基于考生主观感受问卷的高考试题效度研究——以2007年天津市市区考生调查问卷为例

本文在对效度概念进行清晰界定的基础上,提出了基于高考考生主观感受对于高考试题效度证据积累的构想。该研究从实证角度出发,以经过项目分析及信、效度检验的"天津市高考考生作答试卷主观感受问卷"为工具,对2007年天津市市区考生的主观感受数据进行了采集、统计、分析,与实际测试成绩进行了对照,得出相应的结论。该研究的局限性在于还未形成数据模型,但从考生的主观感受入手,对高考效度证据积累方面做了部分有益的尝试。     

公共利益的主观诉讼保护模式

由于在我国《行政诉讼法》中并未规定公益诉讼,行政诉讼的实践中对公共利益保护形成了一种主观诉讼的保护模式。即原告基于私益侵害提起诉讼进而达到维护与私益相关的公共利益的目的。这种模式的形成是与我国缺乏客观诉讼的制度设计以及法院对公益诉讼的消极审理态度分不开的。由于体系性的缺失这种模式无法实现对公共利益的全面、有效保护,建立我国的客观诉讼制度是实现公共利益有效保护的必由之路。     

主观镜语下的小人物形象建构——以《立春》《孔雀》《最爱》为例解读顾长卫电影

顾长卫电影在塑造人物形象时多采用主观镜语,有意识地在质朴的电影画面衬托下,凸显生活中小人物的形象特点。如影片中展现的大量富于生活质感和象征意义的细节,不仅增添了影片的时代气息,且令观众对典型环境中的人物印象深刻;匠心独运的电影色彩生动地表现了影片中人物的思想情绪;出人意料的节奏处理给小人物悲情的生活带来一抹鲜亮。以及巧妙的声音处理和同步音画效果等,都成为顾氏电影诠释他电影中人物的镜头语言。     

Assessing the reliability of student evaluations of teaching: choosing the right coefficient

Many of the studies used to support the claim that student evaluations of teaching are reliable measures of teaching effectiveness have frequently calculated inappropriate reliability coefficients. This paper points to three coefficients that would be appropriate depending on if student evaluations were used for formative or summative purposes. Results from the present study indicated that students had very low absolute inter-rater reliability, but somewhat higher consistency inter-rater reliability.     

TEACHNJ： An Evaluation of Two Years of Implementation

In July 2009, the Obama administration lauched its $4.35 billion Race to the Top （RTT） Fund, providing states with competitive grants in an effort to reform education. One of the main conditions of this program was to award educational innovation. With this in mind, states enacted new legislation in the hopes of attracting more funding for their proposed programs. Although there were many levels of reform targeted by the RTT, of significance to this research is the emphasis placed on improving teacher effectiveness and measuring teacher performance via evaluation systems. The Teacher Effectiveness and Accountability for the Children of New Jersey （TEACHNJ） Act was adopted by the New Jersey legislature in August 2012 with the intent to raise student achievement by improving the quality of instruction. This research explores the impact the TEACHNJ Act has on teacher evaluations and professional development. A survey was administered to 1,235 public school teachers in New Jersey to ascertain teacher perceptions of the： （a） evaluation system in their school; （b） level of communication between teachers and administrators; and （c） availability, frequency, and effectiveness of professional development opportunities. The response rate was 21%. We found that formal evaluations are conducted infrequently with a varying degree of accuracy and impact. Nearly half of the teachers indicated that formal evaluations did not lead to improvements in their classroom. A majority of teachers questioned the administrative value of formal teacher evaluations, in particular the rewards and sanctions associated with the outcome of evaluations and a concem that poor performers were not sanctioned nor were effective teachers rewarded. We found that teachers perceive the greatest value to professional development, which is derived from peer mentoring and observations. We also found that professional development is the most effective when it is offered onsite, embedded in the classroom, continuous, and sustained over ti     

School psychologists and autism identification: Present challenges and potential solutions

Although federal law has provided guidelines for autism eligibility for special education, school-based autism assessment and eligibility vary widely across states and identification continues to lag behind national prevalence data. The main role of the school psychologist continues to be conducting evaluations for special education eligibility, and given current barriers, some school psychologists do not feel equipped to make a recommendation for autism eligibility. This article summarizes the barriers school psychologists face when conducting autism assessments in the schools, including systemic barriers, lack of training or professional development, resulting lack of confidence, among others. We conclude by highlighting recommendations for multipronged systemic changes that will improve the capacity of special education teams and specifically support the pivotal role of the school psychologist in conducting autism eligibility evaluations in the schools.