社会软件学习积极性欠缺的原因分析及评价标准

《2014地平线报告（高等教育）》指出,社交媒体的使用将成为未来1-2年内改变高等教育快速发展的一种趋势。目前许多研究普遍表明,学生在使用社会软件学习时,教学效果普遍得到提高,但在社会软件教学实验中发现,学生使用的积极性和投入度并不高,学习共同体并没有自然而然地产生。通过采用与学生的深度访谈方法,分析了社会软件学习积极性欠缺的原因,归纳出八条主要原因并提出改进建议。教师要将社会软件平台上的教学表现纳入学生成绩评价体系中,并基于SOLO（可观察的学习成果结构）理论,给出了博客、微博、QQ三种社会软件的学习质量评价标准,以明确社会软件使用的目的,供教师和研究者借鉴,期望能促进社会性学习与正式学习的融合,顺应数字化无缝学习的新发展。     

Disability,Riding, and Identity: A Qualitative Study on the Influence of Riding on the Identity Construction of People with Disabilities

Semi-structured face-to-face interviews were used to examine the influence of riding on the identity construction of people with disabilities. The 15 participants, three men and 12 women, were between 15 and 65 years old and have various physical disabilities. The data analysis derives from identity theory, a social–psychological theory that understands identity as an interaction between the individual and society. The findings show that: the informants either acquire a new identity as a rider or they resume with the rider identity they had before their illness or accident; riding offers a link to their previous lives; and riding helps to focus on what the informants can do, and not, as this group is often viewed by society, on what they cannot do. The findings thus show that riding can influence the identity construction of people with disabilities.     

县级电视新闻的采访技巧

一条电视新闻,虽然只有短短的几分钟时间,但是由于采访的同期声讲得好,会给观众留下深刻的印象,甚至可以说,能起到画龙点睛的作用。这需要记者有很高的采访技巧。     

Meaning-led learning for pupils with severe and profound and multiple learning difficulties

This paper proposes that learning and teaching for pupils with severe and profound and multiple learning difficulties could be enhanced by a closer focus on emotional factors and on the careful identification of what is meaningful for them. Phil Goss, senior lecturer in counselling and psychotherapy at the University of Central Lancashire draws on understandings about emotional development gleaned from child psychiatry and psychotherapy to inform our awareness of the deep-seated factors that may influence the complex needs of these pupils. He describes a research study in which he analysed findings from interviews with parents and carers about their perceptions of what is meaningful for their children. These outcomes are elaborated using findings from a pilot study on one pupil in which perceptions about what is meaningful for him were used to inform the ongoing planning of his learning. Phil Goss then uses the implications of this study to argue for fuller and more systematic involvement by parents and carers in planning for pupils with severe, and profound and multiple learning difficulties. Finally he suggests ways in which access to learning could be rendered more fruitful by adopting a meaning-led approach.     

Communication aids in the classroom: the views of education staff and speech and language therapists involved with the Communication Aids Project

The findings presented in this paper are part of an independent evaluation study of the Communication Aids Project (CAP). The study was carried out between July 2003 and April 2004 and looked at the impact of CAP on children receiving communication aids and evaluated the CAP strategy of assessment and delivery. In this paper the views of education staff and speech and language therapists who were working with communication aid users in school are presented. The professionals who were interviewed provided positive feedback on the existence of CAP, on the assessment for the communication aid, particularly where the use of the aid in the classroom was considered, and on the children's increased participation in classroom and learning activities since receiving the aid. They also highlighted the issue of managing parents' expectations regarding the use of aids and the value of and need for continued training for professionals working with communication aids in the classroom. The authors of this article, Jannet Wright, senior lecturer, Chris Donlan, senior lecturer, Caroline Newton, lecturer, and Michael Clarke, lecturer, from University College London; Claire Lister, from the Institute of Child Health, London; and Jasmina Cherguit, assistant psychologist, draw upon their findings to develop recommendations for future policy, practice and professional development.     

Developing methods to evaluate web usability with people with learning difficulties

Use of the Internet and other forms of information and communications technology (ICT) by people with learning difficulties has not been extensively researched. This article by Peter Williams of the Rix Centre at the University of East London reports some of the findings from 'Project @pple', a major ESRC-funded programme exploring the ways in which people with learning difficulties access and use information and communication technologies. Using observations, interviews and formal usability tests, project researchers built up a multi-layered view of computer use, Internet access and interaction with software among people with learning difficulties. A number of key themes emerged, including the nature of the tasks encountered, engagement, relevance to needs and the role of supporters. Peter Williams summarises these issues and indicates avenues for the future development of targeted products and for further research.     

Classroom behaviour management strategies in response to problematic behaviours of primary school children with special educational needs: views of special educational needs coordinators

Children identified with special educational needs (SEN) and behavioural difficulties present extra challenges to educators and require additional supports in school. This paper presents views from special educational needs coordinators (SENCos) on various strategies used by educators to support children identified with SEN and problematic behaviours. The data were collected from telephone interviews with six SENCos from the UK’s South West Peninsula. The SENCos were invited to participate because their school was participating in a cluster-randomised trial of a teacher classroom management course (Incredible Years). Using thematic analysis to analyse the data, this paper illustrates strategies deemed by SENCos to be successful in the support of children identified with SEN. The management strategies generated by participating SENCos were then mapped onto those taught as part of the classroom management course for comparison. Findings indicate that strategies from the training programme appear to be appropriate for children identified with both SEN and behavioural difficulties.     

Finding cultural harmony in interviewing: the wisdom of the middle way

Insider-researchers are said to enjoy many advantages during the interview process that help them to access the innermost thoughts of participants. As a Chinese doctoral student interviewing other Chinese doctoral students, I assumed I was an insider. However, my experiences proved otherwise, as I oscillated between insider and outsider positions. At the core of the matter was the question of a common Chinese identity, which has been complicated by centuries of diaspora. In trying to reconcile the confusion, a Middle Way approach to integrating opposites proved useful, by acknowledging that while indigenous differences exist, there are also common humanistic elements within all cultures. Based on narrative reflections from the doctoral study's interviews and research diary, the paper critically reflects on moments of cultural proximity and cultural distance during the interview process. The paper problematizes the insider/outsider dichotomy and proposes relationalism in its place. The paper concludes that a respect for face and harmony were crucial in closing cultural distance with Chinese international students, as these resulted in trust and rapport building during interviews. It is hoped that this paper will serve as a cultural bridge to engender an understanding of interviewing across a pan-Chinese sample.     

The implications of teachers’ implicit theories for moral education: A case study from Finland

Implicit theories concerning the malleability of human qualities are known to have a powerful impact on motivation and learning, but their role in moral education is an under-researched topic. In this qualitative case study, we examined the impact of implicit theories on four Finnish teachers’ practices of teaching morally and in teaching morality. The data include preliminary and stimulated recall interviews (STR) as well as classroom observations. Our results demonstrate the multiple ways in which teachers’ implicit beliefs are communicated to students and influence teacher’s interpretations and endeavors to educate the ethical capabilities of students. The study provides evidence for the claim that implicit theories are an important construct which has been missing from the moral education literature. Directions for future research are suggested.     

Minority young men’s gendered tactics for making space in the city and at school

This article draws on ethnographic fieldwork and interviews to explore young minority men’s relation to school and city space in Helsinki from the perspective of their everyday experiences of racialisation in public spaces. The article uses the concept of ‘power geometrical’ relations of space by drawing on several research traditions, including youth and masculinity studies, studies on social space, racialisation and ethnicity, and human geography. The evidence shows the school to be an important site of local and national power geometry (Massey, D. [1994]. Space, Place and Gender. Cambridge: Polity Press), in which ‘informal’ and ‘physical’ spheres are dominated by peers and connect to streets and public spheres (Gordon, T., J. Holland, and E. Lahelma. [2000]. Making Spaces: Citizenship and Difference in Schools. Houndsmills et al. London: MacMillan Press Ltd). The article shows how young minority men knew their place both in narrow local power geometries, and within the wider city and school spaces, exploring how they formed their own lived spaces (Lefebvre, H. [1991]. The Production of Space. Oxford: Blackwell), claimed their spaces and marked their spaces with diverse tactics. Some tactics were socially open, such as making friends; some were very mobile, such as claiming their own urban spaces by mobility, or marking and ‘hanging around’; and some involved big groups of friends, crowds, defence and embodied accounts.