Immigrant and Refugee Students Across “Receiving” Nations: To What Extent Can Educators Rely on PISA for Answers?

Massive population shift is a current global reality – especially given some of the latest development on European shores; some are calling it a humanitarian crisis. Although the United States (US) receives a large number of immigrants (documented and not) and about 70,000 refugees each year, it is certainly not the only nation to do so. Industrialized nations that receive migrants through immigration policies are typically referred to as “receiving” nations. The article addresses two main questions: (1) how well immigrant students across 17 receiving industrialized nations are doing according to the Programme for International Student Assessment (otherwise known as PISA), and (2) how are educators, immigrant and refugee parents and students experiencing integration in the school context. The education of immigrant and refugee students is a complex global issue that requires better understanding, collaborative attention, and long-term investment of several stakeholders.     

春秋战国秦汉时期“史”的发展演变

殷周时代 ,一切学术都由统治者直接控制 ,史官之职也是世袭的 ,有着很高的地位和特质 ,所作之史书在一般人心目中也有很高的威信。春秋中期以后 ,史官的修史逐渐受到强暴势力的威胁 ,但仍有史官冒着生命危险修史的例子 ,涌现了一批像董狐、南史氏这样的“良史”。而与此同时也出现了史官屈从于强暴势力的事例。这些事例说明春秋中期以后 ,史官的地位已经发生了微妙的变化 ,趋于低落 ,同时史官本身也出现了许多缺陷和弱点。到战国中期 ,史官的地位已低落到世人羞而为之的地步。而伴随史官地位低落的 ,则是史官修史之风的败坏 ,强暴势力的因素越来越影响史官的修史。到西汉时 ,史官的地位已经低落到和倡优差不多的地步。     

An empirical review of anonymity effects in peer assessment,peer feedback,peer review,peer evaluation and peer grading

Abstract

Peer assessment has proven to have positive learning outcomes. Importantly, peer assessment is a social process and some claim that the use of anonymity might have advantages. However, the findings have not always been in the same direction. Our aims were: (a) to review the effects of using anonymity in peer assessment on performance, peer feedback content, peer grading accuracy, social effects and students’ perspective on peer assessment; and (b) to investigate the effects of four moderating variables (educational level, peer grading, assessment aids, direction of anonymity) in relation to anonymity. A literature search was conducted including five different terms related to peer assessment (e.g., peer feedback) and anonymity. Fourteen studies that used a control group or a within group design were found. The narrative review revealed that anonymous peer assessment seems to provide advantages for students’ perceptions about the learning value of peer assessment, delivering more critical peer feedback, increased self-perceived social effects, a slight tendency for more performance, especially in higher education and with less peer assessment aids. Some conclusions are that: (a) when implementing anonymity in peer assessment the instructional context and goals need to be considered, (b) existent empirical research is still limited, and (c) future research should employ stronger and more complex research designs.     

Designing informal learning experiences for early career academics using a knowledge ecosystem model

This article presents a ‘knowledge ecosystem’ model of how early career academics experience using information to learn while building their social networks for developmental purposes. Developed using grounded theory methodology, the model offers a way of conceptualising how to empower early career academics through (1) agency (individual and relational) and (2) facilitation of personalised informal learning (design of physical and virtual systems and environments) in spaces where developmental relationships are formed, including programmes, courses, events, community, home and social media. It is suggested that the knowledge ecosystem model is suitable for use in designing informal learning experiences for early career academics.     

面向21世纪的社会科学课程

21世纪应该是个人文教育空前发展的时代 ,社会科学也越来越凸现了它的重要性。文章通过比较世界各国的课程教学情况 ,在课程内容方面论述了 2 1世纪的社会科学课程。     

Mitigating the Effects of Poverty and Crime: the Long-Term Effects of an Early Intervention Programme for Children who were Developmentally Delayed and Prenatally Exposed to Cocaine

This study explores the long-term impact on participation in the Linda Ray Intervention Program (LRIP) for children (n = 54) who were developmentally delayed and prenatally exposed to cocaine. By identifying a group of programme graduates from a high crime/high poverty neighbourhood in Miami-Dade County using ArcGIS 10.2 software, a quasi-experimental design was used to compare children living in this area who participated in the centre-based modality (5 h a day; 5 days a week) to children living in this area who participated in the home-based modality (3 h per week) on their Florida Comprehensive Assessment Test (FCAT) reading and math scale scores in public school. The children who participated in the centre-based modality reported stronger outcomes in both math and reading FCAT scale scores at the p < .05 level and also out-performed their school-age peers on both math and reading FCAT scores at the p < .05 level.     

日本中小学教学与评价一体化原则及其对我国的启示

教学与评价一体化是日本新的中小学课程改革中提出的一项重要理念或原则，它具有丰富的内涵，即：1)评价是教学过程中一个重要组成部分和不可缺少的环节；2)教学与评价不可分离，评价伴随于整个教学的全过程；3)评价内在于学校、教师的教学过程之中；4)评价的直接目的是为了改善学校的教学，而其最终目的则是为了促进学生的成长。与日本类似，印度在其中小学课程改革中也提出了评价与教学过程相结合的思想。我国在新课程及其教学的改革中．有必要借鉴教学与评价一体化的理念或原则。     

Influences on the struggle over content: considering two fine art studio practice curricula in developing/ed contexts

This paper considers the influences of curricula content on the nuances of teaching and learning practices, and the ways in such influences are complicated by the contexts within which they are situated. Generated data from within the particularity of two fine art schools, one operating from the developed world in the global ‘north’ and another the developing world in the ‘south’, considers how they have negotiated the contemporary push from the professional community of practice, led by ‘western’ artmaking, towards the discourse-interest of contextualism in fine art practice education, compared to the focus on skills and mastery of more out-dated formalism. Particular emphasis is placed on the significance of such influences and pressures on the structures and cultures of teaching and learning.     

关于环境影响评价问题的思考与建议

文章概述了国际环境影响评价法律制度的主要发展趋势,指出了改革我国环境影响评价的方向,对进一步健全我国环境影响评价法律制度提出了几点建议。