'There's no way this kid's retarded': teachers' optimistic constructions of students' ability

Historical research in the field of autism has suggested that judgements regarding the ability of students with autism should be made carefully, taking into consideration the person with autism's difficulty with communication, movement and performance in general. Although the historical literature has urged professionals to proceed with caution regarding judgements about ability, a haphazard understanding of people with autism as retarded prevails. This qualitative study analyses the experiences of four teachers who, within the context of the inclusive classroom, resist interpreting non-verbal students with autism as mentally retarded and seek to form a new understanding of ability. The following themes will be discussed: (1) finding situations where students demonstrate competence, (2) rethinking performance and understanding, and (3) expecting struggles.     

Pursuing justice for refugee students: addressing issues of cultural (mis)recognition

In this paper Nancy Fraser’s conceptual tools are drawn on to theorise issues of justice in a culturally diverse primary school in Australia where approximately 30% of the student population are immigrant/refugees. The paper examines justice issues of cultural recognition in relation to refugee student identity, behaviour and assessment. Drawing on interview data from a study that sought to identify productive approaches to addressing equity for refugee students, the paper highlights the school’s efforts to remedy issues of cultural misrecognition associated with an equation of refugee student difference and marginality with deficit and lack. Such efforts relate to the school’s endeavours to create an inclusive and socially cohesive environment that supports a valuing of, and connection to, refugee student difference. These endeavours are theorised as highly productive in their capacity to disrupt the relations of cultural domination, non-recognition and disrespect that exclude and/or malign some refugee students at the school and broader level. The paper argues the importance of such an approach in light of the unprecedented diversity and complexity of the global context where schools are consistently challenged with new and changing equity concerns and priorities.     

应用型本科院校程序设计课程实践教学改革

从教学计划和教学大纲的要求分析当前课程教学状况以及传统教学方法存在的弊端,提出在程序设计课程中采用"验证、设计、综合"三步走的实践教学思路,在验证设计中讲解相关知识点,在综合中加强学生编程能力,培养学生创新能力,提高学生软件设计和开发能力.     

高水平民办大学建设的办学理念与目标设计

我国民办高校正处在一个转型发展的关键时期,面临着建立一个类型多样、机制灵活、管理规范、特色鲜明、质量上乘的高水平民办高等教育体系新的形势。办好一批高水平民办学校,必须坚持“人文、科技、创新”和谐统一的办学理念,通过开放思想、重新思考大学的目的和功能、凝练大学特色、树立现代领导管理理念、改变作风、提高效率等途径来实现。     

学历与知识结构对湖南党史人物群体成长的影响

在中国革命的历史进程中,湖南涌现出了许许多多的党史人物,这些人物又在实践锻炼中形成了各具特色的群体。这些群体规模之大、影响之广、贡献之巨,是中国历史上无与伦比的,分析学历与知识结构对这些群体成长的影响是本文探索的重点。     

Inequities in Japanese Urban Schools

Interviews with Japanese public school educators allow a distinctive view of how the continuing economic decline in Japan has affected educational motivation and decision-making among students and parents. The nature of socioeconomic stratification within Japanese educational opportunity is seen as a continuing situation exacerbated by the costs of education in a context of chronic economic uncertainty.     

价值观冲突：学校教育面临的挑战与契机

当前,中国正进入社会转型时期。随着社会开放程度的不断加深,文化的交流也空前频繁,而在不同文化的交流与对话中,冲突与对抗也随之产生。价值观是文化的核心,价值观冲突作为一种普遍存在的社会现象,既对学校教育提出了严峻的挑战,也为学校价值观教育带来了发展契机。学校教育应以更加开放、宽容、科学的态度去面对冲突,引导学生形成正确的价值观,进而促进文化认同。     

技术赋能后疫情教育创变:线上线下融合教学新样态

随着以互联网、人工智能和大数据等为代表的信息技术的日趋成熟,其广泛的教育应用为线上线下融合(Online Merge Offline,OMO)教学的形成与发展提供了坚实的技术基础。OMO模式借助技术手段打通线上和线下、虚拟和现实场景中各结构、层次、类型的数据,旨在以全场景融合的方式促进教学与服务向个性、精准、智能化转型,对教育和学习的创新发展具有重要的现实意义。OMO教学模式将打破传统以学校为主体的格局,颠覆以教师为中心的方式,成为一种新的教学样态和未来学校教育的发展趋势。为此,本文梳理了OMO教学模式的起源和发展走向,解析了OMO教学模式的内涵:兼容混合学习和混成学习模式,体验无缝学习,促进智慧学习;剖析了OMO教学模式的需求定位与发展机遇;随后,在时空关系、供需关系和结构关系视角下分析了OMO教学模式的典型应用与实践形态,并从场景、教学和技术三个维度提出了OMO教学模式设计的原则:支持学生参与、驱动教学活动、联通技术与教学。文章最后对未来OMO教学模式的研究和实践提出建议,以期为OMO教学模式发展和应用提供借鉴。     

论美国人口状况的特征及其对学校的影响

美国作为世界第三人口大国,其人口变迁出现了一些新特征,诸如人口越来越多样化、越来越老龄化、受教育程度越来越高.美国人口状况对学生入学水平、学生人口特征和教育资源都有重要影响,论文从人口统计学角度分析了美国人口状况及其与学校的关系.     

Teacher licensure status and student achievement: Lessons from private schools

Data from the National Education Longitudinal Survey of 1988 (NELS:88) were used to investigate the effect of teacher licensure status on private school students’ 12th grade math and science test scores. This data includes schooling and family background information on students that can be linked to employment information on teachers. We find that, contrary to conventional wisdom, private school students of fully certified 12th grade math and science teachers do not appear to outperform students of private school teachers who are not fully certified.