北京城乡儿童入学成熟水平的比较研究

以《儿童入学成熟水平诊断量表》作为工具,对北京城乡165名5-6岁的儿童入学成熟水平进行测查,结果显示：除了在运动协调能力及学习品质两个维度上城乡儿童不存在统计学上差异外,其他六个维度,即视知觉能力、听知觉能力、知觉转换能力、数学能力、语言沟通能力及社会适应能力,城区儿童明显优于农村儿童。存在这一城乡差距的原因在于幼儿园教育质量、家庭因素、儿童配合度等方面,建议政府加大农村公立幼儿园建设力度、加强农村幼儿园教育质量提升、实施农村家庭教育辅助计划。     

A contribution to the discussion on participant readiness for action learning

The authors explore their experience of a course for long-term unemployed people and reflect as to whether the traits identified by Tom Bourner on readiness for action learning actually relate to their experience. They conclude that based on the obvious development by the members of the group over the course, they observed, in some small way, the kind of evolutionary process of becoming ready for action learning that Bourner seems to imply.     

职场负面八卦对员工知识隐藏的影响机制研究

本研究通过构建一个有调节的中介模型,探讨了职场负面八卦对员工知识隐藏的影响机制,并检验了情绪耗竭的中介作用和消极互惠的调节作用。对416份调查数据进行统计分析,结果表明：（1）职场负面八卦对员工知识隐藏具有显著的正向影响;（2）情绪耗竭在职场负面八卦与员工知识隐藏之间起部分中介作用;（3）消极互惠在调节职场负面八卦与情绪耗竭之间关系的同时,也调节了情绪耗竭在职场负面八卦与知识隐藏间的中介作用。本文从职场负面八卦的新视角,探讨了影响员工知识隐藏的相关机制,对企业的管理实践具有一定的借鉴意义。     

Conception, development and implementation of an e-Government maturity model in public agencies

Governments worldwide are encouraging public agencies to join e-Government initiatives in order to provide better services to their citizens and businesses; hence, methods of evaluating the readiness of individual public agencies to execute specific e-Government programs and directives are a key ingredient in the successful expansion of e-Government. To satisfy this need, a model called the eGovernment Maturity Model (eGov-MM) was developed, integrating the assessment of technological, organizational, operational, and human capital capabilities, under a multi-dimensional, holistic, and evolutionary approach. The model is strongly supported by international best practices, and provides tuning mechanisms to enable its alignment with nation-wide directives on e-Government. This article describes how the model was conceived, designed, developed, field tested by expert public officials from several government agencies, and finally applied to a selection of 30 public agencies in Chile, generating the first formal measurements, assessments, and rankings of their readiness for e-Government. The implementation of the model also provided several recommendations to policymakers at the national and agency levels.     

打造面向职场的校园文化活动 助推优秀拔尖人才的培养工作

"优秀拔尖人才"培养在学校,造就在职场。充分挖掘高职院校学生成为"优秀拔尖人才"的潜能,就要根据职场对人才的要求来设计教育培养活动。文章总结了泰州职业技术学院围绕企业、职场对人才基本素质的要求,设计校园文化活动的实际做法,论述了这些活动在优秀拔尖人才培养工作中的作用。     

高职院校毕业生的两种质量:学业成就以及职场表现

根据高等职业教育是一种培养技能型人才的教育的普遍观点,通过技能型人才短缺和高等职业教育规模扩张之间反差的分析,提出技能型人才有自己的成长规律的结论。在此基础上,根据高等职业院校毕业生的双重身份特点,提出高等职业院校毕业生有学业成就和职场表现两种质量的结论。     

Blackboard bullies: workplace bullying in primary schools

This paper offers a comprehensive examination of the ‘lived experience’ of workplace bullying in primary schools in Ireland. Underpinned by the qualitative analysis of in-depth interviews with a class teacher, a chairperson of a Board of Management and a school principal – all of whom who believe themselves to have been targets of workplace bullying in their schools – the paper presents their personal narratives as representative inductive exemplars. Each of these case studies highlight the far-reaching impact of negative workplace interaction for both individuals and the wider school community and, in so doing, provide a voice for a hithertofore silent minority. Through a Foucauldian analysis of the complex exercise of power which is at the heart of all bullying relationships, this study reveals the key role of management and organisational cultures to both the experience and incidence of adult bullying in primary schools, as well as the critical importance of leadership in framing the nature of professional relationships in school organisations.     

Boundary crossing between higher education and the world of work: a case study in post-1994 Rwanda

Workplaces abound with knowledge that is different from the knowledge students gain at universities. Crossing the boundary from a university to a workplace can, therefore, be difficult for students. To compensate for the dearth of knowledge on how these issues play out in an African context, this study investigates how knowledge and experiences gained during academic studies were useful in the workplace by interviewing employers from sectors commonly open to university graduates and student representatives from all faculties at a Rwandan University. Open questionnaires were used to ascertain what kinds of changes might lead to more successful boundary crossing. The findings suggest that while domain-specific knowledge is an essential part of a university qualification, a stronger focus on generic skills is needed in order to help students cross the boundary and succeed in the workplace.     

Hannah Arendt and Karl Jaspers: the time of friendship

ABSTRACT

This paper provides an introduction to the enduring friendship between Hannah Arendt and Karl Jaspers. It shows how their intellectual development as public educators was sustained by their ongoing dialogue which flourished not in spite of but because of their huge differences of circumstance and personality. This friendship between two renowned scholars raises – by implication at least – the question as to what part friendship plays in academic and intellectual development and to what extent institutions, in their administrative systems and practices, encourage or even allow for the kind of friendship that Arendt and Jaspers shared. The paper does not seek to address these questions directly, but rather to ground them in the particularities of a unique correspondence between two major public intellectuals and to highlight their relevance for those currently working in the higher education sector.     

Assessment of preschool classroom practices: Application of Q-sort methodology

This paper reports on the application of Q-sort methodology to the development of the Preschool Classroom Practices (PCP) Q-sort. The PCP Q-sort was tested in a sample of 66 preschool teachers and assistants. Results demonstrated the existence of a 2-cluster structure within the Q-sort, comprised of Cognitive Development Activities and Socioemotional Development Activities. Specific properties of the PCP Q-sort, including cluster means, demonstrated consistency across both samples and time. Preschool teachers reported engaging in significantly more Socioemotional Development Activities than Cognitive Development Activities. Relationships to classroom observational measures are presented. Application of the PCP Q-sort as a measure of classroom practices and implications for preschool curriculum are discussed.