Cross‐national Comparisons in the International Successful School Principalship Project (ISSPP): The USA,Norway and China     

Lauri Johnson  Stephen L. Jacobson  Kam Cheung Wong 《Scandinavian Journal of Educational Research》2013,57(4):407-422

This article provides a cross‐national perspective on successful school principalship in three countries derived from an analysis of case studies in the International Successful School Principalship Project (ISSPP). The ISSPP aims to investigate the characteristics, processes and effects of successful school leadership across eight countries (i.e. Australia, Canada, England, the United States, China, Denmark, Sweden and Norway). Examples from the USA, Norway and China (Shanghai) were selected to illustrate cross‐national differences related to the societal purposes of education, the structure and funding of different national educational systems and the influence of particular governmental educational policies (i.e. accountability‐oriented policies) on the leadership practices of individual school principals. Variations in selection criteria and research procedures were also noted. Recommendations for further research using a cultural framework include analysing multiethnic schools to identify culturally specific leadership practices as well as developing further ISSPP case studies in non‐Western contexts.  相似文献   

Attachment insecurity mediates the relationship between childhood trauma and eating disorder psychopathology in a clinical sample: A structural equation model     

Giorgio A. Tasca  Kerri Ritchie  Fotini Zachariades  Genevieve Proulx  Anne Trinneer  Louise Balfour  Natasha Demidenko  Genevieve Hayden  Alison Wong  Hany Bissada 《Child abuse & neglect》2013

Objectives

Childhood maltreatment occurs often among those with an eating disorder and is considered a nonspecific risk factor. However, the mechanisms by which childhood maltreatment may lead to an eating disorder are not well understood. The current study tests a model in which attachment insecurity is hypothesized to mediate the relationship between childhood maltreatment and eating disorder psychopathology.

Method

Treatment seeking adults with eating disorders (N = 308) completed questionnaires about childhood maltreatment, eating disorder psychopathology, and adult attachment.

Results

Structural equation models indicated that childhood trauma had a direct effect on eating disorder symptoms. Also, attachment anxiety and avoidance each equally mediated the childhood maltreatment to eating disorder psychopathology relationship.

Conclusions

Attachment insecurity, characterized by affect dysregulation and interpersonal sensitivities may help to explain why eating disorder symptoms may be one consequence of childhood maltreatment in a clinical sample. Clinicians treating primarily those with trauma might assess for disordered eating as a potential manifestation of the sequelae of trauma and attachment insecurity.  相似文献   

More from the Horse’s Mouth: What scientists say about science as a social practice     

Siu Ling Wong  Derek Hodson 《International Journal of Science Education》2013,35(11):1431-1463

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Integrated early years services: a thematic literature review     

Sandie Wong  Jennifer Sumsion 《Early Years: An International Journal of Research and Development》2013,33(4):341-353

This article reports on the findings of a thematic review of research literature about integrated early years services (IEYS) [1995–2012]. Four themes are discussed: broad support for IEYS; critiques of claims about IEYS; a focus on inter-professional practice; and the challenge of evaluating IEYS. The article concludes with reflections concerning how the evidence base for IEYS could be strengthened.  相似文献   

Education and state formation reappraised—Chinese school identity in postwar Singapore and Hong Kong     

Ting‐Hong Wong 《International Studies in Sociology of Education》2013,23(1-2):63-78

After World War II the Singapore government, wishing to blend the island’s several ethnic communities into a national whole, endeavored to replace Chinese schools, which imparted students with cultural‐linguistic traits sharply different from those promoted in other schools. This policy, nevertheless, elicited tough resistance from Singapore’s ethnic Chinese population. The government, finally, was forced to recognize Chinese schools as a discrete and integral section within the educational system. This approach reduced the tension between the government and the Chinese masses. However, it allowed Chinese schools continue to produce social fragmentation and slowed state formation. In contrast, although the government of Hong Kong had never aimed to replace Chinese schools, many of its policies unintentionally Sinicized non‐Chinese schools and blurred the cultural distinctiveness of Chinese institutions; this, consequently, prevented Chinese schools from becoming a catalyst of social disintegration and helped consolidate state domination. This study suggests the connection between state formation and the educational system is reciprocal and interactive. It also urges scholars to pay more attention to the unintended consequences of state intervention when examining state formation and education.  相似文献   

Focusing on the Classical or Contemporary? Chinese Science Teacher Educators’ Conceptions of Nature of Science Content to Be Taught to Pre-service Science Teachers     

Zhi Hong Wan  Siu Ling Wong  Bing Wei  Ying Zhan 《Research in Science Education》2013,43(6):2541-2566

Drawing from the phenomenographic perspective, an exploratory study investigated Chinese teacher educators’ conceptions of teaching Nature of Science (NOS) to pre-service science teachers through semi-structured interviews. Five key dimensions emerged from the data. This paper focuses on the dimension, NOS content to be taught to pre-service science teachers. A total of 20 NOS elements were considered by the Chinese science teacher educators to be important ideas to be taught. It was also found that among these educators, whether focusing on the classical or contemporary NOS elements in NOS instruction was a prominent controversy. After explaining the criteria for differentiating between classical and contemporary NOS elements, this paper reports the specific NOS elements suggested by Chinese science teacher educators in this study. Afterward, it describes how all educators in this study were categorized in term of NOS content taught by them to pre-service science teachers. In the end, it discusses three factors influencing the decision on NOS content to be taught, i.e., view of the concept of NOS itself, vision of teaching NOS, and belief in general philosophy.  相似文献   

Young Children's Aspirations in Science: The unequivocal,the uncertain and the unthinkable     

Jennifer DeWitt  Jonathan Osborne  Louise Archer  Justin Dillon  Beatrice Willis  Billy Wong 《International Journal of Science Education》2013,35(6):1037-1063

Students' lack of interest in studying science and in science-related careers is a concern in the UK and worldwide. Yet there is limited data, particularly longitudinal, on the sources and development of science-related aspirations. In response, the ASPIRES (Science Aspirations and Career Choice: Age 10–14) longitudinal study is investigating the development of students' educational and occupational aspirations over time. In the first phase of the project, a questionnaire exploring science-related aspirations and interests was completed by over 9,000 primary school students across England. This survey allowed us to explore possible associations between attitudes and aspirations, links which have not been investigated in previous attitudinal studies of this scope. Overall, students expressed positive attitudes to science, reported positive parental attitudes to science and held very positive images of scientists. Multilevel modelling analyses revealed that aspirations in science were most strongly related to parental attitudes to science, attitudes to school science and self-concept in science, and are also associated with students' gender, ethnicity and cultural capital. However, the images students held of scientists were not as closely related to aspirations. These factors are discussed in more detail within the paper, alongside a consideration of possible school-related effects.  相似文献   

Science career aspiration and science capital in China and UK: a comparative study using PISA data     

Xin Du  Billy Wong 《International Journal of Science Education》2013,35(15):2136-2155

ABSTRACT

The concept of science capital has a growing influence in science education research for understanding young people’s science trajectories. Popularised in the UK, this paper aims to extend and evaluate the applicability of science capital in the context of China by drawing on PISA2015. More specifically, we make use of existing items in the PISA2015 survey as a proxy for operationalising the construct of science capital to explore the science career aspirations and attainments of 15-year-old Chinese and UK students (n?=?23,998). Our findings indicate that science capital has more explanatory power for understanding UK students’ science career aspirations than for Chinese students, where science attainment seems most important. We raise the potential challenge for Chinese students to convert their science capital into scientific self-efficacy and science career aspirations as we highlight the importance of recognising cultural and national differences in operationalising science capital.  相似文献   

唐僧义净翻译思想研究   总被引：1，自引：0，他引：1  

王绍峰 《阜阳师范学院学报(社会科学版)》2004,(4):19-24

本文完全从文本出发,从义净的具体翻译实践中勾稽其翻译观点,以现代翻译理论审视揭橥其翻译思想,补足完善翻译史。  相似文献   

Preparing Teachers for Anti‐oppressive Education: International movements     

Kevin K. Kumashiro  Sikunder Ali Baber  Eric Richardson  Carol Ricker‐Wilson  Pia L. Wong 《Teaching Education》2013,24(3):257-275

While theories and recommendations continue to proliferate in the educational research literature on what it means to teach towards social justice and to prepare teachers for such teaching, so do concerns that these theories and recommendations fail to account for the ways that the contexts of teaching—cultural contexts, national contexts, political contexts—always affect teaching in idiosyncratic, unpredictable and even contradictory ways. Given that much educational research fails to trouble the US‐centric nature of prevailing conceptions of social justice and teacher education, it is important to learn about the unique as well as shared challenges facing teacher educators around the globe. In this article, teacher educators from Asia, Africa, North America and South America offer a sampling of initiatives in anti‐oppressive teacher education; that is, initiatives to prepare teachers to teach various subject matters to various age groups, addressing various forms of oppression in various cultural and community contexts.  相似文献