影响学生英语听力理解的因素及提高技巧

在语言的学习过程中,听力是复杂和重要的技能。很多英语学习者在培养听力理解方面有困难。文章分析了听力理解过程中学习者面临的困难并力求探索这些问题和课堂教学的关联以及对课堂教学实践的启示。     

杨钟健与博物馆

中国高校博物馆学学科30余年来取得长足发展的同时,也遭遇诸多困境,主要体现在四个方面:专业隶属关系尴尬、学术环境不佳、师资力量薄弱、招生困难,而且四重困境相互交织,其影响波及学科本身、专业人才培养和博物馆机构实践等方面。由此,本文提出高校博物馆学突破困境的发展对策:加强基础研究,提升学科研究整体水平;放眼世界,学习国际先进经验;变革教育观念,培育高水平博物馆学人才队伍;养成独立意识,实现多学科合作;合纵连横,建设学科发展环境;争取话语权,在社会领域发声等。     

专升本学院图书馆工作探新

文章阐述专科学校升格为本科院校后如何确立图书馆的科学定位,更新观念,强化本科意识,加强文献信息资源建设,以读者满意为宗旨的全方位服务工作以及培养创新馆员的管理机制,弘扬图书馆职业精神,实现馆员与读者、图书馆与学院和谐发展。     

具有多变时滞的多智能体复杂动态网络的平均一致性

研究了具有多变时滞的多智能体无向网络的平均一致性问题.在稳定性分析中,应用线性矩阵不等式（LMI）的方法,得到了多智能体无向多时滞网络的一致性收敛的充分条件.最后,仿真示例对理论结果进行了验证.     

Developing a Mentoring Scheme in Primary Initial Teacher Education

Researchers have shown the benefits of mentoring in both personal and professional growth. It would seem that group mentoring would only enhance those benefits. This work represents a literature review of peer-reviewed articles and dissertations that contribute to the theory and research of group mentoring. This work reviews the articles that contributed to the development of group mentoring theory as well as relevant research. Four primary types of group mentoring emerge—peer group, one-to-many, many-to-one, and many-to-many. Despite over 20 years of research, significant gaps remain in the research methods, demographic focus, and fields of study. The review concludes with recommendations for future research.     

Peer relations and emotion regulation of children with emotional and behavioural difficulties with and without a developmental disorder

Children with emotional and behavioural difficulties (EBD) and those who also have developmental disorders, such as attention deficit hyperactivity disorder (ADHD) or autism spectrum disorder (ASD), can experience the same adverse consequences in their peer interactions and relationships. This present study compared the emotion regulation and peer relationships of children aged 8–12 years (M = 9.86 years, SD = 1.49) with EBD (N = 33) and children with EBD plus a diagnosed developmental disorder (N = 28). Multivariate analysis of variance (MANOVA) with Bonferroni adjusted alpha levels revealed no significant main effect for emotion regulation according to EBD status. There was, however, a multivariate main effect for sex, with females presenting with higher levels of negative emotional intensity (e.g., frustration, anger, aggression) than males. A second MANOVA revealed no significant main effect for peer relationships according to EBD status and sex. Significant correlations revealed that the EBD-only group experienced greater adverse peer interactions than the EBD-plus-developmental disorder group. These findings are important for educators and researchers involved in the development and evaluation of prevention and intervention programms for children with EBD.     

Learners with behavioural,emotional and social difficulties’ experiences of reintegration into mainstream education

Behavioural, emotional and social difficulties (BESD) are a significant impediment to effective teaching and learning in England and Wales. Initiatives such as in-school Learning Support Units (LSUs) and off-site Pupil Referral Units (PRUs) aim to address BESD through short-term individualised learning programmes, followed by mandatory reintegration into mainstream education. This reintegration often fails due to post-reintegration regression contributed to poor-to-fit behaviour. The aim of the study was to analyse and describe the reintegration experiences of learners with BESD, followed by a resilience-based reintegration programme to aid policy makers and practitioners with the reintegration into mainstream education of learners with BESD. A qualitative research approach with a generic phenomenological enquiry within an interpretivist-constructivist paradigm was followed. A total of 13 learners with BESD from the London Borough of Waltham Forest and between the ages of 11 to 14 participated through completion of sentences and a life essay. Of the learner participants, four were invited to participate in unstructured interviews, alongside professionals with an interest in the reintegration of learners. Parents of the participants were asked to complete qualitative questionnaires and teachers were asked to respond to questions via email. In all, three main themes were identified: promotive and risk emotional experiences, promotive and risk relationship experiences and promotive and risk experiences based on the reintegration processes. The findings support guidelines for developing resilience-based reintegration programmes that include developing emotional competence, developing promotive relationships and implementing promotive reintegration practices.     

City of Glasgow nurture group pilot scheme evaluation

Abstract

Three forms of objective evaluation were used to assess the impact of a nurture group pilot project on the lives of staff and pupils: Boxall Profiles, the Strength and Difficulties Questionnaire, and questionnaires for staff. In addition, a micro study was carried out of two nurture groups using matched control groups. The article provides an overview of the project, as there was insufficient time for in-depth examination of the results, and some materials became available too late for inclusion. Nevertheless, the outcomes described are positive. It is hoped that analysis can be continued and that further evaluation of the progress of children can be carried out with more robust control groups in place from the outset.     

Ruby Tuesday

Ruby was 15, and a student at a mixed day special school for students with learning and behavioural difficulties. She was diagnosed with ADHD and had a wide range of additional learning difficulties, including auditory processing problems and literacy difficulties. These combined with classic symptoms of ADHD, including organizational problems, task avoidance and procrastination, made life very difficult for Ruby and her teachers. She would forget to bring in homework assignments and sports kit regularly despite repeated warnings, punishments and various reinforcement mechanisms.