父辈亲情与政治隐喻——重读《傅雷家书》

傅雷是公认的20世纪中国最伟大的翻译家之一。他的一生,漂流于中西之间,徘徊于书斋内外,时而高歌猛进,时而低吟踯躅,颇富传奇色彩。他在1954—1966年间的家书,在当代文学史上有着独特的重要地位,家书“潜在”而真实的记录了“五四”一代知识分子在50年代中叶到60年代中叶政治风云变化莫测年代的心路历程,也张显了拥有“独立之精神,自由之思想”的一代知识分子的宝贵人格。     

东晋皇室婚姻初探

东晋皇室婚姻是东晋士族婚姻的重要组成部分。通过对东晋皇室婚选标准，皇室婚姻的特点及皇室婚姻与政治关系的进行探析，试图说明，在研究东晋士族婚姻和门阀政治时，皇室婚不可忽视。     

Diversity in New Zealand early childhood education: challenges and opportunities

The early childhood education (ECE) sector in New Zealand has long been recognised for the diversity of service types and range of organisations involved in delivering ECE. However, less attention has been paid to diversity within individual ECE services. This article draws on a national survey carried out as part of a larger project, The Diversity of Diversity in Early Childhood Education, focusing on teachers’ perceptions of challenges and successes encountered when working with children from diverse family backgrounds. Educators’ attitudes towards diversity clearly influence whether they perceive working with diverse children and families positively or as a challenge. We argue that possessing positive dispositions and attitudes that enable educators to truly welcome, acknowledge and embrace diversity, together with access to professional knowledge and support services, are critical. The implications of this for policy and practice are then considered.     

高校收费条件下蒙古族贫困生助学贷款的调查研究

高校收费上学制度对蒙古族贫困生择校、入学产生了一定的压力。而内蒙古地区高校助学贷款起步晚、成效迟、覆盖面小。国家应设立对少数民族贫困大学生的专项助学基金，加大资助力度；同时要简化申贷手续，不断完善助学贷款的运行机制，做好相关单位间的协调工作。     

Families’ perceptions of early childhood educators’ fostering conversations and connections by sharing children's learning through pedagogical documentation

ABSTRACT

Belonging, Being and Becoming: The Early Years Learning Framework for Australia emphasises that families have an important role in their children's learning and it recognises that their earliest development is influenced through these relationships and adds that partnerships can be fostered with families by early childhood educators sharing the children's documented experiences. The research discussed employed an in-depth structured questionnaire. It involved 37 families with children aged from three to five years who attended an early learning centre in Northern Tasmania, Australia. The aim of this research was to determine these families’ perceptions, beliefs and experiences of educators sharing children's learning through pedagogical documentation. The documentation included hard copy and digital formats of the children's learning, capturing their voices and explorations. The findings show that families consider the sharing of documentation fosters family conversations about the children's learning experiences and helps to create stronger connections between the centre, home and extended family. Another recurring theme from the families’ responses was that children gain pride and a positive sense of identity when their documented work is shared with families.     

Voices of children and parents from elsewhere: a glance at integration in Italian primary schools

This study involves 35 research participants: 20 immigrant parents (primarily mothers from South America, North Africa, Eastern Europe and the Middle East) and 15 primary school children, aged 10–11. These children were born outside Italy and primary school was their first encounter with the Italian educational system. We observed their processes of integration through their stories and those of their parents. Our investigation aims to identify factors that support or inhibit their school integration. We adopt an ecological research paradigm, proposing a vision of knowledge as rooted in natural life contexts, focusing on subjectivity. Analysis of the data led to identification of core categories concerning these families’ experiences and their children's encounters with Italian schools. This paper focuses on the children's perspectives of their experiences with school.     

特殊儿童家庭社会支持情况调查报告

对221户特殊儿童家长问卷的调查显示,特殊儿童家庭面临的三大困难是:经济困难、康复和特殊教育知识缺乏以及时间和精力不足。特殊儿童家庭实际获得的社会支持很少。一方面,社会现有资源未得到合理利用;另一方面,各系统层面所提供的支持未能很好满足特殊儿童家庭的需要,特别是支持源与被支持者之间的沟通渠道不通畅。     

Finding Diego: A Bilingual Student Integrates School,Language, and Identity

This article presents a mixed-methods case study of Diego, a bilingual teen who completed public school in Florida. During adolescence, Diego negotiated multiple identities: successful student, Mexican American, bilingual, and typical U.S. teenager. Diego provided interviews and bilingual (English/Spanish) writing (narrative/expository) in 2008 (at age 12, Grade 6) and in 2012 (at age 16, Grade 10). A qualitative analysis of his interviews and a quantitative linguistic analysis of his writing reveal central elements of Diego’s language development as related to academic English and identity. Educational implications for working with bilingual adolescents are discussed.     

东晋门阀政治中的桓氏父子

在以门阀政治为特征的东晋政局中 ,士族与皇帝分享权力 ,士族有时甚至凌驾于皇权之上。桓温、桓玄父子均以取得皇权为目标 ,最终却连门户也无法保全。桓温的失败在于没有充分理解门阀政治的运行规则 ,打破了门阀政治的平衡原则 ;桓玄的失败则体现了士族势力的整体衰落。     

农村精英及其社会影响初探

农村精英是指农村中那些出类拔萃，精明强干的人。中国社会主义初级阶段农村需要精英。精英是农村经济发展的带头人，政治稳定的中坚，精神文明的传播者。中国农村，尤其是西部农村需要培育更多的经济大户精英。