论鲁敏小说《爱战无赢》的人性暗疾书写简     

孙安  王艳芳 《桂林师范高等专科学校学报》2014,(1):120-123

人性暗疾曾是鲁敏执着探索的主题。在《爱战无赢》这部极具现实意义的小说中。人性的暗疾具体体现为生理暗疾、心理暗疾和精神暗疾。与同时代的女作家相比,鲁敏笔下的暗疾书写独具特色,即她的批判是温和的,着重揭露的是人性的精神困境问题,她表达的是一种精神疼痛。  相似文献   

The impact of Every Child Matters on trainee secondary teachers' understanding of professional knowledge     

Nick Mead 《Pastoral Care in Education》2013,31(1):7-24

This study is concerned with the way in which the introduction in England of Every Child Matters (ECM), a mandatory framework for the well‐being of all pupils, has created new intraprofessional and interprofessional expectations about the development of professional knowledge for pre‐service secondary school teachers. In the light of current literature, the paper seeks to establish whether ECM for secondary teachers provides a simple reconciliation between subject expertise and the facilitation of human learning or a much more profound challenge to the development of values‐based autonomous professional knowledge. The research undertaken using questionnaires and interviews with cohorts of trainee secondary teachers between 2005 and 2008 aims to identify the impact of ECM on the development of their pre‐service professional knowledge. The data demonstrate a degree of movement in emphasis from an organic, values‐based understanding to a propositional, skills‐based understanding of professional knowledge. It is argued that this movement in emphasis is, to some degree, related to the instrumental implementation of a social justice policy that may have contributed to the weakening of the intrinsic relationship between teachers' values, ownership of professional knowledge and pupil well‐being. The study concludes that the challenge for teacher educators is to find the critical questions and pedagogies to counter the view that professional knowledge is simply the acquisition of strategies, skills and safeguarding knowledge that ensures accountability and legality in the classroom.  相似文献   

The swinging of a pendulum     

Roy Richards 《Education 3-13》2013,41(1):23-28

This paper reports on the findings of a funded research project that explores the implementation of the Every Child Matters (ECM) agenda within the Greater Merseyside area. The research team explore how primary schools and external agencies are currently working together to deliver this agenda in order to highlight areas of good practice as well as potential sites of conflict. The aim is to develop an effective response to the challenges currently faced by schools and other agencies in meeting the requirements of the principles underpinning the ECM agenda. The research project implemented a mixed-method case-study approach, using questionnaires, policy documentation and stakeholder interviews as data sources. Responses were elicited from members of school staff, parents and professionals from the education welfare, health and social services to gauge their perceptions of how well they felt schools and agencies were responding to the challenges of implementing the ECM agenda. There is strong evidence of effective multi-agency working, particularly in relation to children who are ‘at risk’ or have special educational needs, and in terms of contributions to the curriculum and life of the school for all pupils. There are also clearly identified areas for further development, for example on shared operational frameworks. There are also concerns that poor resourcing and a lack of practical support could hamper the embedding of reforms.  相似文献   

Review of Current Periodical Literature     

Thomas V. O’Brien  Thelma J. Roberson 《The Educational forum》2013,77(3):356-359

This article examines the connections between No Child Left Behind (NCLB) and the Effective Schools Research Movement. Using historical methodology, the authors argue that although both were premised on building capacity, over time the reform that became NCLB evolved to focus on accountability. This shift disconnected the reform from its research base, resulting in its failure to bring about equity. To save NCLB, policymakers and scholars should reconnect reform efforts with research and adopt policies that favor inspection.  相似文献   

The Anti-Black Order of No Child Left Behind: Using Lacanian psychoanalysis and critical race theory to examine NCLB     

Connie Wun 《Educational Philosophy and Theory》2013,45(5):462-474

During a period in which institutions have been refashioned to meet the demands of a complex social and political economy, the No Child Left Behind Act (NCLB) has helped to alter the public educational system. As scholars and researchers examine the material effects of NCLB, efforts to improve the educational system and its effects must also explore the relationship between policy and racial ideologies including discursive fantasies. This article examines the relationship between NCLB and racial fantasies of Black youth as problematic others in order to help education reform scholarship and advocacy examine the violence of NCLB.  相似文献   

虐童行为的刑法思考     

刘鸿玉 《湖北成人教育学院学报》2013,19(4):164-167

基于我国刑法不能评价虐童行为的现状,学者们呼吁"虐童"入刑,用刑法来保护低幼儿童的合法权益。但什么样的行为属于"虐童"行为,"虐童"行为的对象是什么呢?"虐童"行为的主体持怎样的心态呢?本文探讨了这些问题。  相似文献   

Private Nonprofit Organizations for Child Welfare Cases of South Korea and People’s Republic of China     

李伦知 《时代教育》2013,(18)

Private organizations and public sector regarding child welfare services have been two main actors in improving the quality of children ’s lives. In this paper, the author examines two cases of childre...  相似文献   

NCME 2008 Presidential Address: The Impact of Anchor Test Configuration on Student Proficiency Rates     

Anne R. Fitzpatrick 《Educational Measurement》2008,27(4):34-40

Examined in this study were the effects of reducing anchor test length on student proficiency rates for 12 multiple‐choice tests administered in an annual, large‐scale, high‐stakes assessment. The anchor tests contained 15 items, 10 items, or five items. Five content representative samples of items were drawn at each anchor test length from a small universe of items in order to investigate the stability of equating results over anchor test samples. The operational tests were calibrated using the one‐parameter model and equated using the mean b‐value method. The findings indicated that student proficiency rates could display important variability over anchor test samples when 15 anchor items were used. Notable increases in this variability were found for some tests when shorter anchor tests were used. For these tests, some of the anchor items had parameters that changed somewhat in relative difficulty from one year to the next. It is recommended that anchor sets with more than 15 items be used to mitigate the instability in equating results due to anchor item sampling. Also, the optimal allocation method of stratified sampling should be evaluated as one means of improving the stability and precision of equating results.  相似文献   

Numerical magnitude processing in abacus-trained children with superior mathematical ability: an EEG study     

Jian Huang  Feng-lei Du  Yuan Yao  Qun Wan  Xiao-song Wang  Fei-yan Chen 《Journal of Zhejiang University. Science. B》2015,16(8):661-671

Distance effect has been regarded as the best established marker of basic numerical magnitude processes and is related to individual mathematical abilities. A larger behavioral distance effect is suggested to be concomitant with lower mathematical achievement in children. However, the relationship between distance effect and superior mathematical abilities is unclear. One could get superior mathematical abilities by acquiring the skill of abacus-based mental calculation (AMC), which can be used to solve calculation problems with exceptional speed and high accuracy. In the current study, we explore the relationship between distance effect and superior mathematical abilities by examining whether and how the AMC training modifies numerical magnitude processing. Thus, mathematical competencies were tested in 18 abacus-trained children (who accepted the AMC training) and 18 non-trained children. Electroencephalography (EEG) waveforms were recorded when these children executed numerical comparison tasks in both Arabic digit and dot array forms. We found that: (a) the abacus-trained group had superior mathematical abilities than their peers; (b) distance effects were found both in behavioral results and on EEG waveforms; (c) the distance effect size of the average amplitude on the late negative-going component was different between groups in the digit task, with a larger effect size for abacus-trained children; (d) both the behavioral and EEG distance effects were modulated by the notation. These results revealed that the neural substrates of magnitude processing were modified by AMC training, and suggested that the mechanism of the representation of numerical magnitude for children with superior mathematical abilities was different from their peers. In addition, the results provide evidence for a view of non-abstract numerical representation.  相似文献   

明代济宁左卫军屯王贵屯的由来     

张保华  张荣仁 《济宁师范专科学校学报》2006,27(1):109-110

明洪武元年(公元1368年),置济宁左卫,景泰元年(公元1450年)调临清,改称临清卫,其军事屯田和屯田军仍坐落(驻防)于济宁州境内。王贵屯是济宁左卫(临清卫)在济宁州境内的军屯之一,是唯一用驻屯军官姓名命名的军屯;现分四村,隶于济宁市任城区喻屯镇。  相似文献