Pre-service special education teachers’ professionalism and preparation in terms of child sexual abuse

This study aimed at examining Jordanian pre-service special education teachers’ professionalism and preparation on the topic of child sexual abuse (CSA). Qualitative research data from interviews with 20 pre-service special education teachers were analysed using thematic analysis. The results showed that these participants generally hold avoiding behaviour toward speaking about CSA as it is an unspoken taboo. Participants also hold low levels of professionalism on the topic of CSA. The results also demonstrate that they felt that their preparation programme is inadequate and desired more content and pedagogy courses that relate to CSA. Implications and recommendations are presented in light of the study findings.     

Supporting the professional development of teacher educators in a productive way

This study reports on what 13 teacher educators going through a procedure to become registered as a teacher educator in 2011–2012 learned, what goals they formulated for their further professional development and what activities they planned to achieve these goals. The methods used in this study are mainly the same as were used at the time the first cohort went through the registration procedure in 2002. The 2012 cohort participated in a supportive programme, whereas the 2002 cohort did not. This enables a comparison of the results of both studies and thus some insight into the possible benefits of integrating a registration procedure with a supportive programme for the professional development of teacher educators.     

英国职前教师教育内部质量保障探析——以爱丁堡大学教育学院为例

为切实保障职前教师教育质量,英国采取了“内外兼修、双管齐下”的保障措施;但外部保障的最终成效取决于内部保障措施的有效落实。基于此,本文以英国第二大教育学院——爱丁堡大学教育学院为例,分析了其在职前教师教育内部保障方面所采取的四个主要有效措施：遵守上级部门颁布的相关职前教师教育规定、设置学院质量保障与提升委员会、监测课程与专业以及实施教学项目评估并有针对性地回应评估结果等。同时,本文也探讨了爱丁堡大学教育学院在职前教师教育内部质量保障上存在的两点不足：相关教师的质量意识欠缺和对师范生的评价与反馈有待加强等。最后,本文就职前教师教育质量内部保障提出三点思考。     

巧用软件辅助结构设计

针对结构设计中的计算问题,如院由于图集适用范围的限制,没有合适的图集可查;一些软件进行的是“暗箱”操作,中间过程无从知晓。而这些设计计算工作往往是重复性的,而且很繁琐。文章介绍如何运用EXCEL电子表格功能,辅助编程和处理。     

对于刘翔2002年训练的安排与体会

通过对刘翔2002年度训练、比赛安排的回顾、总结,阐述了从实际出发,有针对性地安排训练计划,正确处理训练和比赛的关系,从而取得预期效果,打破110m栏世界青年纪录的过程与体会。     

基于Web的网络编程技术探讨

介绍了目前常用的W eb 网络编程技术, 并对这些技术作了简单的分析比较。最后分析了网络编程技术的发展和趋势。     

英语专业复合型人才培养模式的思考

本根据新修订的《高等学校英语专业教学大纲》对素质教育和复合型人才培养提出的要求，探讨几中英语专业学生的符合型人才培养模式的可行性。     

对地方性本科院校市场营销专业建设的一些思考

地方性本科院校大多不是研究性大学,也不同于技校,其人才培养规格应有所区别。同时,市场营销专业与一般的本科专业相比,对学生的实践能力有更高的要求。本文主要从人才培养规格、师资、教学、学生管理等方面对地方性本科院校如何建设市场营销专业提出了一些建议。     

Classroom behaviour management strategies in response to problematic behaviours of primary school children with special educational needs: views of special educational needs coordinators

Children identified with special educational needs (SEN) and behavioural difficulties present extra challenges to educators and require additional supports in school. This paper presents views from special educational needs coordinators (SENCos) on various strategies used by educators to support children identified with SEN and problematic behaviours. The data were collected from telephone interviews with six SENCos from the UK’s South West Peninsula. The SENCos were invited to participate because their school was participating in a cluster-randomised trial of a teacher classroom management course (Incredible Years). Using thematic analysis to analyse the data, this paper illustrates strategies deemed by SENCos to be successful in the support of children identified with SEN. The management strategies generated by participating SENCos were then mapped onto those taught as part of the classroom management course for comparison. Findings indicate that strategies from the training programme appear to be appropriate for children identified with both SEN and behavioural difficulties.     

当代知识论中的"弱纲领"与"强纲领"之争

当代知识论研究在科学知识的社会因素与外部实在的关系问题上,存在着两种截然对立的观念,即传统的"弱纲领"和以科学知识社会学为代表的"强纲领".其中,"弱纲领"代表了正统的科学知识观,它将科学知识视为人类理性的产物,免受社会因素的影响;而"强纲领"则通过"因果性"、"对称性"等原则把对人文、社会知识的社会分析扩展到了对科学知识的分析,要求对包括自然科学知识在内的所有人类信念都进行所谓的"公正"、"对称性"说明.