Testing and ideology: policy debates about literacy assessments for Colorado’s bilingual students

ABSTRACT

The Colorado Reading to Ensure Academic Development Act requires grade-level attainment in literacy in English for students in grades K-3. Its practical outcome, however, has been to pressure schools with bilingual programs to shift their instructional language allocations towards more English in the early grades. Proposed rule revisions debated by the state Board of Education sought to facilitate testing in students’ language of instruction for those in bilingual programs. Analysis of written and verbal opposition to the proposed rule revisions demonstrates the persistence of insidious ethnoculturalist discourses opposing bilingual education as well as the cooptation of liberal multiculturalist discourses that, while framing bilingualism as an asset, argue that it is underdeveloped in bilingual programs that do not include English instruction from the outset. Given that bilingual instruction has demonstrated time and again that it benefits students acquiring English in schools, such new discursive turns pose a threat that must be recognized to fend off further legislative and regulatory attempts against bilingual education.     

基于职业规划的本科毕业设计培养模式研究

针对高校本科毕业设计教学中所面临的问题,以职业规划为突破口,利用职业规划教育激发学生的学习兴趣和创新思维,为每一位学生提供指导性的职业规划参考方向.对本科生毕业论文选题、创新设计、质量评价等环节进行了分析研究,通过建立师生档案、提前培训、差异性创新培养等方式,对本科生学业方向进行提前布局,针对性地增强学生的知识储备和动...     

Differences in novice and experienced teachers’ perceptions of planning activities in terms of primary instructional tasks

This study was aimed at investigating differences between novice and experienced teachers’ perceptions of planning activities for developing teacher education students’ professional skills by focusing on promoting of identified ill-developed skills. The teachers’ thinking about instructional planning was conceived as teachers’ decision-making for implementing primary teaching tasks in the planning, delivery, and reflective phases of instruction. This model served as a basis (or framework) for the identification of potential variables of planning skills and developing of items for a teachers’ questionnaire. Fifty-eight experienced and 55 novice teachers from Estonian schools of general education were surveyed. It was revealed that novice teachers did not apprehend events that may undermine reaching long-term instructional objectives and they focused more on the achievement of immediate objectives and the teaching of obligatory content in comparison with experienced teachers.     

主体参与案例式教学在“环境规划”课程中的实践探索

"环境规划"课程是对环境工程专业知识理解、掌握基础上的综合运用。本文以浙江工业大学"环境规划"课程为研究对象,引入主体参与案例式教学,在教学团队、教学内容、教学方式和课后作业等方面做出初步探索。为环境工程专业实用型人才的培养提供支持。     

浅谈科研院所内刊选题策划的“二三四”

对于科研院所内刊编辑而言,开展选题策划既是发挥报刊舆论引导作用的体现,也是打造精品刊物的要求。面对选题策划这一具有挑战性的工作,内刊编辑在工作方法上要注重把握大势、把握重大契机、把握读者需求,同时不断提升自身的学习意识、创新意识、新闻意识和主动意识。     

浅议图书选题策划的系统性

选题策划是图书出版工作中的重要环节,它是一个系统工程。成功的图书出版离不开编辑对出书前后一系列工作的统筹规划。本文在阐述中以一套丛书为例,按照发现、构思、论证、实施、总结的逻辑顺序展开。     

规划调控下的农村居民点整治潜力测算研究

农村居民点整治潜力测算是土地整治的重要内容,也是土地整治规划的核心环节。在乡镇土地利用总体规划调控下,将农村居民点划分为城镇化型及非城镇化型两大类;针对非城镇化型,构建农村居民点综合影响力评价指标体系,评价其综合影响力,并结合乡镇土地利用总体规划相关规定,将其划分为内部改造型、原地优化型及迁村并点型;根据不同整治类型,采用模式法构建相应的整治潜力测算模型。并以宜城市小河镇为例进行实证研究,预计到2020年小河镇通过整治可释放潜力117.83hm²。本研究将为农村居民点整治潜力测算提供新的思路。     

关于空间科学发展的一些思考

空间科学是利用空间飞行器探索宇宙和自然规律,开展特殊实验的大规模科学活动,为当代科学发展作出了重大贡献。文章概述了国际空间科学的重大突破,分析了空间科学、载人探索活动的发展脉络和新趋势,回顾了我国空间科学近20年来的发展成就,总结了存在的问题和差距,强调空间科学的战略地位及其对我国科技、航天和国家长远发展的重要性。加大对空间科学的投入、制定国家空间科学规划和建立稳定预算制度是我国空间科学长期稳定发展的保证。建议充分利用科学气球、探空火箭等各种途径夯实研究基础,加强理论与实验技术相结合,培养大批高素质科学家,深化国际合作,完善科学任务管理模式等,走出中国特色的空间科学创新发展道路。     

均衡紧凑网络型国土空间规划——日本的实践及其启示

日本自1950年颁布了《国土综合开发法》以及其后在1962年发布了《全国综合开发计划》以来,在近70年间,编制和实施了多个规划,形成了比较完善的国土空间规划体系。为应对新的不断变化的内外部环境和国土空间出现的新问题,日本于2005年改《国土综合开发法》为《国土形成计划法》,一改过去数量扩张的“开发”,转向存量提质的“利用”,先后编制并发布了2次《国土形成计划（全国计划）》,致力于建设均衡、紧凑和网络型的国土空间。未来10~20年,中国人口也将进入减少状态和超老龄化社会,国土空间规划与开发利用必将与其相适应。借鉴日本在国土空间规划和国土空间营造方面的实践,研究认为中国国土空间规划和国土空间营造应该有新理念和新变革,应该从大规模国土空间开发向国土保护转型,从数量扩张型向存量优化和减量提升的国土空间规划转型,从增量规划到存量规划再到减量规划的转型;应着力形成多重“紧凑型+网络型”的国土空间结构,打造均衡、安全、安心的可持续国土空间。     

Person-centred reviews and transition: an exploration of the views of students and their parents/carers

The person-centred review (PCR) is a model for the review of a student’s special educational needs (SEN) which places the young person and their family at the centre of the process. This mixed-methods, exploratory study investigated the views of 16 students with SEN aged between 10–11 years (Year 6) and 13–14 years (Year 9), and their parents/carers on their PCRs (which were mostly held at transition). Attention was paid to potential changes in the young people’s locus of control and feelings towards school. Findings indicated that the PCR is a collaborative, constructive and reassuring process for families where a wealth of information is shared openly and honestly within a relaxed, yet structured, meeting. The young people were generally positive about the process, although many felt daunted beforehand. Some parents felt the meeting was too long and not entirely accessible to children. The study did not conclude that the young people’s locus of control or feelings towards their education changed following the PCR. Implications for good practice are discussed, particularly for educational psychologists and in the context of the SEN and Disability Code of Practice.