中美电视职场真人秀节目的差异——以《非你莫属》和《学徒》为例

近年来,中国的电视职场类真人秀几经探索,已经从时下美国流行的职场创业型和职场技能竞争型真人秀逐渐转向演播室面试招聘的形式,造成这种现象的原因是多元的。笔者试对文中枚举的中国电视职场类真人秀《非你莫属》和美国电视职场类真人秀《学徒》进行对比分析,研究当下中国与美国电视职场真人秀不同的节目模式和生存土壤。     

Faculty perspectives on programme curricular assessment: individual and institutional characteristics that influence participation engagement

Driven by issues of accountability, the assessment movement in higher education has gained significant momentum in recent years. However, successful implementation of assessment processes varies radically across institutions. A key issue is faculty engagement. This qualitative inquiry explored factors that impact faculty participation in a professional school assessment initiative in North America. Findings indicate that faculty knowledge, beliefs and attitudes toward assessment, and their perception of leadership, resources and work environment, interact with their decision to engage. Moreover, goal congruence between faculty and educational organisation affects behaviour regarding degree of engagement in programme and curricular assessment. Recommendations for creating a culture of assessment are highlighted.     

PIETY AND PROFESSIONALISM

This research focuses on two decades in the BBC's relationship with religion as an area of programming. The 1960s and 1970s marked a period of massive social change in Britain in which traditional religious institutions were challenged relentlessly and a more religiously diverse society emerged. This makes it a significant time to examine the BBC's response and the impact these changes had on the culture of production within the Corporation. This research asks how did the BBC frame the making of religious programmes within the changing socio-political context and how did their changing religious mission sit within the Corporation's wider strategic aims? Religious broadcasting also offers a unique microcosm within which to view the changing professional culture of the BBC itself. To address these interests this research uses documents from the BBC's written archive and accounts from staff involved with the genre at the time.     

Integration of physically disabled students

Abstract

The article reviews research in four areas: impact of integration on children's self‐concept, attitudes toward physically disabled children, effects on their school achievement and teacher reactions to integration. Research evidence suggests that being together with non‐disabled peers makes the disabled child more aware of his physical impairment and restraints. But there are also signs indicating that psychological factors essential for a positive self‐evaluation are activated to a higher degree in the integrated environment. With respect to attitudes of peers there are some, although not conclusive, results suggesting positive influence of integration. Research on school achievement demonstrates the great variability among the physically disabled pupils, in comparison with which the impact of school placement is relatively minor. Teacher opinions about integration of physically disabled pupils are mainly positive, but if the handicap is severe integration is considered possible only with a rich supply of teaching material, reduced class size and support from specialists. The review concludes with glimpses from reports on practical experience with integration.     

Learning about Inheritance in an Out‐of‐School Setting

The purpose of this study was to investigate primary students’ learning through participation in an out‐of‐school enrichment programme, held in a science centre, which focused on DNA and genes and whether participation in the programme led to an increased understanding of inheritance as well as promoted interest in the topic. The sample consisted of two groups (245 students in the experimental group and 150 students in the control group) of upper primary students (Grade 5) from six schools in Singapore. Two instruments were developed—a 15‐item multiple‐choice test to measure learning gains and a 17‐item survey form to measure student feedback. Pre‐, post‐, and delayed post‐tests were administered. Results showed statistically significant gains in learning for the experimental group that appeared to be stable as well as high levels of interest stimulated by the programme.     

大学生兼职的现状调查与职业发展研究

大学生从事兼职现已成为大学校园里的普遍现象,且越来越受到教育理论界的关注。兼职不仅是大学生参加社会实践活动和勤工俭学的一种有效途径,同时也是大学生思想政治教育的重要抓手。本文采取抽样调查的实证研究方法,从大学生兼职的群体、兼职时间的长短、兼职的目的和种类,以及兼职工作与大学生经济状况的关系等几个方面,分析在校大学生从事兼职工作的现状,探讨大学生从事兼职对其学业状况、能力发展和职业发展的关联性影响,研究高校、教育行政主管部门等如何从提高大学生思想政治教育的实效性出发,在切实引导和保障大学生顺利完成学业的前提下,达到兼职工作需求和发展意愿之间的平衡,实现大学生个人的成长成才。     

Tasks and trajectories in learning to teach

University‐based teacher‐education programmes in the USA confront mounting pressure to demonstrate that graduates will have a significant and positive impact on student achievement. Such pressure has forced teacher educators to wrestle with the question of what constitutes compelling evidence that teacher candidates will indeed have such an impact. This paper presents the deliberations and resulting investigation of a team of university faculty members seeking to account for preservice elementary‐school teachers’ learning and development. It offers a preliminary articulation of a trajectory of learning, and a critique of the tasks and the programmatic experiences from which this trajectory is constructed.     

A review of research on student teachers' professional identity

This article presents a review of 29 empirical studies to identify the main foci of research on student teachers' identity, the methodologies used and their major findings. The reviewed studies were found to investigate four broad factors: the contribution of: (1) reflective activities, (2) learning communities, (3) context and (4) (prior) experiences. Reflective practices and interviews were found to be mainly used by researchers as data collection tools and the findings were mainly reported to be changes in components of student teachers' identity, including their cognitive knowledge, sense of agency and voice. Questions raised in this review and suggestions for further research are discussed.     

Assessment of the effects of a cooperative play programme for children aged 10–11 years on social adaptation and on the perception that parents,teachers and peers have of children's prosocial behaviours

Abstract

The objective of this research was to design a cooperative play programme in order to assess its effects on social adaptation and on the perception that parents, teachers and peers have of children's prosocial behaviours. The study used an experimental pre-posttest design with control group. The sample included 86 participants aged 10 to 11 years, 54 in the experimental group and 32 controls. Before and after administering the programme, three evaluation instruments were applied. The intervention consisted of a weekly two-hour play session throughout the school year. The programme's activities stimulate communication and prosocial behaviour. Results of the analysis of variance suggest positive impact of the intervention, as the experimental participants significantly increased their behaviours of self-control and leadership, as well as their prosocial behaviour; moreover, an increase was observed in the number of classmates considered prosocial. Highest levels of improvement were found in the experimental participants who, at pretest, had few behaviours of consideration for others, self-control and leadership and low prosocial behaviour, but many withdrawal behaviours. Some effects of the programme were found to be influenced by gender, as the girls showed more decrease in their withdrawal behaviours and a greater increase in the number of classmates perceived as prosocial.     

The distance learning mode of training teachers in Kenya: challenges,prospects, and suggested policy framework

Globally, distance learning has gained legitimacy as an effective mode for learning and training. This legitimacy has occurred as a result of, inter alia, its flexibility with respect to time, pace and entry requirements, affordability, cost‐effectiveness, and reputation for high quality. In Kenya, distance learning – although relatively new – is being promoted to attain the Millennium Development Goals, Universal Primary Education, and the Kenya Vision 2030 targets. The majority of those who enrol for distance learning are teachers. This paper examines the utility of a distance learning approach for training teachers in Kenya: its challenges, prospects, and the need for a policy framework. It critically interrogates the readiness of the providers, the learning and policy environments. The paper concludes that current dual‐mode providers do not meet the requirements of the defining features of distance learning, and offers specific quality assuring policy directions.