高师钢琴集体课教学与提高学生音乐综合素质

21世纪高素质音乐人才的培养对钢琴教学提出新要求；根据实际需要，利用先进的教学设备进行钢琴教学；提高学生综合素质的钢琴集体课教学。高师开设钢琴集体课的必要性以及在培养高素质音乐人才中所起的作用。     

Convergence of Sequences and Series 2: Interactions Between Nonvisual Reasoning and the Learner’s Beliefs about their own Role

This paper examines the work of students who, when reasoning about real analysis, do so almost exclusively by means of verbal and algebraic reasoning, and tend not to incorporate visual images into their work. It examines the work of students from two parallel courses of introductory real analysis, whose reasoning ranges from those who introduce definitions appropriately and work with them competently, to those who cannot recall definitions and appear to manipulate notation without regard for its reference. It presents a theory that relates the differences to students expectations regarding their role as learners of mathematics. Throughout, the argument is illustrated with interview data from which the theory was inductively generated.     

新课程标准下地理教学观念的转化

地理新课程标准倡导新理念 ,要求转化地理教学观念 ,由知识本位的应试教育到知识、能力并重的素质教育转化 ;由定向思维向创造性思维的转化 ;教学主阵地由课内到课内外结合的转化 :由终结性教学到重视过程性教学的转化 ;由教师主导学生主体到师生双主体的转化 :由教学手段、教学方法的单一性到科学性、多样性、开放性、探究性转化     

The Role of Self-Efficacy,Academic Abilities,and Parental Education in the Change in Career Decisions of Adolescents Facing German Unification

In times of dramatic social change, new career options emerge and old options may become obsolete. We investigated predictors of change in general career aspirations and of plans to attend a university of East German adolescents from 1989 (before German unification) to 1991 and 1995, respectively, after German unification. Higher pre-unification self-efficacy beliefs were associated with an increase in general career aspirations and a higher probability of switching from non-college-bound vocational training to attending a university. In addition, better pre-unification school grades and having parents who graduated from a university increased adolescents' probability to switch to a university. Furthermore, interaction effects of self-efficacy with grades and cognitive abilities appeared, indicating that for individuals with high self-efficacy, cognitive abilities became more important and grades less important in predicting the wish to pursue university studies. We concluded that beliefs in one's capabilities, and high academic abilities are important resources in vocational reorientation in times of social change.     

University non-admittance and anomie: Reconsidering the promise of an egalitarian society

Abstract

The core theme of this article is the emerging tension between the egalitarian discourse that increases the general aspiration of people to become more educated and actual admission constraints. A desire to attend a university and not being allowed to (i.e. non-admittance) is a loss that can potentially result in an anomic condition. Anomie theory gives a sociological explanation for a painful situation in which there is a cultural overemphasis on success combined with structurally limited opportunities. In this study, the focus is on the experiences of prospective students who have been applying to a selective university in Finland without gaining admission. The data consists of 50 personal online narratives. The analysis is presented in accordance with a conceptual typology of individual responses to the conditions of non-admittance. The findings yield important insights regarding university choice, meritocratic selection and formulation of equitable admission policies.     

The impact of a professional development model on middle school science teachers' efficacy and implementation of inquiry

This study investigated a professional development model designed to improve teachers' inquiry teaching efficacy as well as the quality of their inquiry instruction through engaging teachers in practice-teaching and reflection sessions. The programme began with a two-week summer Institute focused on both inquiry pedagogy and science content and continued with academic year support for participants' inquiry implementation. An inquiry teaching efficacy instrument was administered 3 times to 25 teacher participants to gauge changes in their personal self-efficacy and outcome expectancy across 5 essential features of classroom inquiry. To examine actual practices, pre/post classroom observations of the teachers' inquiry enactments were evaluated using a quality of inquiry observation protocol. Following the summer Institute, teachers had statistically significant increases in their self-efficacy for teaching inquiry in four of the five essential features and increases in one of the five essential features for outcome expectancy. Teachers' quality of inquiry teaching also increased after the professional development programme. We discuss implications of this PD model for moving teachers towards implementation of new instructional techniques as well as the influence of a supportive school community on teachers’ efficacy with inquiry instruction.     

Between Turk and Muslim: children and the Qur’an courses after the 1928 Alphabet Law

ABSTRACT

This paper examines how the religious education of Turkish children in the “old letters” became an area of everyday contestation between the state and families and communities in the late 1920s and 1930s. Since children were seen as the nation’s future, state authorities were adamant about teaching the new generation the new alphabet and were equally interested in preventing them from learning the old alphabet. While schools began using the new Turkish alphabet in the 1928–1929 academic year, the informal neighbourhood Qur’an courses held in mosques and private homes became a fiercely contested site between a state determined to socialise children into secular nationhood (partly) by preventing them from learning the Arabic letters, and families and imams who were committed to giving children religious education (necessitating the study of the Arabic alphabet so the Qur’an could be read in its original Arabic). Combining primary sources from previously untapped Ministry of the Interior documents concerning the monitoring in Anatolian towns of these informal courses with insights from the subaltern school on everyday forms of resistance, this article sheds light on a dimension of the 1928 alphabet reform that ties together questions of alphabet change, national and religious identities, education, and childhood.     

Four New Corrected Statistics for SEM With Small Samples and Nonnormally Distributed Data

When the assumption of multivariate normality is violated and the sample sizes are relatively small, existing test statistics such as the likelihood ratio statistic and Satorra–Bentler’s rescaled and adjusted statistics often fail to provide reliable assessment of overall model fit. This article proposes four new corrected statistics, aiming for better model evaluation with nonnormally distributed data at small sample sizes. A Monte Carlo study is conducted to compare the performances of the four corrected statistics against those of existing statistics regarding Type I error rate. Results show that the performances of the four new statistics are relatively stable compared with those of existing statistics. In particular, Type I error rates of a new statistic are close to the nominal level across all sample sizes under a condition of asymptotic robustness. Other new statistics also exhibit improved Type I error control, especially with nonnormally distributed data at small sample sizes.     

高校学生评教结果缘何失效——影响因素、逆向选择机制及其治理路径研究

运用文献法、访谈法、扎根理论和逻辑演绎法,建构影响高校学生评教有效性的理论模型,阐释影响因素对于逆向评教产生影响的作用机理。从目前高校评教所暴露出的突出问题,提出提高高校学生评教有效性的治理路径。研究认为,影响评教结果的主要因素包括学生因素、教师因素、学校因素以及课程因素。评教容易导致两个方向的逆向选择,其一是学生对教师评教的逆向选择,其二是教师为应对学生评教和学校制度安排对教学方式和管理方式的逆向选择。前一种逆向选择取决于学生的目标函数或偏好选择,后一种逆向选择取决于学校的制度安排。两种逆向选择构成一个彼此强化的反馈结构,形成负向强化并造成恶性循环,最终危及学校的整体教学质量和水平。     

我国教师教育信念研究：主题、趋势与反思——基于知识图谱的分析

教师教育信念研究是教师研究的重要之维,对推动教师发展乃至教育变革均发挥着重要作用。通过对CNKI中有关"教师教育信念"的文献进行可视化分析发现,我国教师教育信念研究涉及到教师教育信念的结构、影响因素、教育信念与教育行为的关系、教师教育信念与教师专业发展、教师教育信念的转变等内容,我国教师教育信念的研究趋于丰富和细化,其中,对不同类型的教师教育信念关注和研究方法的选择是主要的方面。虽然研究取得了一定的成果,但以后的研究需要进一步深化:在研究内容上,需要在不同类型教师的教育信念、教师教育信念转变及其路径等方面加强研究;在研究方法上,要积极融合量化研究和质性研究方法,并借鉴"隐喻"、视频分析等新兴的研究方法,增加研究深度;在研究导向上,加强教师教育信念的本土化研究,充分重视行动对教师教育信念的价值。