School readiness of maltreated children: Associations of timing,type, and chronicity of maltreatment

Children who have been maltreated during early childhood may experience a difficult transition into fulltime schooling, due to maladaptive development of the skills and abilities that are important for positive school adaptation. An understanding of how different dimensions of maltreatment relate to children’s school readiness is important for informing appropriate supports for maltreated children. In this study, the Australian Early Development Census scores of 19,203 children were linked to information on child maltreatment allegations (substantiated and unsubstantiated), including the type of alleged maltreatment, the timing of the allegation (infancy-toddlerhood or preschool), and the total number of allegations (chronicity). Children with a maltreatment allegation had increased odds of poor school readiness in cognitive and non-cognitive domains. Substantiated maltreatment was associated with poor social and emotional development in children, regardless of maltreatment type, timing, or chronicity. For children with unsubstantiated maltreatment allegations, developmental outcomes according to the type of alleged maltreatment were more heterogeneous; however, these children were also at risk of poor school readiness irrespective of the timing and/or chronicity of the alleged maltreatment. The findings suggest that all children with maltreatment allegations are at risk for poor school readiness; hence, these children may need additional support to increase the chance of a successful school transition. Interventions should commence prior to the start of school to mitigate early developmental difficulties that children with a history of maltreatment allegations may be experiencing, with the aim of reducing the incidence of continuing difficulties in the first year of school and beyond.     

大科学工程高精密光学元器件研制的技术成熟度评价实证研究

研究大科学工程巨型激光装置建设所需的高精密光学元器件研制技术成熟度评价体系,提出光学元件研制的技术成熟度评价方法、评价等级、评价要素和评价流程。基于该体系对关键元件研制技术成熟度评价进行实证应用,评价结果对巨型激光装置的工程设计提供重要参考,降低巨型激光装置研制风险及光学元件供货对巨型激光装置研制进度的影响。     

工作找寻与学用匹配——对高校毕业生的实证检验

在高校毕业生的工作找寻过程中,是否能实现学用匹配对其个人及整个社会都具有重要意义。如果高校毕业生的学用不匹配状况比较严重,那么大学教育培养专用性人力资本的功能就会受到毕业生、雇主和整个社会的质疑,而且这也将是国家和社会在大学专业性教育方面花费的巨大人力、物力资源的隐性浪费。通过借鉴、整合已有的工作找寻理论流派,利用北京大学课题组2005年进行的全国范围内的高校毕业生调查数据,对毕业生的工作找寻准备、努力程度与初始工作学用匹配情况之间的关系所作的经验研究发现,那些愿意去西部工作的毕业生更有可能找到学用匹配的工作;那些兴趣与所学专业匹配的毕业生更有可能找到学用匹配的工作;那些在工作找寻过程中有越多工作单位愿意接收的毕业生,越容易找到学用匹配的工作;同时,那些求职于越多工作单位而且求职费用花费更多的毕业生却未必能够找到学用匹配的工作。这些经验结果表明,在高校学生进入实际求职前,就应该开始帮助他们进行求职准备。     

职场排斥与员工离职倾向:组织认同与职业生涯韧性的作用

以社会认同理论与人格特质理论为研究视角,以山东地区263名员工为被试,研究职场排斥对离职倾向影响的作用机制与边界条件。研究结果表明:职场排斥对组织认同有显著负向影响,对离职倾向有显著正向影响,组织认同在职场排斥与离职倾向中起到完全中介作用;职业生涯韧性能缓冲职场排斥对员工离职倾向的影响,即高职业生涯韧性的员工在相同职场排斥情况下,其离职倾向更低。     

高水平游泳运动员参赛准备状态调控的研究

参赛准备状态的调控是保证运动员在比赛中正常或超常发挥极为重要的训练阶段.本文采用文献资料法、专家访谈法、对比分析法等对广东省游泳队及广州体育学院游泳队参加国内外重大赛事的参赛准备状态进行研究分析,对其调控方法进行反复对比和调整,并根据运动员的个体差异进行调整.总结出参赛准备状态的调控因素:体能准备、技术准备、战术准备达到训练上的调控;合理定位、关注自我,诊断状态、调整心理达到心理上的调控;以及适应性调控和后勤调控等因素.     

高职学生职场礼仪修养培养途径研究

本文将企业的实际需求与日常教学内容相结合,从课堂教学、课外实践、平时修养三个视角探索并研究最适合高职学校教育现状的培养途径,让学生在掌握职场礼仪基本知识的同时,能够灵活运用礼仪知识来规范自己的行为,提高自身的综合素质,为职业生涯发展奠定基础。     

桑代克的学习定律及其启示

美国心理学家桑代克在20世纪初根据实验结果提出了三大学习定律－准备律，练习律和效果律，探讨这三大学习定律对今天的教育教学工作有着积极的意义。     

Do Parents Benefit? Perspectives of Low-Income Parents Who Received a Free Early Readiness Program for Their Child

The purpose of this study was to discover the interpretations and perspectives of 4 low-income parents who received a free early readiness program for their child. Two interviewees were parents who had a child enrolled the year data was collected, and the other two interviewees were parents whose children had participated previously in the early readiness program. The results of this study show that the early readiness program offered benefits to the parents as well as the child, regardless of enrollment year. The benefits include, but were not limited to, social support for parents, financial assistance, greater understanding of their children, and practical parenting ideas. The findings of this study supported the value of free early readiness programs for low-income parents. The discussion substantiates the findings of this study with previous research and concludes there were several identifiable benefits for the parents.     

Supporting Technical Professionals’ Metacognitive Development in Technical Communication through Contrasting Rhetorical Problem Solving

This article presents an experimental pedagogical framework for providing technical professionals with practice on writing skills focusing on the development of their metacognitive rhetorical awareness. The article outlines the theoretical foundation that led to the development of the framework, followed by a report of a pilot study involving information technology professionals in a global setting using an online learning environment that was designed based on the framework.     

Affordances of teacher professional learning in secondary schools

It is commonly understood that teachers in secondary school should develop throughout their career in order to stay as an essential factor in student learning. Schools can offer opportunities to link teachers’ professional learning to their school practice with a positive impact on teachers’ motivation to learn and the effectiveness of their learning. In this field study, teachers, school leaders, policy-makers, educational consultants and educational scholars were asked for their perceptions of conditions for teacher learning in school and of interventions in school to enhance teacher professional learning. These conditions and interventions were understood as affordances in schools that enable and support teacher professional learning. The main affordance in school these stakeholders mentioned was an open, but critical way in which teachers share their practices, collaborate and reflect upon their teaching practice. Collaborative practices seem to stimulate many interventions of teacher professional learning in school. Two implications of this finding are discussed. First, we suggest that the maximum teaching time should be reduced, team teaching should be more implemented or classes should be scheduled in such a way that teachers can meet. Second, distributed leadership approaches match with our findings about the role of school leaders in teacher professional learning.