Diversions and diversity: Does the personalisation agenda offer real opportunities for taking children’s home literacies seriously?

This paper argues that the current commitment to personalised learning opens up real opportunities for changing the language and practice of literacy teaching as it currently operates in England. We argue that there is a need to seize the opportunities currently on offer, to educate teachers differently and to develop classroom practice and pedagogies that acknowledge the complexities of children's lives and literacies. We draw on evidence from a year-long ethnographic research study, conducted between 2006–2007, of fourteen children and their families. The children attended the same inner city primary school in an area of urban regeneration characterised by high levels of economic deprivation, high crime and many social problems. The resulting evidence suggests that personalising learning becomes a reality when teachers are given space and time to develop their understanding of the uses and meaning of literacy in the communities they serve.     

Raising Literacy Standards: The True Story

As the Literacy Hour becomes compulsory in primary schools across Britain it is important to consider its impact on the primary teaching profession and the factual basis on which its aims and structures are based. This article claims that the National Literacy Strategy is a deskilling initiative which itself is based on unsubstantiated claims that its proposals are more effective than previous methods. It enshrines a mythology that teachers do not teach literacy effectively and need to be retrained to do so. The article examines the evidence for this myth and finds there are no research findings of any validity whatsoever to support it. The article goes on to point to the real and inescapable correlation between literacy attainment and social and economic status, a finding which shows up in several different pieces of valid research. Working on the supposition that the Labour Government does genuinely care about the long tail of failure provided by the 20 per cent or so of children who come from the poorest socio-economic groups, the article goes on to discuss a reconceptualisation of this problem. Building on the work of social anthropologists, particularly that of Brian Street, it suggests the direction in which valid research-based policy and pedagogy should take to address it.     

我国青少年女子柔道运动员身体素质测试指标及评价标准的研究

运用问卷调查法、主成分分析法及因子分析法,筛选出具有代表性的、能够反映出柔道运动项目特点的身体素质的指标,在此基础上建立了我国青少年女子柔道运动员身体素质测试指标结构的评价模型,并制订了身体素质发展水平的评价标准,为女子柔道运动员专项运动素质训练的科学化,以及从素质方面进行运动员选材提供参考。     

Darkening the Ovals of Education

The author reflects on his experiences with standardized tests, emphasizing the dreadful consequences of our continued allegiance to them. In doing so, the author expounds on how public schools have kowtowed to a harmful societal preference for results regardless of processes, decision-makers’ desires to quantify learning, and the desires of textbook companies and test publishers to exploit schools for their own profit. As administrators and the public gauge teacher-effectiveness, they have neglected the needs of students and the realities teachers face. Teachers have to continually labor to find reasons to remain hopeful regarding their actions.     

浅谈资产类会计准则的变化对企业利润的影响

企业的目标是实现利润最大化,而新的会计准则的颁布和实施,将最终影响着企业利润的变化,本文主要从存货准则、资产减值准备、无形资产和固定资产折旧这四个方面分析了新旧会计准则的变化对利润的影响,笔者仅仅起抛砖引玉的作用,希望与会计同仁共同研究和探讨。     

Learning to spell: raising standards in spelling and independent writing

This paper considers evidence from an intervention designed to raise standards in spelling and independent writing. The Complete Spelling Programme (McMurray and Fleming, 1998) is designed to ensure that all processes involved in learning to spell are activated and that the interaction between them is facilitated. In addition, a number of innovative features within the programme's design allow sources of spelling knowledge to be presented in a developmental sequence, allowing all children to learn together, regardless of their ability. The programme provides day‐to‐day spellings and an extensive range of follow‐up activities, clearly differentiated, linking spelling to wider literacy teaching, e.g. grammar, language understanding, punctuation. The impact of the programme on progress, not only in spelling tests but also in spelling accuracy and quality in independent writing, was assessed by means of a longitudinal study with a 2 × 2 quasi‐experimental design. The two independent variables were (i) experimental school (intervention) or control school (no intervention) and (ii) high or low social disadvantage. A sample of 81 children aged 5–6 years across the four schools was followed for three years from Year 2 to Year 4 (Northern Ireland). A range of quantitative measures was used for baseline assessment and to establish the quantifiable outcomes for children in both the experimental (N=43) and the control schools (N=38). Qualitative measures were used to illuminate the processes involved in the programme in the experimental schools (McMurray, 2004). At the end of the study pupils who had been taught using the programme had made significant improvement in spelling and independent writing. On the basis of the findings it is argued that spelling needs to be seen as an integral tool in raising standards in literacy and that it should not be taught in isolation from other literacy skills.     

关于工业技术文献分类的研究（二）

文章研究了工业技术文献的分类标准、分类体系和分类方法三个问题。     

The Challenges of Meeting the Standards: A Perspective from the Test Publishing Community

Some of the challenges that test publishers face in constructing educational assessments that meet high technical quality as prescribed in the Standards for Educational and Psychological Testing ( AERA, APA, NCME, 1999 ) are examined. Federal educational initiatives are used to illustrate demands on technical quality that challenge the efforts of test publishers to adhere to the Standards . Possible pitfalls to avoid when updating the Standards are also discussed.     

Introduction to the Special Issue on Nebraska's Alternative Approach to Statewide Assessment

Nebraska's Standards-based, Teacher-led Assessment and Reporting System (STARS) is unique in its focus on locally developed, classroom-based assessments in lieu of a state test. The purpose of this special issue is to introduce the STARS model and discuss the problems inherent in such a system. Other articles in this issue address issues of quality control and comparability of assessments, the development of teacher assessment literacy, and teachers' reactions to the implementation of STARS.     

对《大学生体质健康标准》实施状况的分析与建议

在高校体育工作改革不断深化之际，《大学生体质健康标准》已在高校全面实施。笔者通过对《大学生体质健康标准》在实施过程中软件环境、硬件设施和组织协调管理等方面存在的问题和实施难点进行分析，从而正视问题并提出了有针对性的对策，以促进《大学生体质健康标准》的健康实施。