Visions for literacy: parents’ aspirations for reading in children with Down syndrome

Although children with Down syndrome (DS) can learn to read, few studies have explored parental perspectives on the reading development of this group of children. This article, written by Leila Ricci and Anna Osipova, from California State University, explores visions and expectations regarding reading held by parents of children with Down syndrome in the US. Parents of 50 children with DS (aged three to 13 years) completed a survey about their children's interest in reading and responded to open‐ended questions inquiring about their views on their children's reading development. A majority of parents in this study described their children's positive attitude toward reading, stated their reading‐related goals for their children, defined their children's relative strengths in reading, and shared strategies used in the home to promote literacy in this population. Parents pay close attention to and have high expectations for their children's reading achievement, and thereby would benefit from partnerships with informed educators willing and capable of teaching reading to children with DS.     

Teaching in higher education: Good teaching through students’ lens

This study explored 2475 Israeli students’ conceptions of good teaching and examined the relationship between these conceptions and students’ background characteristics. Data were collected using an internet survey designed to measure students’ conceptions regarding five teaching dimensions referring to goals to be achieved, long-term student development, teaching methods, relations with students, and assessment. Results indicate that students perceived assessment as the most important of the five teaching dimensions and long-term student development as least important. Only gender and field of study made a salient difference in students’ perceptions of good teaching. Implications for the evaluation of teaching are discussed.     

Pedagogy,empowerment and discipline: comparative perspectives of novice teachers in England and Turkey reflecting on ‘the other’

This article discusses the views of Turkish and British novice teachers on pedagogy and pedagogical relationships with school students when confronted with the pedagogical practices of the ‘Other’ in particular policy contexts. Experiences of those practices were gained by novice teachers during an exchange visit for British and Turkish university students in the period 2008–2009. Data was collected through questionnaires and focus group interviews. Findings suggest that Turkish and British novice teachers initially constructed the ‘Other’ as very different from themselves. The views of members of both groups were heavily influenced by the cultural contexts in which they trained and worked. British novice teachers tended to take as axiomatic constructivist and inclusive approaches to pedagogy and the relevance to successful pedagogy of listening to students’ voices. Turkish novice teachers questioned both, many seeing control and dissemination of knowledge as central to pedagogy and student teacher relationships.     

Remarks Made During “Dialogue on Intellectual Diversity,” a Forum Held 11 October 2007 at the University of Missouri–St. Louis

In 2006, a bill was submitted in the Missouri Legislature designed to address issues raised during a lawsuit by a Missouri State University social work student contesting requirements that Missouri public colleges and universities take steps to insure tolerance of diverse perspectives in the classroom and on campus. Although the legislation did not pass, it motivated university administrators among other measures to sponsor a forum on “intellectual diversity,” held on 11 October 2007 on the University of Missouri–St. Louis campus. In his remarks as a faculty panelist, J. Martin Rochester makes five distinct points about the realities and pitfalls of regulating tolerance and the true meaning of diversity on a college campus.

凤眼看世界，见证她时代——《今日女报》的内容差异化战略探析

《今日女报》基于市场背景和自身基础实施内容差异化战略,并坚持“女性视角、周报特色”,从报道视角、报道手法和报道版块设置上,围绕“女”字落实内容差异化战略。     

贝多芬《第五交响曲》的多视觉审视

长久以来,贝多芬的《第五交响曲》被认为是世界上最经典的音乐华章之一,它带来的不仅仅是音乐的盛典,还带来与黑暗现实抗争的勇气和激情。19世纪初,动乱的年代让民众在黑暗无力中彷徨,而贝多芬的《第五交响曲》为他们的精神世界带来了希望和力量。200余年已过,那激昂奋进的乐曲依然响彻云霄,让人们不得不重新审视它的魅力。该文基于多视觉角度,全面诠释贝多芬《第五交响曲》的艺术价值和魅力,希望能够尝试着从更加多元的角度探索其内在含义。     

高校招生人数影响因素的多元线性回归分析

近年来,高校招生规模急剧扩大,人们对高校人数据的确定是否具有科学性产生了质疑,因此必须从定量分析的角度来进行研究。选取1985--2003年相关数据,分析在教育产业化的大背景下众多因素对高校扩招引致招生人数变化的影响及其大小,应用SPSS统计软件对根据经济理论选取的影响我国高校招生人数的各因素及其影响程度的大小进行定量分析,进一步明确和完善相关的经济学实践知识。     

新课程中的微积分及其教育价值

随着新一轮数学课程改革的进行,微积分再一次走进中学数学.微积分课程的教育价值主要有:增强了高中数学的严密性,优化了解题过程、扩展了研究范围,培养了学生解决实际问题的能力,发展了学生的数学思维能力,提高了学生的数学文化素养.要实现微积分的教育价值,需要兼顾不同层次学生对微积分的求知需求,把握高中微积分与大学微积分不同的尺度定位,防止微积分方法对高中基础知识的消极影响.     

莫里哀和他的《伪君子》

十七世纪法国文坛星空里最独特的一颗亮星矗是“无法模仿的莫里哀”,本文从莫里哀的身世谈起．涉及到《伪君子》的艺术创新。如现实主义角度开了塑造典型性格的先河：喜剧中插入了悲剧、民间剧、风俗剧等各种戏剧因素。