人力资源开发学科的理论基础初探——从经济学的视角

本文从确立学科身份的角度论述了构建人力资源开发学科理论基础的重要性,指出学科身份的确立有利于人力资源开发学科的发展和成熟;随后,指出经济学成为人力资源开发学科理论基础的原因主要包括经济学和人力资源开发学科存在共性、经济学拓展了人力资源开发学科的思维以及经济学理论能够为人力资源开发学科提供理论支撑;最后,论述了人力资本理论和产权理论对人力资源开发学科的支撑,突出强调人力资本理论对培训投入的启示以及产权理论在解决人力资源开发的外部性问题上的作用。     

美国慈善基金会支持公共图书馆溯源及其持续性机制

在美国公共图书馆发展史上,慈善基金会发挥了重要作用。在对美国慈善基金会支持公共图书馆历史分析的基础上,考察基金会进入图书馆领域的原因,从内外三个方面对美国慈善基金会支持公共图书馆发展的持续性机制进行分析:完善的制度保障环境、科学的项目运行机制以及帮助建立社区与公众对图书馆的长期支持。     

Justice,practice and the ‘Real World’: pre-service teachers’ critically conscious visions for teaching amid the complexities and challenges of learning to teach

Stemming from a problem of practice in the author’s justice-oriented social foundations course, this article investigates the relationship between pre-service teachers learning critical conceptual tools about justice and equity, and the ‘problem of enactment’ of leveraging that learning in their practice. Drawing on a theoretical framework linking Social Justice Teacher Education (SJTE) and Practice-based teacher education (PBTE), this study employed practitioner research methodologies and critical qualitative research methods to explore how pre-service teachers themselves negotiated the intersection of justice and practice. Three inductive findings emerged: they conceptualized professional visions oriented toward the ‘bigger picture’; the complexities of teaching complicated living these visions in practice; and their status as novice practitioners mediated their readiness to integrate justice and practice. The article concludes with a discussion of lessons learned for connecting justice and practice in social foundations specifically, and possibilities for convergence between SJTE and PBTE more broadly.     

Researching Teaching about Teaching: Self-Study of Teacher Education Practices

The growth in the field of self-study of teacher education practices has largely been based on teacher educators' desire to better understand teaching and learning about teaching. This paper reviews research over the last decade that has been important in shaping understandings of self-study and the issues, concerns and agendas that are emerging as crucial to furthering the work. A major purpose of the paper is to draw particular attention to ways of expressing the learning from self-study so that it might be meaningful and applicable in practice for other teacher educators; especially in relation to developing a pedagogy of teacher education.     

Understanding the role of dispositional and situational threat sensitivity in our moral judgments

Previous research has identified different moral judgments in liberals and conservatives. While both care about harm/fairness (‘individualizing’ foundations), conservatives emphasize in-group/authority/purity (‘binding’ foundations) more than liberals. Thus, some argue that conservatives have a more complex morality. We suggest an alternative view—that consistent with conservatism as ‘motivated social cognition’, binding foundation activation satisfies psychological needs for social structure/security/certainty. Accordingly, we found that students who were dispositionally threat-sensitive showed stronger binding foundation activation, and that conservatives are more dispositionally threat-sensitive than liberals. We also found that in a heightened threat situation liberals (especially social liberals) showed increased binding foundation activation. These results support the view that the binding foundations function differently in our moral cognition than the individualizing foundations.     

Pursuit of Understanding by Esther Cloudman Dunn. The Macmillan Company. 229 pp. $2.50

When Parochial Schools Close by Martin A. Larson. Washington, D.C.: Robert B. Luce, Inc., 1972. 313 pp. $7.50.

Professional Education: Some New Directions by Edgar H. Schein. A Sponsored Research Study of the Carnegie Commision on Higher Education. New York: McGraw-Hill Book Company, 1972. 163 pp. $5.95.

The Political Economy of Education by John Vaizey, Keith Norris, John Sheehan, Patrick Lynch, and Manuela Ferreira Leite. New York: John Wiley &; Sons, 1972. 275 pp.

The Home of Science; The Role of the University by Dael Wolfe. New York: McGraw-Hill Book Company, 1972. 202 pp. $6.95.

Teaching and Training: A Handbook for Instructors, Second Edition, by H. R. Mills. New York: Halsted Press, 1972. Second Edition, N.D. 264 pp. $10.95.

American Education: The Colonial Experience 1607-1783 by Lawrence A. Cremin. New York: Harper and Row, 1970. 688 pp. $15.00.

Accountability: Systems Planning in Education edited by Creta D. Sabine. Homewood, Illinois: ETC Publications, 1973. 242 pp. $8.95.

The Colleges and the Courts by M. M. Chambers. Danville, Illinois: Interstate Company, Inc., 1972. 316 pp. $8.75.

Guidance and Counseling in the Elementary School by Richard C. Nelson. New York: Holt, Rinehart, &; Winston, Inc., 1972. 408 pp. $7.00.

Education: A Conceptual and Empirical Approach by Mary Alice White and Jan Duker. New York: Holt, Rinehart and Winston, 1973. 371 pp.

Introduction to Research in Education by Donald Ary, Lucy Chester Jacobs, and Asghar Razavieh. New York: Holt, Rinehart &; Winston, Inc., 1972. 378 pp. $9.50.     

El Colegio Altamirano (1897–1958): New Histories of Chicano Education in the Southwest

In the history of education, every generation brings forth someone who has a lasting impact on the current and future generations of educators. Ralph Winfred Tyler was one of those people. His life spanned nearly the entire 20th century, and his concepts of curriculum and instruction transcended this long and fruitful existence. They are found today embedded in the accountability and reform movements. This article is a short celebration of his contributions and life lest, in our hurry to improve our schools, we forget this bit of heritage.     

毛泽东奠定了科学发展观的思想基础

科学发展观是适应新阶段发展要求提出来的重大战略思想,是马克思主义中国化的最新成果。毛泽东为科学发展观的提出奠定了思想基础。毛泽东历来重视以人文本并奠定了＂统筹兼顾＂的思想基础。     

学术英语写作中引语研究的现状与展望

本文从本体、学科、文化和发展特征入手概述学术英语写作中引语研究的现状,基于此从研究内容、理论基础和研究方法三个方面提出不足和展望。研究发现,相关研究着眼于专家作者和英语本族语者的引语使用;以自建语料库为基础、访谈为辅;从人际功能着手聚焦引语的功能分类和评价意义表达。今后的研究需区别对待不同阶段英语学习者引语使用特征,并在引语提取的自动化程度、语料文本的认知思辨、理论视角的深度和广度等方面做进一步努力。     

试论社区参与旅游发展的基础及原则

社区参与旅游发展是社区及其居民发展、旅游业健康发展的要求,也是提高游客满意度的需要。社区参与具有可行性,表现为:中国传统文化中的“协同”观念为社区参与提供文化基础;旅游发展与社区利益关系密切;旅游从业人员素质可满足社区参与的要求;面临较好的机遇。社区参与需要遵循一些原则,包括自主原则、赋权原则、增加居民各种机会的原则、以人为本的原则、注意性别敏感性的原则和动态的原则。