欧美高等教育的行政干预模式及其启示   总被引：1，自引：0，他引：1  

高慧鸽  况志华 《重庆第二师范学院学报》2005,18(5):78-80

欧美国家对高等教育的行政干预主要是通过立法和财政拨款进行的,其高等教育行政管理的共同特点在于学校或教授的权力比较大,适应市场经济的发展要求.而中国高等教育管理中政府本位和行政本位的方式已难适应市场经济的不断发展,因此有必要借鉴欧美国家高等教育的行政干预方式,以推动本国高等教育管理体制的改革.  相似文献   

交易费用视角下的“小产权房”解析     

秦凤伟 《滨州学院学报》2009,25(4):57-60

"小产权房"是中国所独有的现象,是与大产权房(纯正商品房)相对应而言的。政府对"小产权房"的态度不同,交易费用也不同。在政府不干预的情况下,"小产权房"节省了大量的交易费用,对除市县级政府以外的各主体而言是有利的;在政府干预的情况下,"小产权房"面临着极大的风险,会增加部分主体的交易费用。因此,"小产权房"问题如何解决,解决得怎么样,在很大程度上取决于政府的态度。  相似文献   

武术与全民健身   总被引：3，自引：0，他引：3  

孙俊生 《河西学院学报》2003,19(2):63-66

武术是我国优秀的传统体育项目，它以其丰事多彩的内容和灵活多变的练习形式以及独到的养生健身价值深受广大民众的喜爱，在全民健身运动中将发挥其他体育项目所无法比拟的重要作用。  相似文献   

Healing Inside and Out: Promoting Social Justice and Peace in a Racially Divided U.S. Community     

Chalmer E. Thompson  Sherri L. Murry  Dorienna Harris  Jeannie R. Annan 《International journal for the advancement of counseling》2003,25(4):215-223

  相似文献   

Longitudinal effects of RtI implementation on reading achievement outcomes     

Sally L. Grapin  Nancy Waldron  Diana Joyce‐Beaulieu 《Psychology in the schools》2019,56(2):242-254

Because several studies have investigated student outcomes in schools implementing Response to Intervention (RtI), relatively little research has investigated the impact of implementation on students’ long‐term achievement outcomes (i.e., several years after exposure). The purpose of this study was to describe one elementary school's RtI implementation process and to examine students’ long‐term reading comprehension outcomes following their exposure to various phases of implementation. Four cohorts of students who experienced different implementation phases (i.e., a baseline condition or Phases I, II, or III of implementation) during Grade 2 were subsequently followed across Grades 3, 4, and 5 to examine their outcomes on two reading comprehension measures. Results indicated that students who experienced the early phases of RtI implementation (i.e., Phases I and II) during Grade 2 generally had higher mean comprehension scores in Grades 4 and 5 than students in the baseline condition. Implications for practice and future research are discussed.  相似文献   

The effect of a strategy training on reading comprehension in fourth-grade students     

Marloes Muijselaar  Nicole Swart  Esther Steenbeek-Planting  Mienke Droop  Ludo Verhoeven  Peter de Jong 《The Journal of educational research》2018,111(6):690-703

Previous studies have shown that instruction of reading strategies is an effective method for enhancing reading comprehension. However, many of the interventions in these studies focused on small groups of (poor) comprehenders and were provided by research assistants, making it time-consuming and relatively expensive. The authors implemented a strategy intervention to intact classrooms, consisting of reciprocal teaching and delivered by teachers. Participants were 510 typically developing fourth-grade students. A clustered randomized controlled trial was conducted with pretest, posttest, and follow-up measures to assess knowledge of reading strategies and reading comprehension. The results revealed that the intervention had an effect on knowledge of reading strategies at posttest and follow-up. However, the intervention did not affect reading comprehension performance. Together with the results of earlier studies, the present study raises the question whether strategy interventions are the most efficient to improve fourth-grade students' reading comprehension.  相似文献   

Preparing special educators to teach reading and use curriculum-based assessments     

Stephanie Al Otaiba  Vickie E. Lake 《Reading and writing》2007,20(6):591-617

Preparing special educators who are knowledgeable about evidence-based interventions for teaching reading to students with reading difficulties and who are capable of using curriculum-based assessments to monitor student progress and differentiate interventions is vital to the success of current school reform efforts. The primary purpose of this exploratory study was to examine the effect of tutoring and using assessment to monitor the progress of struggling readers on preservice teachers’ (PSTs’) knowledge and preparedness to teach reading. Also of interest was whether reading scores of tutored students improved. PSTs (n = 18) in an undergraduate reading methods course tutored at-risk second graders using an evidence-based intervention and monitored students’ progress weekly. PSTs made significant growth on a measure of teacher knowledge about the structure of language and on a survey of their preparedness to teach reading. A qualitative analysis of PSTs’ weekly reflections and final reports revealed that the majority used curriculum-based assessment data to describe students’ response to tutoring and were beginning to use that data to make instructional decisions. On average, tutored students improved reading fluency, but did not demonstrate significant growth in reading relative to national norms. Implications and limitations of the study are described and directions for future research are discussed.  相似文献   

The Effect of a Computerized Simulation on Middle School Students’ Understanding of the Kinetic Molecular Theory     

Luli Stern  Nitza Barnea  Sofia Shauli 《Journal of Science Education and Technology》2008,17(4):305-315

The objective of this study was to evaluate the effect of a dynamic software simulation on the understanding of the kinetic molecular theory by 7th graders. Students in the control group (n = 62) studied a curricular unit that addressed the differences in arrangement and motion of molecules in the three phases of matter. The experimental group (n = 71) studied the same unit combined with a few computer lessons using a software simulation. The results indicate that the students in the experimental group scored significantly higher than those in the control group. Nonetheless, while both groups of students improved their understanding of the kinetic molecular theory, the overall achievements were very low. These findings suggest that the simulation improved the understanding of the 7th graders; however, it was insufficient in itself to promote meaningful learning. Statistically significant gender differences were not observed. This paper concludes with a discussion of the educational implications of this study.  相似文献   

Training reading and phoneme awareness skills in children with Down syndrome     

Kristina Goetz  Charles Hulme  Sophie Brigstocke  Julia M. Carroll  Louise Nasir  M. Snowling 《Reading and writing》2008,21(4):395-412

The authors report a short-term reading intervention study involving 15 children with Down syndrome (DS) who attended mainstream schools. The intervention programme taught children phoneme segmentation and blending skills in the context of learning letter-sounds and working with words in books. The children were taught by their learning support assistants, who received special training for this purpose. Compared to a waiting group, a group of eight children with DS improved significantly on measures of early literacy skills (letter-sound knowledge, Early Word Recognition) following eight weeks of intervention. The waiting group started to make progress once they received the intervention. Both groups maintained progress on the literacy measures five months after the intervention had finished. The results suggest that children with DS can benefit from structured, phonics-based reading intervention.  相似文献   

大学生课外体育锻炼与心理健康关系的研究     

李萌 《青岛职业技术学院学报》2006,19(1):70-72

通过实验前后对实验对象的测试、比较，表明课外体育锻炼对大学生的心理健康有很大的帮助，能使大学生的心理健康水平得到明显的提高。分析实验结果，提出促进大学生心理健康的有效途径。  相似文献