高校体育教师工作投入的调查研究

本研究采用文献资料法、问卷调查法、数理统计法等研究方法对福建省的423名高校体育教师的工作投入现状进行调查研究。研究结果表明,福建省高校体育教师的工作投入总体状况较好;对福建省高校体育教师工作投入水平产生影响的人口统计学变量有年龄、学校类剐（P〈0．05）;不同性别、学历、教龄、职称的高校体育教师在工作投入水平上的差异不显著。     

The impact of the secure custodial setting on re-engaging incarcerated children with education and learning – A case study in the UK

As many as 90 % of incarcerated children and young people enter the secure setting disengaged from education. The nature of the secure custodial setting compounds the complex and challenging needs of the children, though efforts to understand this are limited. This paper reports on an ethnographic case study in one secure children’s home in England. Findings show that children can be re-engaged with education, relatively easily within a short space of time, given the right conditions. However, the secure setting was a defining feature, shaping the extent of this engagement. The implications of these findings are discussed and recommendation made.     

吴应箕的应酬诗与明末文学生态

学界一般从文学的视角认为明代应酬诗价值不高,但应酬诗是诗人之间各种关系的艺术书写和历史记录,除了文学价值之外,还有重要的社会学和文化学价值。吴应箕是明末社会活动家,在长期的社会活动中,他写下大量的应酬诗。他的应酬诗是他人际交往的真实记录,从中可以梳理出人际生态的生态链和由此而形成的文人生态,从而为描述明末的文学生态提供鲜活而典型的案侧。     

The role of personal best (PB) goals in the achievement and behavioral engagement of students with ADHD and students without ADHD

In the context of competitive classroom settings and relativistic assessment schedules, some groups of students may particularly benefit from an emphasis on personal progress and personal growth approaches to their academic development. Building on recent promising results from general samples of high school students (undifferentiated by academically at-risk sub-groups within them) and dominant models of attention and executive functioning, the present study examines the potential of personal best (PB) goals for students with attention-deficit/hyperactivity disorder (ADHD). The study focuses on N = 87 students with ADHD and N = 3374 non-ADHD peers from the same schools and year levels – in addition to a supplementary analysis of a randomly drawn non-ADHD sub-sample of N = 87 and a second supplementary analysis controlling for achievement. Multi-group multivariate path analyses demonstrated (a) significant and positive associations between PB goals and academic outcomes (achievement and behavioral engagement) for students with ADHD, (b) similar positive effects for non-ADHD students (N = 3374), (d) replicated results with the randomly drawn non-ADHD sub-sample (N = 87), (e) similar findings when controlling for achievement, and (f) absolute parameter estimates that trended larger for students with ADHD than non-ADHD students. These findings indicate that the positive role of PB goals may generalize across diverse student groups and that there appears to be merit in broadly promoting PB goals amongst ADHD (and, potentially, other academically at-risk students) and non-ADHD students alike.     

Social media use by government: From the routine to the critical

Social media and online services with user-generated content (e.g., Twitter, Facebook, Flickr, YouTube) have made a staggering amount of information (and misinformation) available. Government officials seek to leverage these resources to improve services and communication with citizens. Significant potential exists to identify issues in real time, so emergency managers can monitor and respond to issues concerning public safety. Yet, the sheer volume of social data streams generates substantial noise that must be filtered in order to detect meaningful patterns and trends. Important events can then be identified as spikes in activity, while event meaning and consequences can be deciphered by tracking changes in content and public sentiment. This paper presents findings from a exploratory study we conducted between June and December 2010 with government officials in Arlington, VA (and the greater National Capitol Region around Washington, D.C.), with the broad goal of understanding social media use by government officials as well as community organizations, businesses, and the public at large. A key objective was also to understand social media use specifically for managing crisis situations from the routine (e.g., traffic, weather crises) to the critical (e.g., earthquakes, floods).     

Engaging “Others” in Civic Engagement through Ethnography of Communication

This essay explains how ethnography of communication informed a model of public participation designed to engage underserved populations in culturally sensitive deliberative discussions. Community college students successfully served as coresearchers to pilot test and assess the effectiveness of a community-service learning model of civic engagement research.     

A discourse theory of citizenship

This essay calls for a reorientation in scholarly approaches to civic engagement from asking questions of what to asking questions of how. I advance a discourse theory of citizenship as a mode of public engagement. Attending to modalities of citizenship recognizes its fluid and quotidian enactment and considers action that is purposeful, potentially uncontrollable and unruly, multiple, and supportive of radical but achievable democratic practices. Citizenship engagement may be approached through potential foci of generativity, risk, commitment, creativity, and sociability. A discourse theory reformulates the relationship between citizenship and citizen, reveals differences in enactments of citizenship, and calls attention to hybrid cases of citizenship.     

Working Through Political Entertainment: How Negative Emotion and Narrative Engagement Encourage Political Discussion Intent in Young Americans

This study examines how a political entertainment film (Man of the Year) can impact an individual's political discussion intent after the same political topic is made salient in a subsequent news story. In addition, a process of communication influence is assessed when the roles of negative emotion and narrative engagement are considered as potential mediators of the relationship between political entertainment film viewing and political discussion intent. Seven hypotheses serve as the foundation for this experimental study, and structural equation modeling was used to test these hypotheses. Results reveal there was no direct influence of political entertainment film viewing on political discussion intent, but there was an indirect effect through negative emotion. Furthermore, narrative engagement emerged as a predictor of political discussion intent and a mediator of the association between negative emotion and political discussion intent.     

Science Engagement and Literacy: A retrospective analysis for students in Canada and Australia

Given international concerns about students' pursuit (or more correctly, non-pursuit) of courses and careers in science, technology, engineering and mathematics, this study is about achieving a better understanding of factors related to high school students' engagement in science. The study builds on previous secondary analyses of Programme for International Student Assessment (PISA) datasets for New Zealand and Australia. For the current study, we compared patterns of science engagement and science literacy for male and female students in Canada and Australia. The study's secondary analysis revealed that for all PISA measures included under the conceptual umbrella of engagement in science (i.e. interest, enjoyment, valuing, self-efficacy, self-concept and motivation), 15-year-old students in Australia lagged their Canadian counterparts to varying, albeit modest, degrees. Our retrospective analysis further shows, however, that gender equity in science engagement and science literacy is evident in both Canadian and Australian contexts. Additionally, and consistent with our previous findings for indigenous and non-indigenous students in New Zealand and Australia, we found that for male and female students in both countries, the factor most strongly associated with variations in engagement in science was the extent to which students participate in science activities outside of school. In contrast, and again for both Canadian and Australian students, the factors most strongly associated with science literacy were students' socioeconomic backgrounds, and the amount of formal time spent doing science. The implications of these results for science educators and researchers are discussed.