Patterns of Instructional-design Factors Prompting Reflective Thinking in Middle-school and College Level Problem-based Learning Environments

Reflective-thinking skills are important in problem-based learning environments as they help learners become deeply engaged in learning. The literature suggests several instructional-design factors (e.g., environment, teaching methods, scaffolding tools) that may prompt reflection in learners. However, it is unclear whether these factors differ based on age or developmental stage. The results of this study indicate that middle-school students perceive the learning environment factor as more important to prompting their thinking, while college students perceive the scaffolding methods factor as more important. While the elements clustered into two factors, most college students disagreed with their helpfulness in prompting reflective thinking, a finding opposite to that obtained for middle-school students. Different patterns were also found between learners’ perceptions of the most helpful elements within each factor. Based on these results, suggestions are given for designing developmentally and age-appropriate PBL learning environments that support reflective thinking.     

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.     

非师范院校教师教育的综合优势、发展模式及质量保障探讨

非师范院校是我国教师教育的重要组成部分,它具有发展教师教育的潜在优势。如何发挥综合优势,探索新的教师教育发展模式,提高教师培养质量,推动教师专业化健康发展,是非师范院校举办教师教育面临的重要课题。     

Double Jeopardy: Testing the Effects of Multiple Basic Skill Deficiencies on Successful Remediation

Prior research has established that the depth and breadth of remedial need in basic skills (math and English) exhibited by a student at college entry are strongly and negatively associated with the likelihood of achieving college-level competency in those subjects (i.e., successful remediation). This well-documented finding is built upon a body of work employing either simple bivariate analyses or regression analyses that assume additive effects. Yet, there are reasons to suspect that multiple basic skill deficiencies, rather than exhibiting additive effects alone, may exhibit a negative multiplicative interaction effect on the likelihood of successful remediation. In this research, I test the hypothesis that the negative effect of math deficiency increases in magnitude with decreasing English competency. Although the data support this hypothesis, I find that this interaction does not have substantive importance in the face of the powerful direct effect of math deficiency on the likelihood of successful remediation in math. Direct all correspondence to the author at the Department of Sociology, Wayne State University, Detroit, Michigan, 48202 (peter.bahr@wayne.edu). I am indebted to Tim Brown, Willard Hom, Myrna Huffman, Tom Nobert, Mary Kay Patton, and Patrick Perry of the Chancellor’s Office of California Community Colleges for their assistance with the data employed in this study, and to Dr. John C. Smart and the anonymous referees of Research in Higher Education for their recommendations concerning improving this work.     

青海省中小学体育现状与发展对策研究

综合运用各类调查法对青海省中小学体育教学现状进行抽样调查和实证描述:目前青海省中小学能正常开设体育课,但是,已开设学校多数不能真正实施体育教学大纲、以大纲进度和教案上课;多数学校不将体育课成绩列为学生评"三好"条件之一;目前影响体育课教学的原因城乡基本相同.依据现状调查结果和"九五"期间至下世纪初"优先发展教育"的方针和普通基础教育的宏观规划与目标,预测当前青海省中小学体育教学发展目标,并针对实现这一目标提出5点对策与建议.     

中学体育教学"发展性评价"理念与方法的实践研究

本研究以《体育与健康》课程目标学习评价体系对呼和浩特市蒙汉族中学的6个班级进行了两个学期跟踪实验,实验结果表明“发展性评价”的理念与《体育与健康教学大纲》制定的目标相一致,基本达到了预期的教学要求,学生对体育的整体意识有了明显的提高;学生体质健康水平的提高与体育教学内容、教学方法有着较大的相关。为此,本文提出以促进学生身心健康为基础,进一步构建了“发展性评价”的理念与方法。     

发展性评价：促进教学质量提升的理念与策略—一以初中历史教学为例

教学质量的影响因子是多元的,包括教学理念、学生状态、教学方式、师生关系、教学结构、教学资源、教学评价等。教学评价作为对整个教学过程的价值判断,在整个教学环节中的地位至关重要。以历史教学为例,只有不断改进历史教学评价,建立和完善历史教学发展性评价体系,才能发挥教学评价应有的功能。     

Do Raffles boys ‘rule’ and Anglo-Chinese boys ‘own’ Singapore? Analysing school-to-work correspondences in an elite developmental state

This paper utilises ideas of correspondence as a way of thinking about intersections between school and work in Singapore’s developmental state. Whereas the principle of correspondence predicts segregated patterns of association between school and work, this paper shows how a developmentalist form of political economy gives rise to crosscutting, rather than segregated patterns of school-to-work correspondences among the elite. Although the correspondence principle treats education and economy as major elements, it fails to consider what is arguably a far more revolutionary force – namely the state, which ultimately frames and mediates the pathways elite students take from school to work.     

‘I'm always up against a brick wall with them’: parents' experiences of accessing support for their child with a newly recognised developmental disorder

Three of the most prevalent developmental disorders (DDs) are autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder (ADHD) and fetal alcohol spectrum disorder (FASD). As part of a study screening for DDs in Greater Manchester, UK, a unique opportunity was taken to explore parents' experiences of receiving reports about their child's previously unrecognised DD. Six parents out of a possible 16 took part in interviews, which were analysed thematically. Findings drawn from parental responses revealed a number of barriers to accessing support for their child's additional needs, including perceived resistance from schools, particularly for quiet, well-behaved girls, and difficulty in accessing assessment or referrals. There needs to be greater awareness of additional needs in children without externalising behaviours, the presence of gender-specific differences in the presentation of DDs, and FASD as a commonly occurring DD. Ultimately, better support for children with DDs would reduce the burden of unmet needs for the children and their families, and for wider services.     

发育协调障碍儿童运动干预研究进展

发育协调障碍(DCD)是一种常见的神经发育问题,常见于儿童。DCD儿童具有显著的认知缺陷和不及同龄儿童的身体机能水平。当前对于DCD儿童的运动干预并没有明确的方案。通过介绍DCD研究的发展过程,分析DCD儿童的认知特征和身体机能水平,展示当前常见的运动干预手段,并为运动干预研究提供建议,有助于今后相关研究的开展。