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我们整理了一些最新的科学研究，它们对一些我们早已熟知的观点进行了检验，并告诉了我们背后的科学道理。[编者按]     

Development of phonological, morphological, and orthographic knowledge in young spellers: The case of inflected verbs

This study was designed to simultaneously investigate the influence of phonological, morphological, and orthographic awareness skills on the ability to spell inflected verbs in structured spelling tasks. Children in grades 1, 2, and 3 (n=103) spelled inflected past and progressive tense verbs and completed awareness tasks. Developmental changes occurred in the ability to include the inflected ending, to spell the ending consistently reflecting the correct morphological unit, and to affix the ending using the correct orthographic pattern. The contributions of phonological, morphological, and orthographic awareness to spelling development varied across the three grades but were similar for each sub-component, suggesting a developmental relationship between the ability to spell inflected verbs and linguistic and orthographic awareness.     

Cooperation Between University and Industries in Organizing a ‘Diploma Universitario’ Curriculum: The Politecnico di Milano-Assolombarda Experience

The Politecnico di Milano first introduced the ‘Diploma Universitario’ 3-year curriculum in its off-Milan campuses; the experiments having proven successful, the Faculties of Engineering and Architecture decided to activate Diploma courses on the main campus in Milan. In order to select the specific courses that should be introduced, to focus the curricula and to prepare the ground for intensive university-industry interaction in teaching as well as in industrial training activities, a cooperation was set up between the Milan Industrial Association (Assolombarda) and the Politecnico itself. This paper describes this experience, analyzing the activities performed and the results obtained.     

Personal Counseling for Counselors in Training: Guidelines for Supervisors

Personal counseling is a valuable growth experience for counselors in training. The authors provide a decision tree and guidelines for the supervisor's use in recommending personal counseling.     

Restoring the Tower of Babel: building a multilingual thesaurus on health promotion

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Religious schools in London: school admissions,religious composition and selectivity

While policy makers and school effectiveness researchers often insist that schools can make a substantial difference to student achievement, it is less clear whether school staff themselves really believe this. This paper draws on qualitative research in New Zealand schools where teachers, principals (heads) and trustees (governors) were asked how accountable they felt school staff could actually be for student outcomes. In contrast to official discourses about the responsibilities of teachers, the often complex responses of those interviewed illustrated relatively modest expectations of the ability of schools to affect student outcomes. The findings suggest that school staff have yet to take to heart the school effectiveness research catchcry that ‘schools can make a difference’ but that they also struggle to avoid a deficit approach without a stronger sociological understanding of the reasons for student failure.     

Children's Drawings About the Environment

Drawings by English and Mexican school children (7 to 9 years old – year three of primary education) were analysed to evaluate their environmental perceptions, and their major expectations and concerns for the future. The analyses considered whether culture and the school ethos with regard to the environment have an effect on the formation of environmental perceptions in young children. A total of 741 drawings were collected from eight schools: three in England and five in Mexico. Results show that children manifest a deep environmental concern in their pictures (37% depicted environmental problems). Children were pessimistic about the future; 54% thought the world will be in worse shape in 50 years time. Mexican children gave significantly greater importance to drawing rural places. Overall, however, children from these two countries, with significant structural and cultural differences, manifested more similarities in their drawings than differences. There was no strong evidence to suggest that children from schools with environmental policies developed a higher concern for environmental issues. Children's drawings are useful tools in providing valuable information for the assessment of children's environmental perceptions.