“一喉两歌”读《长恨》

《长恨歌》在创作心态、表达方式、情感指向、审美情趣乃至诗学结构等方面,具有＂一喉两歌＂的艺术特色及其带来的内蕴丰腴的艺术效果,不仅丰富了读者的审美感受,而且深刻影响了读者对《长恨歌》主旨的多样性解读。     

Orienting Schools Toward Equity: Subgroup Accountability Pressure and School-Level Responses

Abstract

This article examines school-level responses to subgroup accountability pressure through an ethnographic case study of a school cited for failing to make adequate yearly progress for student subgroups. Concerns about the calculations and measures used to derive the citation and reservations about acting on accountability data delegitimized the citation and rendered the identified subgroups irrelevant to daily practice. Under district guidance, compliance with subgroup accountability was independent of the school's internal efforts to promote equity.     

Meet Them Where They Are: An Outreach Model to Address University Counseling Center Disparities

ABSTRACT

Although University Counseling Centers continue to report increased rates of served students, those who hold marginalized identities continue to be underrepresented. Many factors may contribute to such discrepancies, including stigma, access, and trust in providers. College students across the nation have recently called for an increase in the number of professionals who identify as racially/ethnically diverse. The current article reviews one university’s response to their own students’ call for action, and particularly explores how the program was implemented and its associated costs and benefits. Considerations for other university administrators seeking to employ similar methods are discussed.     

The Journey Toward Transformational Learning in a Statewide Doctoral Program

This article describes strategies for redesigning the University of Missouri's Statewide Cooperative Ed.D. Cohort Program in educational leadership. Results had suggested a need to redesign aspects of the program in order to achieve higher levels of cognitive learning outcomes inclusive of transformational learning. To help meet this objective, the areas targeted for redesign were the curriculum as it relates to issues of diversity and ethics, instruction as it relates to group dynamics and cohort models, and increased time and a forum for students to reflect on their leadership practices. This forum also allowed faculty to monitor and assess the transformational learning outcomes of their students. This article is meant to assist others who are interested in fostering higher levels of transformational learning outcomes within their programs. Meredith L. Mountford holds a Bachelor of Science degree from Illinois State University, a Master of Science degree in educational administration from Northern Illinois University and a Philosophy of Science degree in educational administration from the University of Wisconsin—Madison. She is an Assistant Professor and has served as Director for the Statewide Cooperative Ed.D. Cohort Program in educational leadership at the University of Missouri—Columbia.     

和而不同：全球化下高等教育之文化取向

“西方中心主义”和“本土主义”是在全球化背景下发展高等教育的两种对立的取向。这两种取向都是“中心主义”,属于中西对立、体用二元的僵固思维模式。全球化背景下高等教育发展的文化逻辑应当是“和而不同”。“和而不同”的高等教育理念追求的不是中西对立,也不是中体西用或西体中用,而是吸取世界上的一切优秀文明成果,构建独具民族特色而又有时代精神的高等教育。     

Preservice Teachers' Perspectives on Their Preparation for Social Justice Teaching

This study investigates preservice teachers' perspectives on their preparation to use social justice teaching in rural schools, how they implemented the concept in their classrooms, and the challenges they faced. The findings suggest that even though coursework may have prepared the participants to integrate social justice principles and practices into teaching, participants faced significant institutional factors that constrained their efforts to integrate culturally relevant practices in their teaching.     

员工多样性、知识共享与个体创新绩效——一个有调节的中介模型

关于员工多样性与绩效的关系,已有的研究并无定论。将研究层次限定在个体层面,以信息决策理论、社会分类理论、断层线理论等为基础,选取个体感知差异来刻画组织的多样性情况,深入研究其对个体创新绩效的具体作用机理。面向全国多家企事业单位展开调研,回收有效问卷306份,对数据进行分层回归分析的结果表明:员工多样性与个体创新绩效正相关;知识共享部分中介了这一正向关系;员工对待多样性的态度对此中介过程发挥调节作用。随着个体对多样性的态度越来越积极、正面,多样性对知识共享的促进作用越来越显著。     

The school parade as a text: the management of diversity on national commemorations in Greece

The paper approaches school parades on national commemorations in Greece as a ‘text’ for storing and transmitting cultural meanings and value hierarchies. The study is based on policy documents and participant observation. The detailed Ministry instructions on how schools should select students for the parade may be viewed as instructions on how to manage dimensions of diversity. Two such dimensions are tallness and achievement, established by law as selection criteria. The latter could point to both intellectual abilities and effort. However, because of the dominance of effort in Greek educational rhetoric, achievement comes to be perceived mainly as an indicator of moral qualities, e.g. hard work. The selected students are distributed along the body of the parade according to ‘syntactic’ rules, i.e. mainly ‘firstness’. Skilful management of bodily and moral ‘diversity’ makes underlying value hierarchies explicit, thus producing cultural meanings and turning the parade into a text about the nation.     

Development and Implementation of the Inaugural Anatomy Education Research Institute (AERI 2017)

Education research is increasingly being recognized as a legitimate route for faculty development in universities. However, many anatomy faculty lack the appropriate training and access to experienced mentors who can help them develop their own education research projects. Inspired by the American Physiological Society’s Institute for Teaching and Learning, the coauthors proposed and developed the inaugural Anatomy Education Research Institute (AERI 2017). Funded by an American Association of Anatomists Innovations grant, the five-day institute was held in Bloomington, Indiana in July 2017. The coauthors spent two years preparing the conference schedule, inviting speakers who could discuss education research topics and mentor applicants, reviewing applications, developing assessment instruments for the institute, and hosting the institute. A total of 62 registered participants (applicants and invited speakers) attended AERI 2017. Through a series of presentations and workshops, participants were introduced to many aspects of education research and the Scholarship of Teaching and Learning, including developing rigorous education research questions, determining appropriate methods to assess these questions, and searching the education research literature. Each day also included regular time devoted to work on their own education research project with help from more experienced mentors. Throughout the conference, participants were encouraged to post information on Twitter, using the hashtag #AERI2017. Participants had strong positive impressions of the conference and strongly requested future AERI conferences be held. Follow-up analyses will assess the institute in alignment with Kirkpatrick’s Four Levels of Evaluation Model, though preliminary evaluation indicates AERI 2017 met the original aims of the proposal.