A sociocultural perspective on mediated activity in third grade science

This ethnographic study of a third grade classroom examined elementary school science learning as a sociocultural accomplishment. The research focused on how a teacher helped his students acquire psychological tools for learning to think and engage in scientific practices as locally defined. Analyses of classroom discourse examined both how the teacher used mediational strategies to frame disciplinary knowledge in science as well as how students internalized and appropriated ways of knowing in science. The study documented and analyzed how students came to appropriate scientific knowledge as their own in an ongoing manner tied to their identities as student scientists. Implications for sociocultural theory in science education research are discussed. John Reveles is an assistant professor in the Elementary Education Department at California State University, Northridge. He received his Ph.D. from the University of California, Santa Barbara in 2005. Before pursuing his Ph.D., he worked as a bilingual elementary school teacher for 3 years. His research focuses on the development of scientific literacy in elementary school settings; sociocultural influences on students' academic identity; equity of access issues in science education; qualitative and quantitative research methods. Within the Michael D. Eisner College of Education, he teaches elementary science curriculum methods courses, graduate science education seminars, and graduate research courses. Gregory Kelly is a professor of science education at Penn State University. He is a former Peace Corps Volunteer and physics teacher. He received his Ph.D. from Cornell in 1994. His research focuses on classroom discourse, epistemology, and science learning. This work has been supported by grants from Spencer Foundation, National Science Foundation, and the National Academy of Education. He teaches courses concerning the uses of history, philosophy, sociology of science in science teaching and teaching and learning science in secondary schools. He is editor of the journal Science Education. Richard Durán is a Professor in the Gevirtz Graduate School of Education, University of California, Santa Barbara. His research and publications have been in the areas of literacy and assessment of English Language Learners and Latino students. He has also conducted research on after school computer clubs, technology and learning as part of the international UC Links Network. With support from the Kellogg Foundation, he is implementing and investigating community and family-centered intervention programs serving the educational progress of Latino students in the middle and high school grades.     

对当前高校心理咨询工作存在问题的探讨--基于对温州大学心理咨询工作现状的问卷调查

对温州大学当前心理咨询工作现状进行问卷调查,结果表明:当前高校心理咨询工作中存在学生获得心理咨询服务不足与学校提供心理咨询服务资源浪费;学校心理咨询的高来访率与低效益;学生对心理咨询的趋避矛盾态度等问题。并提出加强宣传,提高咨询师队伍素质,关心男生群体和成绩差学生群体等对策建议。     

组织中的心理契约

组织中的心理契约是联系员工与组织之间的心理纽带 ,也是影响员工行为和态度的重要因素。近年来在管理领域中对心理契约的研究出现了新的高潮。新一代的研究者对定量研究予以更多重视 ,研究主要沿着两条主线展开 :心理契约的内容构成 ;心理契约的动态发展过程。研究结果对于在组织中形成良好的雇佣关系、完善人力资源战略、制定薪酬福利政策、改进招聘及培训手段均有指导意义。     

心理健康教育在大学生思想政治教育中的作用

加强和改进大学生思想政治教育必须重视心理健康教育,这是协调和促进大学生思想政治教育过程的顺利开展,完善和优化大学生思想政治教育内容体系,实现和开发大学生思想政治教育功能,适应和推动新时期思想政治教育发展的必然要求.     

集群犯罪的心理原因与心理效应探析

集群犯罪不同于一般的共同犯罪 ,它的发生有其深层的社会原因和特殊的心理动因。研究集群犯罪行为发生的过程及其心理原因 ,可以帮助我们在预防措施和处置对策的选取上更具针对性     

加强心理素质教育促进学生心理健康

在全面实施素质教育的过程中，培养训练学生的心理素质，提高学生的心理健康水平显得尤为重要。为此，应对学生的心理素质以及心理素质教育的功能有一个全面的认识，以便有针对性地培养学生良好的心理素质，促进学生心理健康。     

论高职类院校新生的心理健康与教育

高职院校的新生面临环境改变而产生巨大的心理波动 ,引起一系列内在发展与社会现实的矛盾。如果忽略这一阶段的特殊指导 ,势必影响后面阶段的发展。因此 ,学校有目地采取相应措施 ,加强学生心理健康教育 ,促进新生心理素质的提高。     

Fluid reasoning,working memory and planning ability in assessment of risk for mathematical difficulties

ABSTRACT

The demands on mathematical problem-solving have increased in almost all school systems internationally and may constitute a barrier for children with special educational needs (SEN). This study explored the role of fluid reasoning (FR), working memory (WM) and complex executive function of planning (EF) in children (N = 62) referred for assessment of SEN, and specifically of risk for mathematical difficulties (MD). Performances on FR, WM and complex EF of planning were used to predict risk for MD. Results showed that planning ability predicted children at risk for MD, beyond FR or WM ability, when comparing with children not at risk for MD. It was concluded that assessing the complex EF of planning in addition to FR and WM ability is crucial in identifying children at risk for MD. The importance of understanding how planning ability affects children’s mathematical problem-solving is discussed, in relation to assessment and teaching practices.     

网络心理咨询:开展高校思想政治工作的优势与原则

利用网络心理咨询开展思想政治工作是一个全新的课题。对其使用的必要性、可行性和原则性作了深刻分析，并论证了高校思想政治工作适当利用网络心理咨询这一新手段提高其工作实效的积极作用。     

贵阳市高职院校教师心理健康状况与干预对策研究

职业教育的现代化主要决定于职业教育的践行者——高职教师。文章通过对贵阳市6所高职院校的教师心理健康状况的调查,提出对高职教师心理进行干预的策略,为贵阳市高职院校教师的心理健康保驾护航,为贵阳市高等职业教育人才培养目标的完成提供心理支持。