引导关系实证研究—上证A股指数与上证B股指数的引导关系检验

由于我国证券市场中A股与B股产生的原因及一直以来的走势，业内人士对A、B股指之间的关系有不同的意见。本文在理论上对不同观点进行验证，对上证A、B股近两年来500个收盘指数用线性回归模型进行引导关系检验，分析检验结果认为：它们的走势之间基本上独立发展，在部分时间段存在互动关系，股指大幅波动时有A指滞后引导B指的情况，而B指滞后引导A指的情况则很少发生。     

基于政策租金和动态比较优势理论的战略性新兴产业集群演化路径研究

本文结合理论演绎和经验归纳两种方法,综合运用产业经济学、地理经济学、演化经济学、公共政策学等多学科理论交叉研究方法,在分析公共政策形成战略性新兴产业集群政策租金机制的基础上,建立基于政策租金的战略性新兴产业集群演化理论模型,剖析基于比较动态优势的路径创造、国际竞争力提升的机理,并提出相应的政策构想。文章强调双重政策租金对新兴产业演化重要而复杂的作用,提出动态比较优势、路径创造是战略性新兴产业集群健康发展关键的观点。     

Preschool teachers and classroom aides: Same context,similar perceptions of children's behaviors?

This study explored the correspondence and differences between school staff perceptions of preschool children's social skills and behavior problems. One hundred preschoolers were assessed by 14 pairs of teachers and classroom aides with the Preschool and Kindergarten Behavior Scales – 2^nd Edition (PKBS‐2 Portuguese version). Indexes of agreement and disagreement were calculated. Risk levels and item analyses of PKBS‐2 scores according to both informants' ratings were compared. A higher level of agreement was obtained for social skills scores than for behavior problems (mean correlation of .62). No statistically significant differences between informants were obtained for the risk levels, and item analyses revealed a similar pattern of behaviors that were most and least rated by both informants. Results indicate that the classroom aides' perspective on preschool assessment represents a reliable input, which justifies that they network with teachers in addressing preschoolers' social‐emotional and behavioral challenges.     

Academic socialization,parental educational expectations,and academic self‐efficacy among Latino adolescents

This study examined the direct association between parental educational expectations and adolescents’ academic self‐efficacy, as well as the moderating influence of parental academic socialization messages. Participants were 148 Latino parent–adolescent dyads with the majority of Mexican origin (80.4%). Most of the parent participants were mothers (85.8%). Adolescents were 13 (46%) or 14 (54%) years of age, and 53% identified as female. Adolescents reported their academic self‐efficacy and perceptions of their parents’ educational expectations; parents reported on their academic socialization messages of shame/pressure and effort regarding academics. The results suggest that, after accounting for parents’ level of education and immigrant status, parental educational expectations were positively associated with adolescent academic self‐efficacy. This association was stronger among adolescents whose parents reported transmitting fewer messages of shame/pressure and academic effort. These results point to the importance of nuances in the content and type of academic socialization messages within Latino families.     

Do universal social and emotional learning programs for secondary school students enhance the competencies they address? A systematic review

While universal school‐based social and emotional learning (SEL) programs claim to target various SEL competencies, earlier reviews have not provided a clear overview of the competencies in question. We therefore wished to identify the competencies targeted in SEL programs for secondary school students. We also aimed to examine the effects of these programs on SEL competencies and psychosocial health. The specific SEL competencies directly addressed in the programs' primary learning targets were identified based on the Collaborative for Academic, Social and Emotional Learning (CASEL) framework for SEL. Five bibliographic databases (PubMed, PsychINFO, Education Resources Information Center (ERIC), Applied Science Premier (ASP), and Web of Science) were searched for relevant research papers published between 2014 and 2018. We included 40 studies that investigated 32 programs focusing on two or more SEL competencies. While most programs targeted four or five of the SEL competencies, many of the included studies did not measure the programs' effects on all the competencies targeted. Our results showed that the SEL programs had substantial effects on the SEL competencies they addressed and on psychosocial health. Although the programs focused predominantly on self‐management skills and relationship skills, the largest summary effects were found for self‐awareness and social awareness.     

由影视剧作的改编所想到的

在科学技术高度发达、人们尽情享受现代化物质文明的同时,一个不容忽视的问题应引起高度重视.不少人以影视观赏代替文本阅读,长此以往,人们(尤其是青年学生)创造性的思维力和想象力被遏制,写作能力低下.影视观赏固然能带给人们无尽的快乐,但它对人也有负面影响.呼吁多些文本阅读,少些影视观赏,以发展和张扬人的主体个性、想象力和创造力.     

Community College Counseling: Why Are Research Outcomes So Elusive?

This article focuses on counseling research in the community college context. The article suggests the need for a robust community college knowledge base, describes some limitations of the current community college literature, and suggests a framework for more effective work in this area. The authors’ own experiences and selected examples of published studies are used as illustrations of the hurdles encountered and solutions available when examining counseling theories, practices, and outcomes in 2‐year settings.     

How can children with mild literacy difficulties be supported at the transition to secondary school? A small‐scale quasi‐experimental study

There is evidence that pupils with weak literacy skills struggle on transition to secondary school. Many experience a drop in attainment in the summer break between the two. A British government‐funded programme of rigorously designed research on boosting literacy at transition had (by 2015) found only four of 15 interventions evaluated had positive effects. This small‐scale quasi‐experimental study investigated the effectiveness of support for pupils with mild literacy difficulties on transition to secondary school. Thirty‐two pupils in three schools were involved; half received the programme. Pairs were matched on reading, spelling, age and gender. Intervention was designed around the individual needs of each pupil, focusing variously on language skills, writing, reading and spelling. The group receiving the programme made modest gains in spelling, reading efficiency and single word reading. The comparison group lost ground, relatively, in all three areas. The results suggest a promising line for more rigorous investigation.