Motivational Profile and Academic Achievement Among Students Enrolled in Different Schooling Tracks

From the contextual perspective, researchers argue that the relevance and weight of motivational variables of students' functioning vary depending on different dimensions related to individual, cultural or situational characteristics. The first objective of this study examined this contention by comparing self-perceptions of competence, learning goals and judgments of usefulness of school subjects as motivational determinants of high school students' commitment and achievement according to their assignment to their learning abilities. The second objective was to compare how these variables related to academic commitment and achievement according to the type of student and two school subjects. Two-hundred-and-twenty-six high school students from a same school participated sixty-one were learning disabled students, 60 were high achievers and 105 were average students. Findings suggest that the relevance of the motivational variables did not vary much across either the type of student or the school subjects. They also support Bandura's view about the primary role of self-perceptions of competence in students' academic commitment and achievement.     

Utilising creative methodologies to elicit the views of young learners with additional needs in literacy

The research described in this article aimed to explore and examine the dominant ‘assessment’ and ‘participation’ stories of upper‐primary pupils with long‐standing and marked literacy learning needs, their views on how their level of participation in the assessment and remediation of their additional needs might be increased and also how they perceive themselves as literacy learners. This qualitative small‐scale study adopted a case study approach and utilised creative methodologies in the context of focus groups to investigate sensitively the views and experiences of Key Stage 2 pupils with additional needs in literacy. The findings discussed here are based on the outcomes from the four Northern Irish schools that participated in the original cross‐border (Northern Ireland/Republic of Ireland) study. Findings are discussed in the context of strategies for promoting holistic and empowering pathways for learners with additional needs in literacy.     

Differences in practitioners’ understanding of play and how this influences pedagogy and children’s perceptions of play

This paper presents research that examines the links between practitioners’ understanding of play and its relationship to learning, their pedagogic interactions with children and children’s own perceptions of their play. Previous research has shown a mismatch between practitioners’ understanding of play and their practice. This research identifies how differences in understanding of play, especially the role of the adult, by practitioners in two unrelated settings are associated with variation in pedagogic interactions emphasising choice and control. Furthermore, it is argued that these differences are reflected in differences in children’s use of the cue of adult presence as a defining feature of play and not-play activities.     

Bologna in Context: a horizontal perspective on the dynamics of governance sites for a Europe of Knowledge

This article presents a horizontal perspective on the dynamics of governance sites currently active for the European of Knowledge and places the Bologna process in this wider European level context. It introduces two dynamics of change in political organisation: a) institutional differentiation and specialisation and b) the interaction between institutional spheres and sectors. Signs of sectoral differentiation are identified in the history of European integration that is relevant to the Europe of Knowledge. The argument is that the nature and sequence of the differentiation process are key to understand current governance processes. It is illustrated by showing how a horizontal dynamics has been played out in the case of the EU's Lisbon strategy and in particular the cooperation taking place in the framework of the EU's “Education and Training 2010” work programme. The analysis shows how the Bologna process, although perpetuated as a sector internal governance site, has co-evolved and interacted with this strategy, partly as an object of emulation and source of support and partly as a competing governance site. A horizontal dynamics of change is also evident in the larger Lisbon strategy as it lifted research and higher education policy to the centre of the European integration project. It resulted in the development of several governance sites with different foci targeting European higher education. A more prominent place on the political agenda came together with demands that research and education should be integrated with the overall political and economic objectives of the EU.     

Evaluating the teaching and learning experience for the child with dyslexia in special and mainstream settings in Ireland

This study examines and evaluates special provision for pupils with dyslexia in three different settings: reading schools, reading units and mainstream support. The research focused on the teaching and learning context for pupils with dyslexia, the support teacher, the mainstream teacher and the experience of the student. The main participants were teachers and tutors supporting pupils with dyslexia, and the parents of these children. Survey methods included questionnaires, focus group discussions, interviews and quantitative data on pupils' reading attainment. In addition, a total of six schools, two representing each model of support, were selected as case studies. This article reports part of a larger survey, which evaluated the effectiveness of three models of special provision for children with dyslexia in primary school. The study shows that there are academic and social benefits for the child with dyslexia who is enrolled in a special setting. However, placement in a reading school or reading unit per se does not guarantee that a child will ‘catch up’ with his or her peers. The findings reported a similarity in the methods and practices teachers use in both mainstream and special settings. The discussion suggests that if teachers are to ‘catch them before they fall’ there are serious questions that must be asked about how we are teaching basic literacy skills. The findings suggest an urgent need for a more balanced approach to teaching reading and writing.     

潮汕陶瓷发展沿革研究

本文以考古发现的材料和历史文献及前人的研究成果为依据,勾勒出潮汕地区陶瓷演变发展的脉络,揭示了潮汕陶瓷发展沿革在中国陶瓷史中拥有不可低估的学术价值.     

The physiological load imposed on basketball players during competition

In this study, the intensities of activity and movement patterns during men's basketball were investigated by videoing the movements and monitoring the heart rate and blood lactate responses of eight elite players during competition. The results are expressed according to ‘live time’, which is actual playing time, and ‘total time’, which includes live time as well as all stoppages in play. The mean (± s.d.) frequency of all activities was 997 ± 183, with a change in movement category every 2.0 s. A mean total of 105 ± 52 high‐intensity runs (mean duration 1.7 s) was recorded for each game, resulting in one high‐intensity run every 21 s during live time. Sixty percent of live time was spent engaged in low‐intensity activity, while 15% was spent in high‐intensity activity. The mean heart rate (HR) during live time was 169 ± 9 beats min^‐l (89 ± 2% peak HR attained during laboratory testing); 75% of live time was spent with a HR response of greater than 85% peak HR. The mean blood lactate concentration was 6.8 ± 2.8 mM, indicating the involvement of glycolysis in the energy demands of basketball. It is concluded that the physiological requirements of men's basketball are high, placing considerable demands on the cardiovascular and metabolic capacities of players.     

Educators’ understanding of young children’s typical and problematic sexual behaviour and their training in this area

As part of a wider study, this paper reports on Australian educators’ understanding of children’s typical and problematic sexual behaviour and their source of training in this area. A sample of 107 educators from government, independent and Catholic primary schools, preschools and care organisations across Australia answered an online questionnaire regarding their understanding of and experiences with children’s problematic sexual behaviours and their management strategies. The majority of educators were able to identify children’s age-appropriate typical sexual behaviour and some elements of problematic sexual behaviour; however, individual knowledge was not extensive. Approximately 35% (n = 35) of educators said they had not been trained in identifying and responding to children’s problematic sexual behaviour. Of those who said they had received training, the majority (82%, n = 53) described having participated in a compulsory course on reporting suspected abuse to government (a mandated reporting course). Ninety per cent (n = 89) of educators reported that courses specific to children’s problematic sexual behaviours should be offered. This suggests that mandated reporting courses do not offer in-depth training specific to problematic sexual behaviour. Implications for professional development are discussed.     

坚守与融通的趋一——从语言决定论看语言与文化的关系

立足于语言决定文化的观察视角,从语言内在的适用性和传统的继承性入手,探讨语言、文化的相对独立性;同时浅要探究了二者之间的联系。     

Quiet Please! There's a Lady on the Stage--Boys,Gender and Sexuality Non-conformity and Class

In this paper we do two things. Initially, we explore the experience of gender and sexuality non-conformity for boys in school. Here, the designation sissy boy is interpreted through shame dynamics produced in part by the linguistic violence of designation. From this we consider the development of what we call epistemophilic resolutions--the falling in love with knowing that realigns the sissy boy within the school's discursive terrain. As a tentative and unstable resolution to gender and sexuality non-conformity, the epistemophilic resolution operates as a masquerade (after <citeref rid="b14">Riviere, 1986</citeref>). Interpreting this resolution as masquerade allows us, in the second section of this paper, to speculate about the political potential inherent in the anxiety that underpins the operation of epistemophilia as a resolution to the shame of sexuality and gender non-conformity. This offers, in our interpretation, a resistance to (fore) closure and thus a disruption to discursive reproduction.