Quo Vadis Duke‐NUS?     

Cook S  Kamei RK  Soh CR  Chow PK 《Anatomical sciences education》2012,5(5):309-310

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理性之理性:世界主义及其对学校的治理     

Thomas S.Popkewitz  胡美馨  韩春燕  吴宗杰 《全球教育展望》2010,(3)

文章对理性如何成为社会规约工具、并通过这一工具对不同文化的教育实践进行统一操控进行了批判性分析。个人理性被规约是为了控制世界的进步方向,实现对心灵的统治。当今儿童、家庭和社区的关系是把现代国家概念下标准化了的道德具体落实的机构化家园。新教育科学则根据理性规约制造出符合进步需要的儿童,从而在国家/社会空间中驯服变化着的、不确定和偶然的生活因素。学校科目犹如炼金术,通过知识权威把治理心灵的教育学正常化。世界主义可以被看作欧洲启蒙运动以来推崇标榜进步的普世人性价值的话语,尽管它本身并不具有普世性。本文对反思中国教育改革不断追寻被西方普世价值标准化了的国际统一课程具有重要意义。  相似文献   

教育诗哲     

A．S．尼尔【英】 《今日教育》2010,(7):86-86

蒋保华．1994年初中毕业进入南通师范五年一贯制专科学习。1999年,从南通师范毕业．随即开始了一个90年代师范毕业生的教育生涯。  相似文献   

狮子·女巫·魔衣橱     

克利弗·S·刘易斯英国 《中华活页文选(初中版)》2010,(7):92-94

“这个衣橱多大啊!”露茜一边暗自想,一边又继续往前走。她不时拨开交迭着的柔软的皮衣,为自己开路。这时,她感到脚底下有什么东西在“嘎吱嘎吱”作响。“我难道踩着了樟脑丸了？”她想,一边蹲下身来用手去摸。  相似文献   

保护大型猫科动物     

珍妮弗·S.·霍兰 《海外英语》2010,(7)

仅仅靠王权并不能拯救他们.包括狮子、非洲猎豹、豹子在内的大型猫科动物正濒临灭绝.但一项致力于紧急保护大型猫科动物的项目有望让这些动物脱离濒危的境地.  相似文献   

Intended sensitive and harsh caregiving responses to infant crying: the role of cry pitch and perceived urgency in an adult twin sample     

Out D  Pieper S  Bakermans-Kranenburg MJ  Zeskind PS  van Ijzendoorn MH 《Child abuse & neglect》2010,34(11):863-873

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The Better Beginnings, Better Futures project: findings from grade 3 to grade 9     

Peters RD  Bradshaw AJ  Petrunka K  Nelson G  Herry Y  Craig WM  Arnold R  Parker KC  Khan SR  Hoch JS  Pancer SM  Loomis C  Bélanger JM  Evers S  Maltais C  Thompson K  Rossiter MD 《Monographs of the Society for Research in Child Development》2010,75(3):vii-viii, 1-174

Although comprehensive and ecological approaches to early childhood prevention are commonly advocated, there are few examples of long-term follow-up of such programs. In this monograph, we investigate the medium- and long-term effects of an ecological, community-based prevention project for primary school children and families living in three economically disadvantaged neighborhoods in Ontario, Canada. The Better Beginnings, Better Futures (BBBF) project is one of the most ambitious Canadian research projects on the long-term impacts of early childhood prevention programming to date. Bronfenbrenner's ecological model of human development informed program planning, implementation, and evaluation. Using a quasi-experimental design, the BBBF longitudinal research study involved 601 children and their families who participated in BBBF programs when children were between 4 and 8 years old and 358 children and their families from sociodemographically matched comparison communities. We collected extensive child, parent, family, and community outcome data when children were in Grade 3 (age 8–9), Grade 6 (age 11–12), and Grade 9 (age 14–15). The BBBF mandate was to develop programs that would positively impact all areas of child's development; our findings reflect this ecological approach. We found marked positive effects in social and school functioning domains in Grades 6 and 9 and evidence of fewer emotional and behavioral problems in school across the three grades. Parents from BBBF sites reported greater feelings of social support and more positive ratings of marital satisfaction and general family functioning, especially at the Grade 9 follow-up. Positive neighborhood-level effects were also evident. Economic analyses at Grade 9 showed BBBF participation was associated with government savings of $912 per child. These findings provide evidence that an affordable, ecological, community-based prevention program can promote long-term development of children living in disadvantaged neighborhoods and produce monetary benefits to government as soon as 7 years after program completion.  相似文献   

Implementation Quality: Lessons Learned in the Context of the Head Start REDI Trial     

Domitrovich CE  Gest SD  Jones D  Gill S  Sanford Derousie RM 《Early childhood research quarterly》2010,25(3):284-298

This study uses data collected in the intervention classrooms (N = 22) of Head Start REDI (Research-based, Developmentally Informed), a randomized clinical trial testing the efficacy of a comprehensive preschool curriculum targeting children's social-emotional competence, language, and emergent literacy skills delivered by teachers who received weekly coaching support. Multiple dimensions of implementation (Dosage, Fidelity, Generalization, and Child Engagement) were assessed across curriculum components. Results indicated that REDI Trainers perceived significant growth in teacher implementation quality over time but that patterns differed by implementation dimension. Dosage and Fidelity of all intervention components were high at the beginning of the year and remained so over time while Generalization was low at baseline but increased significantly across the year. Variation in implementation was associated with variation on several child outcome measures in the social-emotional domain but not in the language and literacy domains.  相似文献   

REPORT OF THE EXCHANGE, 1927-1928     

Biethan S 《Bulletin of the Medical Library Association》1928,17(4):72-73

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REPORT OF THE SECRETARY     

Biethan S 《Bulletin of the Medical Library Association》1929,18(4):94-96

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