社会变革与新人品德发展--香港-澳门初中学生的品德状况及其比较研究

根据在香港和澳门的实证调查,指出目前两地初中学生在人类与环境、法制与纪律、理财与生活、礼貌与情谊、家庭与父母方面表现良好,但在国家与社会、人生与修养、科技与学习方面存在问题;比较两地中学生品德状况,香港中学生总体上优于澳门中学生;比较不同出生地学生品德状况,回归前从内地移民而来的学生品德总分最高、回归后移民而来的得分次之、出生和一直在港澳生活的学生得分第三、从其他地方移民而来的得分最低.借鉴文献资料,分析了出现上述现象的历史和现实原因,最后提出了加强和改进香港和澳门中学生公民教育的建议.     

Comparing teachers’ views on morality and moral education, a comparative study in Turkey and the United States

In this study, the researchers examined how K-8 teachers approach morality, moral education, and the moral development of children in Turkey and in the United States. Both countries have diverse cultures and long histories with secular education systems. Surveys were sent to teachers in nine cities in both countries. Results suggest that Turkish teachers emphasized societal values and global values, which have implications for the sustainability of the Turkish nation-state. American teachers emphasized moral action and morality in context (cultural relativity) rather than global values. Our findings emphasize the importance of inter-cultural awareness and tolerance.     

Teachers’ beliefs, instructional behaviors, and students’ engagement in learning from texts with instructional pictures

This study investigated the relations between teachers’ pedagogical beliefs and students’ self-reported engagement in learning from texts with instructional pictures. Participants were the biology, geography, and German teachers of 46 classes (Grades 5-8) and their students. Teachers’ instructional behaviors and students’ engagement in learning from texts with instructional pictures were assessed by means of student ratings. Teachers’ beliefs about using texts with instructional pictures in their teaching were assessed by a self-report questionnaire. Results showed that the more teachers believed that students should be taught clear strategies on how to learn from texts with instructional pictures the more engagement was reported by their students. A multilevel mediation model showed that the association between teachers’ beliefs and students’ self-reported engagement was mediated by teachers’ perceived instructional behavior.     

“Tenemos que ser la voz”: Exploring resilience among Latina/o immigrant families in the context of restrictive immigration policies and practices

Research investigating associations between immigration policies and practices and indicators of mental health among Latina/o immigrant families has identified a number of risk factors for this population, such as family separation. The role of protective factors tied to the mental health of Latina/o immigrants, however, often has been neglected. This study explored internal and external sources of resilience that may protect Latina/o immigrant families against the potentially negative effects of restrictive immigration policies and practices on psychological well-being. Six focus groups (N = 50) were conducted with Latina/o immigrant parents of varying residency statuses (i.e., undocumented, permanent residents, Temporary Protected Status (TPS) holders, and U.S. citizens). Data were analyzed using thematic analysis. Three themes were identified: Social Support, Faith, and Civic Commitment and Action. Across groups, Latina/o parents referenced family, peer, and community support, as well as their spiritual faith and involvement in advocacy efforts as coping mechanisms. Overall, results suggest that Latina/o immigrant parents of varying residency statuses rely on both internal and external sources of resilience to protect themselves and their families when navigating restrictive immigration policies and practices. This research is particularly timely in light of the increasingly restrictive nature of immigration policies in the U.S. and the growing literature on the influence these may have on immigrant well-being. Intervention efforts should build upon existing strengths, such as providing opportunities for Latina/o immigrant families to participate in political activism.     

Engagement profiles of elementary students in urban schools

This study identified engagement profiles and examined their relations to student characteristics (gender, grade, socioeconomic status) as well as mathematics and reading achievement among elementary students attending urban schools in the southeastern part of the United States (N = 564). Using latent profile analysis, four engagement profiles were identified including a Moderately Engaged, Globally Disengaged, Affectively Disengaged, and Behaviorally Disengaged profile. Subsequent analyses showed that grade level was a statistically significant predictor of profile membership, and the Moderately Engaged profile was associated with higher mathematics achievement compared to the Affectively Disengaged profile. Results contribute to the growing body of person-centered work that indicates that students’ engagement cluster into unique configurations of global, behavioral, affective, cognitive, and social engagement, which have important implications for their academic achievement.     

Brand’s Social Media Presence as Networks: The Role of Interactivity and Network Centrality on Engagement

Despite ample research on brand engagement via social media, little research considers the aggregate effect of multiple same-brand accounts on engagement. Multiple same-brand accounts are common because they allow brands to extend their reach, tailor their messaging, and cross-promote their products/services. Therefore, this study tests whether interaction between same-brand social media accounts and centrality within same-brand conversational networks is related to user engagement. An analysis of 3,380 brand accounts found that after controlling for interactions with users, interactions between brand accounts contributed significantly to user engagement and that account centrality measures were associated with measures of engagement.     

论奥林匹克运动与诚信

以诚信是中华民族优秀的文化传统和以诚信是奥林匹克运动的基础为依据,以<公民道德建设实施纲要>为指导思想,分析研究诚信在奥林匹克运动中生存和发展的重要性和必要性.结论:诚信是奥林匹克运动生存和可持续发展的关键.     

Can the Engagement Model act as a replacement for the P-scale assessment system?

The Engagement Model was launched in January 2020, endeavouring to address the weaknesses of the P-scales assessment for students not yet involved in a subject-specific curriculum. This paper will discuss how and if the tensions between previously adopted assessment systems as discussed in teacher interviews can be reconciled through the Engagement Model in relation to students with autism and severe learning difficulties. The interview findings suggested that some of the problems with assessment, when applied in this context, are related to consistency and transferability, lack of formal recognition of non-academic progress, familiarity with the students, observation skills and training, workload and time, and subjectivity of judgement amongst professionals. When compared with the aims of the Engagement Model, the findings of the research suggest that even though it addresses some of the issues raised, it cannot act as a substitute to the P-scale system as it serves a different purpose.     

和而不同:二战后德国公民教育政策的实践模式

公民教育在德国有着悠久的历史,二战后在德国公民教育历程中,有两种思想贯穿始终:一是脱离军国主义和纳粹主义,建立走向民主与和平的准则;二是摒弃一元的民族主义思想,实行多元主义的公民教育思想。最终德国形成了"和而不同,和谐为本"的多元一体模式,文章以上述两种思想为主线,探讨二战后公民教育政策的实践模式。