Testing two path models to explore relationships between students’ experiences of the teaching–learning environment,approaches to learning and academic achievement

The study explores the relationships between students’ experiences of the teaching–learning environment and their approaches to learning, and the effects of these variables on academic achievement. Two three-stage models were tested with structural equation modelling techniques. The Approaches and Study Skills Inventory for Students (ASSIST) and the Experiences of Teaching and Learning Questionnaire (ETLQ) were used to assess approaches to learning and student’s experiences of the teaching–learning environment, respectively. These two constructs were then used as either first- or second-stage variables within the path analysis. The model using approaches to learning as a mediating variable showed the best fit with our data; variations in our students’ experiences of the teaching–learning environment appear to give rise to their approaches to studying, which subsequently affect their achievement. The deep approach shows no detectable influence on academic achievement in this sample, neither there are any direct effects of experiences of the teaching–learning environment on it. The indirect effects of these experiences on achievement, acting through the strategic and the surface approaches, are related to two aspects of the teaching–learning environment only, namely congruence and coherence in course organisation, and integrative learning and critical thinking. The finding of a reciprocal relation between approaches to learning and experiences of the teaching–learning environment supports previous conclusions about the association between these constructs. The indirect effect of experiences of the teaching–learning environment on achievement, acting through approaches to learning, shows those approaches as a dynamic construct that varies in line with experiences of the teaching-learning environment, and so influences achievement.     

提高大学女生参与体育课积极性的行动研究

为解决大学女生参与体育课积极性不足、体育水平较低的问题,对南阳理工学院2008级女生专选班进行了一个学期的行动研究。在"教学—反馈—调整"循环的框架下设计研究方法,找出问题,设计解决方案并应用于教学。通过行动研究,提高了教师的教学水平,改善了女生参与体育课的积极性,促进了学生的体质和体育水平发展。     

杜威的完整人格教育思想及其启示

杜威的教育思想博大精深,在其《经验与教育》一书中提出了完整人格教育思想,旨在强调"教育即生长、生活和经验的改造"及"各种事物联结在一起的"系统、完整的教育理念。从杜威所处的时代背景,探讨其完整人格教育思想的形成、内容、特性及其对当代中国学生进行完整人格教育的启示。     

Including disabled children at school: is it really as simple as ‘a,c, d’?

This paper presents and discusses a social justice strategy that may progress inclusion in schools. The framework for this strategy is grounded in the theoretical discussions by Nancy Fraser and Trevor Gale about distributive, redistributive, and recognitive models of social justice. None of these theoretical frameworks, however, in themselves, offer a clear way forward for marginalised and misrecognised groups, such as disabled children, who need both educational resources and recognition in inclusive classrooms. The authors propose, however, that the work of Fraser and Gale combines into a social justice strategy, which consists of three elements (agency, competency, and diversity, or ‘a, c, d’) that can lead to inclusion. When disabled children are provided with the opportunity to exercise their agency, demonstrate their competence, and transform and affirm notions of diversity, then inclusion is more likely to occur in the classroom. Data from two research projects are presented using this framework to illustrate this argument, and the proposed ‘a, c, d’ social justice strategy towards inclusion.     

论贵州省民族地区基层党建工作的成功经验

民族地区的和谐稳定发展与党的建设密切相关,贵州省虽然是一个多民族聚居的省份,但是始终保持了经济发展、民族团结、社会稳定的良好态势,这与贵州省结合少数民族地区特色,创新基层党建工作方式方法紧密相连。探索贵州省民族地区基层党建工作的成功经验,能够供其他民族地区党建工作作参考。     

The Administration of Branch Libraries in a Developing Country:

Branch libraries are considered important for effective public library service to large communities. This study was aimed at investigating the administration of branch libraries in a developing country, Nigeria. A pretested mail questionnaire was used for data collection. Usable responses were received from twelve state public library services which had 66 branch libraries. The branch libraries were inadequate for the populations they were meant to serve. They were poorly funded and staffed, and had small collections. Though efforts were made to reflect the interests and needs of the branch libraries in book selection and other aspects, heads of branch libraries had inadequate administrative powers for efficient management of their units.     

A Down Under Reference Experience

Summary

In the summer of 1999, the author, a library science student pursuing his master's degree at the University of North Carolina at Chapel Hill, travelled to Australia to do a field experience at the University of Sydney Law Library. This article talks about his experience, discussing, among other issues, his experiences behind the reference desk and difficulties in learning how to research Australian law.     

高校形势与政策课“三维一体”课程管理模式探析

形势与政策课是一门重要而又特殊的课程。课程现有的管理模式不能满足课程建设和发展的需要,急需改进和完善。从主体、时间和空间三个维度出发,构建一套符合课程特点的"三维一体"课程管理模式,是形势与政策课实现全员育人、全方位育人和全程育人的有效途径。     

电工电子实验预习环节的控制

针对传统的实验指导方式在实验教学中存在的一些问题,就教师对预习环节的控制提出了一些建议,包括合理的预习要求、引入模拟仿真实验以及加强预习环节的考核监督等,为进一步改进电工电子实验效果、提高学生的动手实践能力提供有益的参考。实验教学质量的提高也会促进学生提高理论学习的兴趣。     

Learner contribution to English language learning: Chinese research students' agency and their transitional experiences in Australia

This article examines the role of agency for the English language development of three Chinese research students with high English proficiency sojourning in Australia. The focus is on the various approaches the learners employed to strengthen their sense of confidence in their language use in Australia. The data were obtained through in-depth interviews and organized into case-study reports. The findings demonstrate that in transitioning into the Australian linguistic and cultural community, all the learners actively sought different English-mediated activities and experiences in order to build the confidence necessary for a successful transition. The differences in their choices of activities were intimately linked with what they historically saw and established as significant achievement goals in and through English. In maintaining that the students' agency was an extension of their fundamental desires and goals for learning, this article provides insights into how second-language (L2) learners gain participation in the target community and the salience of their historical learning goals for L2 use and overall L2 development.