关于比较教育的工作纲要和初步意见

朱利安在正文部分主要阐述了建立和研究比较教育的必要性和关于比较教育研究的一些设想.基本设想包括:建立特别教育委员会,承担各国教育资料的收集工作;用问卷方式收集教育资料;建立师范学校网,用最新方法培训教师;发行各种语言的教育定期刊物等.     

The Developmental Process of Clinical Supervisors in Training: An Investigation of the Supervisor Complexity Model

The authors investigated C. E. Watkins's (1994) supervisor complexity model (SCM). The Psychotherapy Supervisor Development Scale (PSDS; C. E. Watkins, L. J. Schneider, J. Haynes, & R. Nieberding, 1995) was used to ascertain development over a 15‐week supervision practicum for 12 doctoral students and to compare their development with 7 doctoral students who had not yet begun their practicums. A set of retrospective interview questions produced responses that were used to investigate the viability of the 4 proposed discrete developmental stages in the SCM. The PSDS findings are congruent with theory. The retrospective interview findings, although interesting, are less definitive. Recommendations for research and training are presented.     

All About Whom? Stock Photos,Interactive Narratives and How News About Governmental Surveillance Is Visualized

A two-stage analysis examined visuals in news related to governmental surveillance, finding that just as surveillance has shifted from visual evidence to dataveillance, journalism is shifting its notion of visual evidence from photojournalism to journalistic data representations. First, a card sort analysis of news visuals was conducted on two news sites before and after Edward Snowden's document leak in June 2013. The news images remained relatively consistent, relying heavily on accessible official and stock photography sources. Second, a review of The Guardian's contemporaneous “NSA Files: Decoded” multimedia package found personalized, data-rich visual storytelling techniques. Between the two approaches is a vast difference in how surveillance is represented and made accessible, with implications for the visual coverage of other challenging news topics.     

Latent Profiles of Reading and Language and Their Association With Standardized Reading Outcomes in Kindergarten Through Tenth Grade

The objective of this study was to determine the latent profiles of reading and language skills that characterized 7,752 students in kindergarten through tenth grade and to relate the profiles to norm-referenced reading outcomes. Reading and language skills were assessed with a computer-adaptive assessment administered in the middle of the year and reading outcome measures were administered at the end of the year. Three measures of reading comprehension were administered in third through tenth grades to create a latent variable. Latent profile analysis (LPA) was conducted on the reading and language measures and related to reading outcomes in multiple regression analyses. Within-grade multiple regressions were subjected to a linear step-up correction to guard against false-discovery rate. LPA results revealed five to six profiles in the elementary grades and three in the secondary grades that were strongly related to standardized reading outcomes, with average absolute between-profile effect sizes ranging from 1.10 to 2.53. The profiles in the secondary grades followed a high, medium, and low pattern. Profiles in the elementary grades revealed more heterogeneity, suggestive of strategies for differentiating instruction.