Teachers’ self-efficacy and intercultural classroom practices in diverse classroom contexts: A cross-national comparison

This cross-national study provides new insights in teacher efficacy in today’s culturally diverse classrooms using survey data of 269 early childhood and primary school teachers in England, Italy, the Netherlands and Poland. Teacher efficacy can be viewed as a two dimensional concept in which both general beliefs are measured alongside (diversity-related) domain-specific beliefs. These beliefs are related to the cultural classroom context and the use of intercultural classroom practices. Our results indicate that policies and professional development targeted at the reciprocal relation between diversity-related efficacy and practices are important when preparing teachers for working in diverse classroom contexts.     

谈谈高校外文图书采访改革

外图书采访一直是高校图书馆献资源建设的重点之一，结合本馆外图书采访的实际工作经验，提出改革外图书采购模式的若干看法。     

原版外文期刊下架的几个原则

探讨了原版外期刊下架过程中应掌握的几个原则：按分类顺序或按架面拥挤程度合理地选择下架方式；分清正题名、分辑名副题名等，正确勾画刊名；根据正刊、副刊、增刊、特刊、别册的特点，正确区别正刊与附件；按年、卷、期顺序确定合适的下架合订本厚度。     

加强避暑山庄园林建设和管理的思考

本文总结多年来实践经验 ,分析研究避暑山庄皇家园林建设和管理中存在的问题 ,多方探索解决途径 ,进行有益尝试 ,提出了因地制宜的改进意见和建议。     

如何帮助大学生渡过英语学习转型期

中学外语教育在分数和升学的压力下,学生自觉或不自觉地采用了不恰当的学习方法,给后继教育增加了困难,大学教师要尽早发现新生学习中存在的问题,纠正学生对外语学习不正确的认识和不良的学习习惯,以适应大学阶段及更长效的学习。     

高校体育教育专业实践课的英文教学

在华南师范大学体育教育专业团体操选修课的实践课中实施英文教学，两轮英文教学实验不仅没有影响专业课的教学质量，还有助于提高学生学习英语的积极性和教师应用英语进行专业课教学的能力。     

对构建远程开放教育教学模式的思考

我国的远程开放教育已经进入一个成长的阶段,但在教学模式的层面上,我们还没有一个系统成熟的构建标准,这给我们构建远程开放教育教学模式带来了很多不必要的麻烦。针对这一情况,通过比较研究和对工作实践的思考总结,本文在构建远程开放教育的教学模式方面提出了一些意见。     

班主任工作中的集体教育方法探析--马卡连柯的"到中间去"

在教育实践中，集体教育的方法多停留于教育者单方面对学生的施教，而忽略了学生集体本身这种强大的教育力量。马卡连柯的“到中间去”，是指学生犯错时，将犯错的学生推向学生集体中间并接受同学集体教育的方法，充分利用学生集体本身的强大力量，让所有学生在教育的参与中得到更好的发展，达到良好的教育效果。古老的方法在今天仍有旺盛的生命力，特别是在今天的班主任工作中，仍能发挥出显著的作用。     

论第四种情报检索语言系统

第四种情报检索语言是自然语言与人工语言结合的一体化语言。第四种情报检索语言系统是一种基于网络的信息检索系统 ,比分类主题一体化情报检索语言系统更高级更新颖 ,是我国 2 1世纪情报检索语言系统研究的方向。加快我国第四种情报检索语言系统研究的关键 ,是解决汉语分词技术问题。参考文献 14。     

Does the Model of Language in the National Literacy Strategy Create Failure for Pupils from Differing Language Backgrounds?

The National Literacy Strategy (NLS) was introduced by the government in the wake of the hotly debated issue of falling educational standards in the UK. All schools were required to adopt the NLS Literacy Hour unless they could show their preferred programme would result in raised levels of achievement. My experience of delivering the Literacy Hour has been a process of adaptation to the needs of my pupils, who are drawn mainly from groups whose language backgrounds differ from that which is dominant in school. I have found that the requirements of NLS, together with many of the commercial resources used to teach it, are not appropriate for pupils from these groups and a question arose: is it the pupils who are in some way deficient or is it the approach and the resources being used? This article takes a case study of the use of a commercially produced resource to explore the model of language implicit in NLS, the kinds of resources it generates and the ways in which this creates failure in pupils from different language backgrounds. It then considers the New Literacy Studies and their implications for an alteration in our approach.