Students’ fraction comparison strategies as a window into robust understanding and possible pointers for instruction

As part of individual interviews incorporating whole number and rational number tasks, 323 grade 6 children in Victoria, Australia were asked to nominate the larger of two fractions for eight pairs, giving reasons for their choice. All tasks were expected to be undertaken mentally. The relative difficulty of the pairs was found to be close to that predicted, with the exception of fractions with the same numerators and different denominators, which proved surprisingly difficult. Students who demonstrated the greatest success were likely to use benchmark (transitive) and residual thinking. It is hypothesised that the methods of these successful students could form the basis of instructional approaches which may yield the kind of connected understanding promoted in various curriculum documents and required for the development of proportional reasoning in later years.     

Professional knowledge learned and professional knowledge applied: A case study of two trainee English teachers

This article reports on one strand of a collaborative research project undertaken at the Faculty of Education, which sought to explore trainee teachers' development of assessment understandings and practices during their PGCE, and over the following two years. Using two case studies of English trainees, we explore the ways in which they seek to bring together effective assessment principles embedded in the research literatures they encountered in their training with the classroom focused, 'tried and tested' approaches in their placement schools. The resulting demands on professional knowledge 'pure' and 'applied', and some resulting tensions are investigated though interviews with the trainees concerned.     

Common Assessment Framework (CAF) – early views and issues

This study explores the profile of Common Assessment Framework (CAF) assessments and the perceptions of assessors during the early phase of its implementation. Whilst there was diversity in who completed CAFs, schools undertook the most. Headteachers and other school staff completing the assessment felt that the questions tended to be intrusive and they feared this might damage their relationship with parents. Assessments proved time consuming and completers tended to go on to become the Lead Professional. Comments suggested some people were avoiding the completion of CAFs because of fears about the increased workload. There were, however, positive views about the rigour of the process and it had tended to serve to prompt positive dialogue between agencies. There were genuine attempts to involve children in the process.     

实现“政府主导”,防止“挤出效应”

经过10多年的论争,我国学前教育事业发展战略终于确定了政府主导的原则。从财政投入制度设计来说,在明确了政府主导的原则后,还需要考虑如何有效履行政府主导的责任,具体来说,就是考虑为谁提供、提供什么服务以及通过什么方式提供服务的问题。在现有体制下,忽视这些问题可能会产生挤出效应。因此,在贯彻落实《国家中长期教育改革和发展规划纲要(2010～2020年)》确定的政府主导原则时,要注意防止挤出效应。     

瑞典学能测验初探

瑞典位于北欧斯堪的纳维亚半岛东半部,是世界经济发达国家之一,以全民高福利著称。实施全民免费教育,对国际学生也不收费。国民人均受教育年限很高。统合高中教育和高等教育都很有自己的特色。而作为进入瑞典大学接受高等教育的三种方式之一的瑞典学能测验(Swedish Scholastic AssessmentTest,SweSAT)已有30多年的历史,为学生选择适合自己的大学,大学选择适合自己专业领域的学生,提供了重要的参考依据。本文首先对瑞典学能测验的历史、测验的组成、实施过程等方面做一个概要性的阐述。然后介绍了瑞典学能测验面临的问题及其对中国考试的几点启示。     

构建促进教育公平的中等职业教育财政体制

现阶段我国中等职业教育在教育起点、教育过程与教育结果三方面表现出不公平性。促进中等职业教育公平,应该实行免费中等职业教育制度,辅以相应的中职教育财政制度配套改革,逐步将中等职业教育全面纳入公共教育财政保障范围。     

高校思政教育贯彻落实科学发展观的路径浅析

高校担负着培养中国特色社会主义事业的合格建设者和接班人的历史重任,必须坚持用科学发展观教育大学生。高校思想政治教育贯彻落实科学发展观的路径主要有三条：一是深入研究科学发展观,增强贯彻落实科学发展观的自觉性;二是充分认识科学发展观对高校思想政治教育的指导作用,增强贯彻落实科学发展观的坚定性;三是积极探索思想政治理论课改革创新的途径和方法,增强贯彻落实科学发展观的实效性。     

西部大开发10年来新疆高等教育的成就与反思

西部大开发实施10年来,新疆高等教育蓬勃发展,取得了辉煌成就,高等教育规模实现历史性跨越,高等教育财政投入大幅增长,高校师资队伍不断扩大,研究生教育成效显著。但与全国平均水平相比,新疆高等教育在高校数量、优质资源、经费投入和师资力量等方面还存在差距。加快新疆高等教育发展,要抢抓历史机遇,发展高等教育,推进跨越式发展和长治久安;发挥资源优势,调整支援方式,不断提升高校整体办学水平;制定优惠政策,拓宽融资渠道,全面保障高等教育财政投入;创新培养途径,优化人才环境,继续加快高校师资队伍建设。     

襄樊历史特色与文化旅游开发

通过对襄樊城市军事名城、文化名城、商贸名城、旅游名城、山水城古风公园的研究分析,提出了把襄樊建成＂世界级的旅游景观城市＂的战略和战术等框架性意见。     

动态插入数据在ASP.NET应用程序开发中的应用研究

动态插入数据是ASP.NET 应用程序开发人员经常遇到的问题,成功的关键在于设计正确的逻辑思路。文章结合实例在逻辑思路的设计与实现方面进行了研究。