The problems of the beginning teacher in the Arab schools in Israel

This article focuses on the problems of beginning teachers in the Arab sector in Israel. The participants were 146 beginning teachers, 5 mentors, and 5 advisors. The research measurements included an open-ended question and a semi-structured interview. Our research revealed many different cultural aspects related to most of the problems of the beginning teachers. These problems are accompanied by difficult conflicts within the beginning Arab teachers who are exposed to western democratic educational models which are partially rejected by traditional Arab culture and society. The expectations of the teacher to become an agent of change in Arab society are not fulfilled in the first year, in which he/she tries to fit into the school, as well as the culture from which she/he comes and to which he returns. The problems which the beginning teachers report are related to didactic and disciplinary knowledge, adjustment to the organizational climate and culture of the school, problems of work overload, and individual differences among the pupils.     

Contextual effects on predicting risk for reading difficulties in first and second grade

This study utilized early reading assessment data from a randomized trial of 210 urban and rural schools in Texas to examine contextual effects on risk prediction in first and second grade. The primary objective was to examine the roles of (a) individual differences, (b) the grade 1 classroom, and (c) the pairing of first and second grade teachers in determining grade 2 outcomes in word reading and fluency. A second objective was to investigate whether the administration format of the assessment (paper, paper plus desktop, handheld plus desktop) or the level of teacher support (web mentoring, no mentoring) moderated the prediction. These moderator variables proved not to be significant. Subsequent analyses found that a combination of student pretest and mean of pretest classroom was a better predictor than student pretest alone. Additionally, the effect of student scores varied by teacher-pair. On average, intraclass correlations (ICCs) ranged from 6% to 17%. Differences in ICCs at the classroom level were much greater than at the school level, and differences in urban schools were twice that of rural schools.     

原始物理问题测量工具：编制与研究

我国物理能力测量一直沿用习题形式。由于习题的呈现形式是已被抽象的物理情境,因而使物理能力测量的有效性难以得到保证。基于此,编制了原始物理问题测量工具并选取中学生进行了抽样测量。结果表明,原始物理问题测量工具不仅具有很好的信度与效度,而且能有效测量中学生解决物理问题的能力。     

课程理解的转向：从“作为事实”到“作为实践”——兼论课程研究中的思维方式

课程问题的多重属性,客观要求课程理解和课程观应超越"单一要素论"。同时,应超越"作为事实"课程观的局限,倡导基于课程理解和课程研究中的价值思维和过程思维,主张"作为实践"的课程观。     

中小学校长在职培训现状与问题的调查研究

运用访谈法对锦州市8位有代表性的中小学校长做了访谈研究,旨在了解中小学校长在职培训现状及其存在的问题,为改进校长在职培训工作提供依据。研究结果表明：受时间、经费的制约,中小学校长参加培训的积极性受到限制;所有受访者都认为在职培训对实际工作起到了积极作用,但作用的大小差异较大;他们期望通过培训获得前沿性、针对性的信息;同时希望精简与改革单向的讲座,增加双向互动;他们心目中理想的培训者应该是,既有深厚的学养,又有丰厚的经验。     

新时期生物课堂教学的再思考

《课程标准》在课程体系构建上有重大突破,至使当前生物课堂教学存在诸如探究活动课安排,教材把握,进度安排,教师素质提高等问题．结合教学实践,在探讨了相应对策的同时,阐述重建新型的师生关系和调整课堂教学策略．     

大学英语听力教学现状分析及改进对策

大学英语听力教学是英语教学的重要组成部分，也是英语教学工作中的一项主要任务。本文针对目前大学英语听力教学存在“隔段性”、“测试性”、“专项性”、“暂时性”的现状，略谈几点与此相应的对策，希望能够对现行大学英语听力教学起到一定的借鉴作用。     

西部开发中渭南“三农”问题与对策研究

本文简要分析了渭南地区的“三农”在西部开发中面临的困难和问题，强调了“三农”在开发中的基础地位，指出解决渭南“三农”问题的根本的根本出路在于尽快创造条件，实现“三农”的“三化”，也就是农业的产业化或现代化，农民的市民化或居民化，农村的工业化或城镇化。     

语音和语音图示对大学英语听力教学的积极作用

正确的英语语音对提高学生听说有很重要的意义,很多学者注重由上至下的信息处理模式,却忽视了学生在听力过程中由下至上的信息处理过程。本文通过对临床医学专业学生的个案研究,探究语音对他们听力水平的影响,验证了语音图示对提高听力水平的积极作用,同时也反映出大学英语教学对语音教学不够重视,而建立语音图示对大学英语听力教学能起到积极作用。     

北京市高等教育自学考试学习状况闯卷调查统计结果分析研究

为了解广大自考生目前学习、考试的需求和面临的困难,从而更好的为考生提供切实有效的帮助,北京市自考办通过网络平台开展了《自考学习状况问卷调查》。本文就调查结果进行了统计分析,并且通过与考生数据库的关联比对,验证了许多自学考试优势与特色的高度认同,道出了一些共同关注的问题与思考。