What and how do student teachers learn during school-based teacher education

This study looks at how student teachers learn to teach during school-based teacher education. It explores the changes that occurred in the practical theories of the student teachers and how the student teachers made these modifications. Eight student teachers were closely monitored during their training. The study's findings show that all student teachers developed broad, well-structured practical theories that focused on pupils' learning processes. Their learning processes displayed considerable individual variation. As a result of these findings, several questions have been formulated for further research concerning the impact of learning style on learning outcomes and learning in a work-based context.     

Teacher liking as an affective filter for the association between student behavior and peer status

This study investigated how peer perceptions of teacher liking and disliking for a student shape students’ social cognitions by moderating associations between the student’s peer-perceived social behavior and peer liking and disliking status. We studied individual teacher liking and disliking as well as classroom norms as moderators of individual and classroom-level behavior-status associations. Peer nominations of (dis)liking, being (dis)liked by the teacher, and prosocial and aggressive behavior were gathered from 1454 students (M_age = 10.60) in 58 fifth-grade classes in the Netherlands. Results from multilevel analyses showed the teacher made a difference in particular for those students who were at-risk of low peer status, that is, those students who were perceived by many of their peers to show aggressive behavior and by few to show prosocial behavior. These students were disliked less and liked more when they were perceived by peers to be less disliked and more liked by the teacher. Furthermore, the amount of disliking associated with overt and relational aggression differed across classrooms, depending on norms of teacher liking. These findings may help teachers to understand and improve an individual student’s peer status, and alter the behavior–status dynamics in their class.     

黑龙江省大学生体质健康状况的分析与研究

通过对黑龙江省部分高校大学生进行体质健康标准测试,了解黑龙江省在校大学生的体质健康状况,与全国同期测试结果进行比较,并加以分析与研究。为促进我省高校体育教学改革的进一步发展提供具有参考价值的理论性依据。     

珠海城职院学生社团现状与发展的调研报告

我院学生社团从无到有，到现在已经有了相当的规模，但社团在发展过程中也存在一定的问题。从目前我院社团的现状、特点、类型及加强社团建设的主要做法等方面着手，探讨学生社团在学风建设、校园文化建设等方面的作用和意义，以期学生社团成为高校培养人才的一个重要课外阵地。     

地方高校学生党员群众意识现状调查及对策研究

通过运用文献梳理、问卷调查、师生访谈、归纳分析等方法,从群众观理论知识掌握程度、日常理论学习、学生党员的群众意识评议、学生党员联系服务群众状况等方面对济宁市三所本科院校学生党员群众意识现状进行了初步分析,并提出了进一步完善地方高校学生党员群众意识教育的几点对策。     

普通高校公共体育课程改革新思考——基于《国家学生体质健康标准(2014年修订)》

采用文献资料、逻辑分析等研究方法,以《国家学生体质健康标准(2014年修订)》的全面实施为背景,以提高青少年体质为出发点,以体育以及体育课的本质为基点,分别从体育课程的严峻时势、体育教学观念需适时转变、体育教学模式的深度变革以及体育教学评价体系的系统优化等方面深入阐述高校公共体育课程改革新思路。     

医学生批判性思维能力与一般自我效能感的相关性研究

以我国4所医学院校临床医学专业的学生为研究对象,采用按照年级分层抽样的方法,选取大一到大五年级的1861名医学生进行问卷调研。研究结果显示:医学生批判性思维能力总平均分为285.16分,整体表现为正性批判性思维,除寻找真相和系统化能力表现为负性外,其余维度均表现为正性;一般自我效能感总分平均为25.90分;不同学校、年级、性别和年龄医学生的批判性思维有差异;正性批判性思维能力者的一般自我效能感均高于负性者。因此,医学生批判性思维能力与一般自我效能感呈正相关,提高医学生的一般自我效能感对批判性思维能力的提高具有促进作用。     

高等教育国际化:大学生国际能力测评及影响因素实证研究

经济全球化和高等教育国际化对当前大学毕业生提出了新的要求,即具备"国际能力"。依据课题组开发的国际能力测评量表,对北京地区8所院校的大学生进行了抽样测评。研究发现:(1)大学生国际能力表现平平,国际能力的三个维度的平均水平有明显差异;(2)大学生国际能力在学生个人特征和家庭背景等方面存在差异,对学生国际能力有显著影响;(3)在控制了个体特质和家庭背景等方面的变量后,国际能力受到学生的国际化活动参与度变量的显著影响。     

创新高职院校学生党建工作方法

阐述了创新高职院校学生党建工作的必要性,探索了将理论学习与实践锻炼相结合,端正学生入党动机;在校表现与实训环节相结合,建立健全选拔机制;专人培养与民主评议相结合,规范完善发展程序;定期考核和关键考察相结合,严格学生党员管理的主要创新内容。     

Equity in opportunity-to-learn and achievement in reading: A secondary analysis of PISA 2009 data

Using data from PISA 2009, the present study investigates firstly how equally students are exposed to opportunities to improve their reading skills (OTL) depending on the school they are enrolled in, and secondly the links between OTL in reading and achievement at the school level. A multidimensional within-item IRT is used to model the OTL. The intraclass correlation of both OTL dimensions issued from the IRT analysis – reading fiction and reading non-continuous tasks – is high, especially in differentiated education systems, showing an unequal exposure to OTL in reading according to the school. Robust correlations between the two OTL dimensions and reading achievement are observed at the school level. In addition, the results of a multilevel regression analysis show that a substantial proportion of the between-school variance in reading can be explained by OTL and by the school social intake. The proportion of between-school variance explained jointly by OTL and social intake is higher in differentiated education systems than in comprehensive ones.