An empirical framework for understanding how teachers conceptualize and cultivate historical empathy in students

This study reports the results of a case study of four teachers' beliefs about the nature of historical empathy and their means of cultivating such empathy in secondary school classrooms. The results of multiple interviews and lesson observations of history teachers in England suggest that teachers conceptualize empathy in bounded but not parsimonious ways, shaped by the realities of trying to teach it to students; that they select from broad repertoires of strategies, including major activities as well as small‐scale discourse strategies, heretofore largely unexamined; and that they recognize ways in which their empathetic goals exist in tension with other teaching aims, creating dilemmas they must manage rather than definitively resolve. Significant discrepancies between how these teachers actually think and practice and how empathy teaching is discussed in the educational literature suggest that research stands to benefit by attending more closely to teachers' ideas.     

Democratic Experience and the Democratic Challenge: A Historical and Comparative Citizenship Education Study of Scandinavian Schools

In Scandinavian schools, there is a significant tradition for creating a democratic context of experience; this tradition is gradually being challenged by new political and economic movements and increasing focus on tests, assessments, knowledge, and skills. The purpose of this study is to analyze and discuss the status of the current context of experience in Scandinavian schools and the students' perceptions of the classroom environment. The study is based on a historical and secondary analysis of the International Civic and Citizenship Education Study (ICCS). The ICCS is large-scale comparative study investigating more than 140,000 Year 8 students in more than 5,300 schools from 38 countries. The conclusion is that the Scandinavian school still, to a considerable degree, develops a democratic and open environment. However, this is not without challenges. The results reveal an asymmetry between the open dialogue-based classroom and the students' poor influence in decision-making at school.     

An exploration of Biggs’ constructive alignment in course design and its impact on students’ learning approaches

This paper investigates whether instructors’ adoption of constructive alignment has any impact on university students’ learning approaches, which are highly correlated with students’ achievement of learning outcomes. A multi-method model with a combination of qualitative and quantitative design was adopted, using document analysis, interviews and survey. The analysis of covariance results suggested that regardless of individual differences, students would adjust their learning approaches and study behaviours in response to the classroom teaching and learning environment. Students in more ‘constructively aligned courses’ were more likely to adopt deep learning approaches and less likely to use surface learning approaches in their study of a particular course.     

Bildung,Subjectivity and New Information Technologies

The author suggests that educational philosophy should benefit from addressing questions traditionally asked within discourse in the philosophy of mind, namely: the relation between the mind and world and the problems of intentionality (or aboutness), meaning, and representation. Peirce's semiotics and his category of creative abduction provide a novel conceptual framework for exploring these questions. A model of reasoning and learning, based on Peirce's triadic logic of relations, is analysed. This model, it is argued, is fruitful for overcoming the paradox of new knowledge that was first debated by Socrates in his dialogue with Meno.     

A Comparison of the Concepts of Democracy and Experience in a Sample of Major Works by Dewey and Freire

While theorizing in distinctly different times, distinctly different cultures, and under distinctly different circumstances, notable philosophical similarities can be drawn between John Dewey and Paulo Freire. This article focuses on two major themes evident in a sample of each philosopher's major works, democracy and experience, and draws theoretical comparisons between the way each philosopher approaches these concepts in terms of definition and application to educational and social practice. The author suggests that, despite some paradigmatic differences, the fundamental definitions and uses of these concepts expressed by both philosophers are largely comparable and complementary.     

Connections between learning experience,study behaviour and academic performance: a longitudinal study

Background:?Whilst past studies have established the joint influence of student learning experience and study behaviour on academic achievement, few attempts have been made to determine their causal ordering in a longitudinal framework.

Purpose:?This study explored the reciprocal relationship between learning experience and study behaviour, and examined their relative impact on university students' academic performance.

Sample:?Participants were 396 undergraduate students from a university in Hong Kong (191 men, 205 women).

Design and methods:?Students' learning experience and study behaviour were evaluated using the Course Experience Questionnaire (CEQ) and the Learning and Study Strategies Inventory (LASSI). A two-wave cross-lagged structural model was constructed to examine the reciprocal effects between learning experience and study behaviour measured over a 12-month period.

Results and conclusions:?The findings showed that after controlling for previous academic achievement, student learning experience measured at Time 1 exerted significant influence on study behaviour measured at Time 2, and study behaviour measured at Time 1 also exerted significant impact on learning experience at Time 2. Both constructs were significantly predictive of current academic performance.

Conclusions:?Results from this study outlined linkages between learning experience and study behaviour in influencing academic achievement. As the current study is based on students from a single university, further studies with different student populations are recommended. The implications of fostering motivation and enhancing university learning experience are discussed.     

Outdoor learning: primary pupils' experiences and teachers' interaction in outdoor learning

This paper draws upon research undertaken for the Outdoor Pedagogies project and explores the processes of teaching and learning at one outdoor residential education centre with children and staff from ‘Oliver’ Primary School. Data were collected through ethnographic research and include participant observation, interviews with teachers and centre staff and group interviews with pupils. Whilst the interviewed children reflected positively on the experience, we highlight the importance of the teachers' interaction with the children in providing for democratic, shared positive learning through the presentation of an extreme or ‘critical’ incident. We raise the issue of professional development for school teachers working with primary school children in outdoor, residential situations.     

Adverse Childhood Experiences Among MSW Students

This study examined the extent to which age, education, and practice experience among social work graduate students (N = 184) predicted cognitive complexity, an essential aspect of critical thinking. In the regression analysis, education accounted for more of the variance associated with cognitive complexity than age and practice experience. When age and direct practice experience were controlled for, education accounted for 6% of the variance in cognitive complexity. Results suggest that education experience may play a more important role in social work student cognitive complexity than age or practice experience. Implications for social work education and assessing student cognitive development are discussed.     

20多年来秦汉中央监察制度研究综述

20世纪80年代以来,关于我国古代监察制度产生的朝代一般认为应为秦汉时期,但又有西周说、春秋战国说、东汉说等不同观点。论述了秦汉中央监察机构的设置（谏诤制度及谏官系统、御史大夫及其属官系统、丞相司职系统、司隶校尉等）、职权、运行机制及演变过程等方面的研究成果,对今天的政权建设也有参考价值。