全球化和信息化背景下高校思想政治理论课的教学困埔与教改策略

在全球化和信息化的时代背景下，我国大学生群体出现了政治信仰迷茫、理想信念模糊、价值取向扭曲、社会责任感缺乏等一系列不容忽视的问题，高校思想政治理论课教学正面临着严峻挑战。因此，研究高校思想政治理论课教学困境的成因，并寻求教改策略，是当前摆在广大思想政治理论课教师面前的一项重要课题。     

European standards for quality assurance and institutional practices of student assessment in the UK,the Netherlands and the Czech Republic

This article analyses the student assessment procedures of 12 universities in the UK, the Netherlands and the Czech Republic with respect to their alignment with the European standards and guidelines on the quality of assessing higher education students (European Standards and Guidelines for Quality Assurance [ESG] 1.3). Based on qualitative methodology combining document review with semi-structured interviews, the analysis has yielded three major results. First, the assessment procedures of the UK universities studied indicate the highest alignment with the ESG 1.3 when compared to the Czech institutions, with the Dutch universities occupying the middle ground. Second, a preference for summative assessment to account for pressures of massification can be observed at institutions in all three countries. Third, it is argued that contrary to some (ministerial) expectations, the influence of the ESG on institutions seems to be insignificant, due to unawareness of the ESG 1.3 at all of the UK and Dutch universities analysed and only moderate knowledge of ESG 1.3 in the Czech case. For this reason, there seems to be a need for communicating the ESG to higher education institutions rather than revising the scope of the ESG as envisaged in the 2012 Bologna policy document (Bucharest Communiqué).     

The effect of the integration of students with special educational needs: Evidence from Chile

This paper studies the effect of the integration of students with Special Educational Needs (SEN) on the academic achievement of their peers without SEN. This achievement is measured using performance in standardized reading and mathematics tests. The study also evaluates the effect of a policy that recognizes and increases resources for special educational needs that had not yet been considered and improves education provision protocols for students with SEN. Using administrative data and standardized test scores, we constructed a panel that follows a cohort of students before and after the reform, determining for each individual and year whether the class to which he/she belongs has any students with SEN. Our identification strategy employs panel data with fixed effects at the school, individual, and time levels. Estimates show that, on average, having a peer with SEN in the classroom has a negative effect on the academic performance of students without SEN. However, these effects are small and decrease, or even vanish, once better inclusion policies are in place. These results suggest that the effect on peers is almost totally canceled when more resources are provided and when adequate treatment and support protocols are implemented.     

努力推进教学科研工作 实现学院跨越式发展——学习《国家中长期教育改革和发展规划纲要(2010-2020)》体会

《国家中长期教育改革和发展规划纲要(2010—2020)》规划了未来10年中国教育改革发展要实现的目标。要增强本科办学意识和质量意识,必须认真学习高等教育的有关文件精神,切实抓好教学管理工作和科研管理工作,才能实现从专科层次到本科层次的跨越。     

What factors increase Dutch child health care professionals’ adherence to a national guideline on preventing child abuse and neglect?

Guidelines to support health care professionals in early detection of, and responses to, suspected Child Abuse and Neglect (CAN) have become increasingly widely available. Yet little is known about professionals’ adherence to these guidelines or the determinants that affect their uptake. This study used a cross-sectional design to assess the adherence of Dutch Child Health Care (CHC) professionals to seven key activities described in a national guideline on preventing CAN. This study also examined the presence and strengths of determinants of guideline adherence. Online questionnaires were filled in between May and July 2013 by 164 CHC professionals. Adherence was defined as the extent to which professionals performed each of seven key activities when they suspected CAN. Thirty-three determinants were measured in relation to the guideline, the health professional, the organisational context and the socio-political context. Bivariate and multivariate regression analyses tested associations between determinants and guideline adherence. Most of the responding CHC professionals were aware of the guideline and its content (83.7%). Self-reported rates of full adherence varied between 19.5% and 42.7%. Stronger habit to use the guideline was the only determinant associated with higher adherence rates in the multivariate analysis. Understanding guideline adherence and associated determinants is essential for developing implementation strategies that can stimulate adherence. Although CHC professionals in this sample were aware of the guideline, they did not always adhere to its key recommended activities. To increase adherence, tailored interventions should primarily focus on enhancing habit strength.     

The impact of a professional development programme on teachers' attitudes towards inclusion

This article describes a study that aimed to answer the following question: ‘Will a programme of professional development in the area of special and inclusive education be effective in achieving attitudinal shift in teachers?’ Forty‐eight teachers who were enrolled on a Master's programme in Special and Inclusive Education were surveyed via a questionnaire at the beginning and end of a ten‐week introductory module. The results indicated overall attitudinal shift and attitudinal shift for four categories of inclusion to suggest more positive attitudes at the end of the module, compared with at the beginning. The implications for providers of pre‐ and in‐service education and training courses for teachers are discussed.     

重视学生特性,实现思想政治课教育功能最大化

促进人的个性发展是教育长期追求的重要目标。思想政治课在学校的课程体系中居于首要位置,在提高学生的文化素养、道德修养及促进学生的个性发展等方面发挥着不可替代的作用。而艺术院校的学生在个性及其专业特性上具有明显的特点,因而,在思想政治课教育中,重视和利用教育对象的特殊性并将其与教育活动紧密联系,使教育活动自觉反映并符合学生身心发展的需求、学生的个性发展与教育活动趋向良性互动的状态,实现艺术院校思想政治课教育功能最大化的目标。     

Pedagogically bereft! Improving learning outcomes for children with foetal alcohol spectrum disorders

Foetal alcohol spectrum disorder (FASD) is the most common non‐genetic cause of learning disability, affecting around 1% of live births in Europe, and costing an estimated $2.9 million per individual across their lifespan. In adulthood, non‐reversible brain damage is often compounded by secondary disabilities in adulthood, such as mental health problems and drug addiction. The challenge for today's educators is: ‘How do we teach children with FASD?’ Their unusual style of learning and their extreme challenging behaviour is out of the experience of many teachers. This article, written by Professor Barry Carpenter, OBE, National Director of the Specialist Schools & Academies Trust Complex Learning Difficulties and Disabilities Research Project, considers the status of FASD in the UK, and provides an overview of the author's recent research into effective educational strategies within the framework of Every Child Matters. Only government‐led approaches can lead to improvements in the quality of teaching and learning for children with FASD and their future life chances.     

Preparing the Next Generation of Educational Measurement Specialists: A Call for Programs With an Integrated Scope and Sequence

The field of educational measurement has evolved considerably since the first doctoral programs were established. In response, programs have typically tacked on courses that address newly developed theories, methods, tools, and techniques. As our review of current programs evidences, this approach produces artificial distinctions among topics and techniques that are in fact a tightly coupled whole. This position paper advocates a redesign of the scope and sequence for doctoral programs focused on the preparation of the next generations of educational measurement specialists; a redesign that reflects the full life‐cycle of instrument development and use.