“官与私”记录视角下北洋政府修约外交再考

北洋政府继承了清政府遗留的不平等条约,在一战后新的国际秩序构建过程中,试图以外交活动修改不平等条约。其外交部门所辖刊物《外交公报》与社会名报《大公报》进行互动,缔造了近代中国历史上社会舆论与政府立场共同作用于国家政治的显著影响阶段。从两者的记录视角出发,再考北洋政府的修约外交活动,从“官与私”之间的话语碰撞中分析北洋政府修约外交的困境。     

School leaders’ self-efficacy and job satisfaction over nine annual waves: A substantive-methodological synergy juxtaposing competing models of directional ordering

The school principal’s job is increasingly demanding and complex, but school principal well-being is understudied. Self-efficacy and job satisfaction are critical constructs for studying school principals’ well-being, and self-efficacy is a core predictor of job satisfaction. Cross-sectional research typically assumes a unidirectional ordering; self-efficacy predicts (and leads to) job satisfaction, not the reverse. However, this unidirectional ordering is inconsistent with theoretical models positing a bidirectional (reciprocal) ordering. Furthermore, the assumption is largely untested with appropriate longitudinal data and statistical models. We evaluated the directional ordering of job satisfaction and self-efficacy for a large (N = 5663), nationally representative, longitudinal (nine annual waves) sample of Australian school leaders. Job satisfaction and self-efficacy were moderately correlated within waves and over time. Consistently with theoretical models and a priori predictions, the two constructs were reciprocally related over time; prior measures of each had small statistically positive effects on subsequent measures of the other, with no evidence of directional predominance of one over the other. Support for reciprocal effects was remarkably consistent across competing cross-lag-panel models, multiple tests of the consistency of effects over time (measurement invariance and stationarity), control for covariates, and the addition of lag-2 paths. Methodologically, we critique competing models that estimate cross-lagged effects and evaluate directional ordering from within- and between-person perspectives. We demonstrate the value of both approaches in achieving a robust framework for assessing longitudinal panel models.. Our substantive-methodological synergy has important substantive implications for theory, policy, and practice—showing that school-leader job satisfaction and self-efficacy are mutually reinforcing.     

多重视角下英语间接礼貌言语的本质动机分析

在日常言语交际中,当人们要表达自己的情感或者意愿时,某一种表达法（初始表达法）会在第一时间浮现于脑海中。但是出于种种原因,人们常使用有别于这一表达法的间接礼貌言语。后者与前者在命题内容上相差无几,但是在表现形式上却可能迥然不同。互动参与者付出更多的努力来构建并表达这一经过人际修辞包装过的言语的动机,成为亟待探究的问题。从四种语用学理论的角度对同一间接礼貌言语进行考察与分析,我们可以知晓隐藏在这一言语背后的本质动机。     

比较视阈与文化之维——中国现当代文学研究的态势分析与理念探讨

世界视野已成为中国现当代文学研究者的自觉追求,文化之维的审视能够有效拓展中国现当代文学的研究范围,使研究价值得以延伸。比较视阈对于中国现当代文学研究具有十分显著的方法论意义,“越界”意识赋予研究者更大的精神自由度,彰显文学研究的人文内涵。注重比较视阈与文化之维的考察,是中国现当代文学研究实现文化汇通价值的重要路径。     

Identifying Essential Topics in General and Special Education Introductory Assessment Textbooks

We reviewed the five top-selling introductory assessment textbooks in both general and special education to identify topics contained in textbooks and to determine the extent of agreement among authors regarding the essentialness of topics within and across discipline. Content analysis across the 10 assessment textbooks yielded 73 topics related to 13 categories: Decisions, Law, Technical Adequacy, Plan Assessment, Create Assessment, Score Assessment, Assessment Target, Assessment Type, Assessment Method, Interpret Assessment, Communicate Assessment Results, Assessment Population, and Computer-Assisted Assessment. Many of the topics identified were consistent with traditional assessment expectations of general and special education environments, while other, arguably important, topics were not identified as essential. The idea of core assessment topics for all teachers is introduced.     

‘Education comes second to surviving’: parental perspectives on their child/ren’s early school leaving in an area challenged by marginalisation

This paper examines early school leaving from the perspective of parents of early school leavers in an inner-city local authority housing estate in the Republic of Ireland living with the challenges of significant marginalisation. While the vast majority of post-primary pupils now sit a Leaving Certificate examination, and improvements in school retention rates have also been found in ‘disadvantaged’ schools in recent years, a disproportionate number of those leaving school early come from lower socio-economic backgrounds. Through in-depth, semi-structured, interviews, this qualitative study examined the perspectives of nine parents of early school leavers about the factors contributing to young people from this area leaving school early. This article focuses on three aspects of the findings through which the parent participants framed their views on early school leaving; (1) feeling let down by school, and (2) being stigmatised being from a ‘disadvantaged’ area, and (3) dealing with life traumas. For the participants, these factors significantly constrained their child/ren in engaging with education. The findings are examined through an interrogation of the shaping impact of social class and ‘place’. Recommendations include specific professional development for educators in challenging contexts about the impact of trauma and socio-demographical positionality on educational engagement and outcomes.     

多视角整合英语词汇教学探析

英语词汇量相当大,词汇的学习与记忆成为大学阶段外语学习的主要目标。根据词汇教学的理论和作者多年的教学实践,从多个视角讨论英语词汇意义的理解,旨在提高学生的词汇学习效率。     

Developing ecological literacy in a forest garden: children’s perspectives

Today, cities become more dense, green spaces disappear and children spend less time outdoors. Research suggests that these conditions create health problems and lack of ecological literacy. To reverse such trends, localities are creating urban green spaces for children to visit during school time. Drawing on ideas in ecological literacy, this study investigates school children’s perspectives on a forest garden, a type of outdoor educational setting previously only scarcely researched. Data were collected through walk-and-talk conversations and informal interviews with 28 children aged 7 to 9. Many children in the study expressed strong positive feelings about the forest garden, the organized and spontaneous activities there, and caring for the organisms living there. We observed three aspects of learning in the data, potentially beneficial for the development of children’s ecological literacy: practical competence, learning how to co-exist and care, and biological knowledge and ecological understanding.     

Knowledge development of tweens in RE – the importance of school class and communication

This article draws on empirical findings from an religious education (RE) test done by 52 pupils in three different classes on two occasions at the beginning and end of the 2011/2012 academic year. The purpose is to examine whether RE knowledge development can be identified generally, whether there are differences between classes, and if so whether they can be related to communication patterns and describe directions of knowledge development within RE. A sociocultural perspective on learning is used, stressing the importance of communication and the discursive practices the individual is a part of for what is learnt. The findings show that RE developments over the course of the academic year can be identified in all three classes, and that there are differences among the classes in both achievement levels and developments, indicating variety in the degree to which the discursive practices of the classes facilitate RE learning. Among the individual communicative factors, ‘asking questions’ when one is curious or does not understand shows to be one important factor. The greatest developments seem to be among less complex and learning-about forms of RE knowledge.     

Teacher empowerment as an important component of job satisfaction: a comparative study of teachers’ perspectives in Al-Farwaniya District,Kuwait

The present comparative study investigates the perceptions of male and female teachers regarding the relationship between empowerment and job satisfaction. The study aims to look at factors that empower teachers and lead to job satisfaction from teachers’ perspectives. For that purpose, teachers were selected from three educational levels (primary, middle and secondary) in Al-Farwaniya District in the State of Kuwait. A total of 231 teachers from the Al-Farwaniya School District responded to a questionnaire. Both t-test and one-way ANOVA were applied. Data analysis reveals a lack of job empowerment and a high degree of dissatisfaction among teachers. The study concludes with several suggestions including opening up a dialogue with teachers in order to understand their problems and needs and involving them in the process of decision-making and change.