Teaching practices in kindergarten and first grade: different strokes for different folks

This study assessed the nature of instruction in 314 kindergarten and first-grade classrooms from 155 schools in 48 school districts in three states. The schools served a relatively high proportion of low-income children and children of color. Despite the restricted range in student populations served, qualities of the schools and observed classroom instruction were associated with the demographics of the student body. Schools serving relatively high proportions of low-income children and children of color were rated by teachers to have more negative social climates. Teachers in these schools emphasized basic skills more and engaged in more didactic teaching and less constructivist teaching practices. At the classroom level, teaching approaches were predicted by teachers’ goals, the ethnic composition of their classroom, and the degree to which teachers perceived the families of the children in their classroom to have challenges associated with poverty. Didactic teaching was particularly common in classrooms with a high proportion of African–American students and in which teachers believed poverty-related problems inhibited parent involvement in their children's education; constructivist teaching was high in classrooms with a high proportion of Caucasian children.     

Assessing Standards in the “Real” Kindergarten Classroom

The importance of using standards as key components in the curriculum is documented in both popular and professional literature. One aspect of integrating standards into the curriculum is the role of assessment. The focus of this paper is to prepare early childhood teachers to assess children's knowledge of the standards within the routines and centers provided in the kindergarten learning environment. Teachers can use this information to develop authentic assessment strategies which typically occurs in a child's learning during center and group time.     

汪曾祺童年经验对小说创作的影响

文章论述了汪曾祺“丰富性童年经验”对其创作的影响:(一)童年视角的采用(二)和谐氛围的追求(三)别致的风俗画描写(四)快乐的回忆之歌。     

过度运动与肾脏

在过度运动的状态下,肾脏自由基代谢增强,肾小球基底膜和足细胞足突间裂孔隔膜(slit diaphragm,SD)的结构发生改变,通透性增加。裂孔隔膜的完整性是决定肾小球滤过屏障通透性的关键,已发现有多个足细胞相关分子参与了运动性蛋白尿的生成。阐述过度运动对肾脏损伤的影响,并探讨可能的分子机制与足细胞相关分子(Podocyte associatedmolecules)的关系。     

从《抒情歌谣集》看华兹华斯的返乡之旅

工业科技文明社会中人们心灵异化的现实,诗人主体的心灵漂泊和精神客居状态,从某种意义上规约着华兹华斯的诗歌创作的理念和实践,他的《抒情歌谣集》体现出一种精神客居者对人类精神家园、诗意栖居理想的追寻,并大致呈现出三种回归的路径,那便是回归自然、回归童心、回归人性本真。     

《宠儿》中记忆复现对心理创伤的修复

分析了托尼·莫里森《宠儿》中描述的奴隶制对塞丝等人造成的深重心理创伤,以及奴隶制对已获自由之身的黑人长期的精神贻害,认为拒绝回忆无益于反思现在和重建未来,而依据心理学创伤治疗的理论,有意识的修补记忆碎片,重现记忆全貌同“过去”和解则意味着希望与未来,有利于帮助已获自由之身的黑人释放被压抑的记忆,重构完整的人格和全新的自我。     

幼儿教师的素质、应对方式与幼儿问题行为的相关研究

目的筛查影响幼儿心理健康的因素,为幼儿教师完善其教育实践提供心理学依据。方法选取沧州第二幼儿园100名教师和230名幼儿进行问卷调查,用SPss12．0对调查结果进行统计分析。结论幼儿问题行为有显著的性别差异和年龄差异;教师素质中的情绪因子和应对方式中的解决问题方式与幼儿的问题行为存在显著的负相关。合理化方式与幼儿的问题行为存在显著的正相关。     

创伤视角下的《梅丽迪安》

艾丽丝·沃克的《梅丽迪安》揭示了在20世纪60年代,种族主义和性别主义带给人们的伤害。从创伤理论视角出发,聚焦小说中的两位女性人物,通过比较分析,探索小说中体现的个人创伤,集体创伤以及创伤的恢复。     

幼儿早期阅读个案研究

3⁸岁是培养幼儿早期阅读的关键时期,而良好的阅读习惯会对幼儿的终生发展奠定坚实的基础。研究发现,睡前故事作为一种简便易行的幼儿早期阅读方式,有助于提高幼儿的理解力、表达力和记忆力。创设好的阅读环境,选择故事性强的图文并茂的读物,对开发幼儿智力、培养其良好品质有积极的促进作用。     

RETRACTED ARTICLE: Transnational higher education in Uzbekistan

ABSTRACT

As marketisation, stratification and performance measurement besiege Higher Education, managing change becomes a critical leadership and administrative skill. Managing the student experience and organisational reputation take on renewed significance. Yet whilst much attention is paid to quality assurance and validation processes as Higher Education seeks to develop programmes that address stakeholder demands, little work has been done that looks at course closure. It is suggested that fresh perspectives drawn from change communications scholarship, can provide practical value to university leadership teams. In particular, by recognising course closure as a form of trauma, then universities might be better placed to communicate with and support students on closing courses.