical knowledge within a professional development course impacted from the teachers’ perspective their learning and their experience with the course. The professional development course consisted of a 2-week summer institute and the content focus was geometry. We had decided to assess the mathematical learning of the teachers during this professional development course for various accountability reasons, but were concerned about possible negative by-products of this decision on the teachers and their participation. Thus, we worked to design assessment in ways that we hoped would minimize negative impacts and maintain a supportive learning environment. In addition, we undertook this evaluation to examine the impacts of the assessment, which included homework, quizzes, various projects, and an examination for program evaluation. Seventeen grade 5–9 teachers enrolled in the course participated in the study by completing written reflections and by describing their experiences in interviews. We learned that while our original intent was “to do no harm,” the teachers reported that their learning was enhanced by the assessment. The article concludes by describing the various properties of the assessments that the teachers identified as contributing to their learning of the geometry content, many of which align with current recommendations for assessing and evaluating grade K-16 mathematics students.