毕节地区幼小衔接的策略研究

由于幼儿教育与小学教育在教育目标任务、内容、方式和方法等方面有明显差异,使得幼儿在从幼儿园到小学过程中经历各种巨大压力,出现较大困难,因而加强幼小衔接工作就显得十分必要。从小学、幼儿园、家长三个方面探讨毕节地区幼小衔接的策略,对贵州省其他贫困地区的幼儿园或小学在幼小衔接方面出现的问题具有借鉴作用。     

语篇衔接对比法在第二语言教学中的应用研究——以英语、彝语为例

彝语语篇衔接机制作为彝语学生已有的知识经验存在于他们的认知结构中,必然会对彝语学生解读英语语篇和英语写作产生影响。对英、彝两种语言的语篇衔接手段进行对比,找出两者异同之处,并提出促进彝语学生在英语学习中进行母语正迁移的有效方法。     

Engagement in two interdisciplinary graduate programs

This qualitative study examines two US interdisciplinary graduate programs which involve faculty and students from different disciplines. Haworth and Conrad’s engagement theory of quality graduate education was applied. It was found that when interdisciplinary programs facilitate engagement by supporting diversity, participation, connections, and interactive teaching and learning, students report positive experiences. Engagement is particularly achievable when an interdisciplinary administrative unit (e.g., a school or center) grants degrees and serves as a tenure home for faculty. Students earning degrees in traditional departments had more difficulty connecting interdisciplinary requirements to their disciplinary work, and were often faced with incompatible program requirements or advice from faculty members. Although they desire to do interdisciplinary work, the students and faculty in traditional departments are required to meet additional and often conflicting requirements. Engagement may further be complicated because these participants feel divided between collaborations, social networks, and expectations that pull them in different directions.     

Complementary roles of care and behavioral control in classroom management: The self-determination theory perspective

This study examined how classroom management practices—care and behavioral control—were differentially associated with students’ engagement, misbehavior, and satisfaction with school, using a large representative sample of 3196 Grade 9 students from 117 classes in Singapore. Results of hierarchical linear modeling showed differential relations. After controlling for students’ gender and socioeconomic status, both care and behavioral control were positively related to student engagement. Moreover, behavioral control was a significant negative predictor of classroom misbehavior and care was a significant positive predictor of satisfaction with school. Our findings underscore the importance of blending care and behavioral control to achieve multiple goals of classroom management.     

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.     

(Re)conceptualising student engagement: Doing education not doing time

Student engagement has been identified as an important precursor to student learning. Engagement, especially in the so-called problematic middle years, is now at the centre of mainstream education discussion and debate. Each discourse produces its own distinct understanding of what really defines student engagement. Three contesting epistemological constructions of student engagement are identified, seeking to answer three linked questions: whose conception of engagement is most worthwhile; what actually are the purposes of engagement and who benefits (and gets excluded) from these purposes; and finally how might we conceive of student engagement in order to achieve the twin goals of social justice and academic achievement?     

Understanding motivational structures that differentially predict engagement and achievement in middle school science

Middle school has been documented as the period in which a drop in students’ science interest and achievement occurs. This trend indicates a lack of motivation for learning science; however, little is known about how different aspects of motivation interact with student engagement and science learning outcomes. This study examines the relationships among motivational factors, engagement, and achievement in middle school science (grades 6–8). Data were obtained from middle school students in the United States (N?=?2094). The theoretical relationships among motivational constructs, including self-efficacy, and three types of goal orientations (mastery, performance approach, and performance avoid) were tested. The results showed that motivation is best modeled as distinct intrinsic and extrinsic factors; lending evidence that external, performance based goal orientations factor separately from self-efficacy and an internal, mastery based goal orientation. Second, a model was tested to examine how engagement mediated the relationships between intrinsic and extrinsic motivational factors and science achievement. Engagement mediated the relationship between intrinsic motivation and science achievement, whereas extrinsic motivation had no relationship with engagement and science achievement. Implications for how classroom practice and educational policy emphasize different student motivations, and in turn, can support or hinder students’ science learning are discussed.     

Promoting a Culture of Thinking in the Young Child

Conscious of the interplay between nature and nurture in determining a child’s individuality and success in life, the author embarked a group of teachers in an action research project towards nurturing a culture of thinking in young children. Considering the positive effects of routines in early learning experiences, the research consisted in implementing thinking routines to engage young children’s minds in thinking activities. The study took place in two Reggio-inspired schools where participating teachers documented children’s work as part of their teaching. The documentation was a key element to make children’s thinking visible as they installed the culture and language of thinking in their classrooms. The study found that thinking routines build up positive attitudes about thinking and learning. By re-visiting their documented work children developed metacognitive and critical thinking skills which make them more alert to situations that call for thinking.     

A critical examination of social media adoption in government: Introducing omnipresence

As government agencies at every level are adopting social media tools, scholarship is emerging that indicates dialogic potentials meant to increase citizen engagement might not be met. With that premise, we take a critical examination of the way social media can increase capacity for engagement rather encourage collaboration, depending upon the way the tools are constructed. To do so, we expand Lippmann's notion of the phantom public to introduce the theoretical constructs of Omnipresent Citizens and Omnipresent Administrators. These people are everywhere but nowhere and embody characteristics of accessibility, desire to participate, and the possibility of remaining anonymous. Each has implications for citizen participation.     

Not by technology alone: The “analog” aspects of online public engagement in policymaking

Between Twitter revolutions and Facebook elections, there is a growing belief that information and communication technologies are changing the way democracy is practiced. The discourse around e-government and online deliberation is frequently focused on technical solutions and based in the belief that if you build it correctly they will come. This paper departs from the literature on digital divide to examine barriers to online civic participation in policy deliberation. While most scholarship focuses on identifying and describing those barriers, this study offers an in-depth analysis of what it takes to address them using a particular case study. Based in the tradition of action research, this paper focuses on analysis of practices that evolved in Regulation Room—a research project of CeRI (Cornell eRulemaking Initiative) that works with federal government agencies in helping them engage public in complex policymaking processes. It draws a multidimensional picture of motivation, skill, and general political participation divides; or the “analog” aspects of the digital divide in online civic participation and policy deliberation.