完善我国行政处罚程序的若干思考

从理论和实务两方面剖析我国听证程序，并提出若干改革建议。     

论我国离婚损害赔偿制度之不足与完善

对我国大陆的婚姻法律制度来讲 ,离婚损害赔偿制度无疑是一种崭新的制度 ,虽然这种制度在外国法制史上早已存续。而这种制度的完善与否直接关系到婚姻当事人中无过错方权益的保障和法律公平、公正的维护。因此 ,我国离婚损害赔偿制度之不足与完善就成为值得理论上探讨的问题。     

己二酸制备实验的改进

对高锰酸钾在碱性溶液中氧化环己醇制备己二酸的实验步骤提出了改进措施,它可使实验过程简化,实验时间缩短,同时提高产物的产率.     

浅谈高校本科双语教学的实践

在学校教育中大力推行双语教学要结合高等教育自身的特点。要结合校内教研课题的调研成果,探讨双语教学的基本内涵,做好教学改革与实践。     

论“微格教学”与化学教学法课的改革

微格教学是科学地培训师范生基本技能的一门新兴学科。本文试论微格教学与化学教学法课的关系,以及怎样运用微格教学促进化学教法课改革的探索和设想。     

滑升模板施工技术的应用与发展

介绍了滑升模板技术的应用历史、使用原理、构造及各部分的作用.分析了其在石家庄市其力垃圾发电厂烟囱施工中的具体应用及采取的具体措施及步骤.对滑升模板技术的改进给出了具体建议.     

The emerging landscape of school-based professional learning communities in South Korean schools

Abstract

Over the last decade, school-based professional learning communities (PLCs) have emerged as a key feature of the education system in South Korea. To understand this relatively new phenomenon in the context of South Korea, we provide a review of research on school-based PLCs in South Korea and an empirical analysis of the Teaching and Learning International Survey (TALIS) 2008 with a focus on school-based PLCs. Based on our findings from the literature review and analysis of the TALIS, we aim to provide a fuller picture of the emerging landscape of school-based PLCs in South Korean schools. In so doing, we focus on what constitutes school-based PLCs in South Korean schools and how they are similar to and/or different from their counterparts in other countries. Implications for policy, practice, and research are discussed.     

简论辩护人调查取证权的完善

我国《刑事诉讼法》对辩护人的调查取证权也作出相应的规定，然在司法实践和理论设计中，关于辩护人的调查取证仍存在大量问题，急需完善。本文认为，应该从将辩护人的调查取证权延伸到侦查阶段，赋予辩护律师以外的其他辩护人调查取证权，进一步完善现有制度，使辩护人实质上、而不是从形式上拥有调查取证权等三方面来加以完善。     

Pupil mobility in schools and implications for raising achievement

This paper examines the causes of pupil mobility and good practice in schools to address mobility issues. Pupil mobility is defined as ‘a child joining or leaving school at a point other than the normal age at which children start or finish their education at that school’. The first part draws upon evidence of a survey, which explores the views of headteachers on the nature and causes of pupil mobility in schools and the priority they give to addressing pupil mobility issues in their schools. It examines the cause of mobility in schools in the context of mobile groups. This is followed by the challenges for managing mobility and strategies to address pupil mobility in schools. The second part of the paper outlines successful strategies that minimize the effects of mobility in schools. Evidence is drawn from case‐study research and focuses on the school systems, pastoral care and access to learning which combine to support the induction, assessment and monitoring of newly arrived pupils in school and effective use of data for self‐evaluation. Examples of flexible curriculum organization, innovative approaches to additional support and effective administrative procedures are drawn upon. Evidence reflects the views of a range of school staff, parents/carers and pupils in the case‐study school, as well as the judgements of senior researchers. Policy implications for government and for all concerned with school performance are highlighted, as well as many practical suggestions for raising achievement of mobile pupils     

Transforming evaluation thinking and behaviour: programmes develop,teachers learn and student learning outcomes improve

This article examines evaluation intervention influence on programme performance through surveys, qualitative evaluation, questionnaires, interviews and test scores. The study uses quantitative (SPANOVA and MANOVA) and qualitative (the constant comparative method) data analysis, together with examining practical significance through effect size and power analysis. Major findings show positive contributions of evaluation intervention to quality management, teacher pedagogical skills and student learning outcomes (SLOs). Quantitative and qualitative findings, however, diverge regarding evaluation impact on programme research. A positive transfer of evaluation ownership discourse from decision-maker to implementer stakeholders has been observed. The study recommends evaluation intervention for programme, institutional and individual development alongside quality improvement.