国家级教学名师的优秀品质及其养成

通过对5位国家级教学名师的自述报告进行三级编码和主题凝练，研究发现国家级教学名师作为教师队伍的杰出代表，在其专业发展过程中养成了许多优秀品质。例如：教学方面注重实践、考虑周全，师德方面以德施教、追求卓越，科研方面以教带研、实现创新。国家级教学名师优秀品质的养成通常经历了漫长而曲折的过程，不仅需要精神与物质力量的共同推动，还需要家庭、学校和社会各环境要素的相互促进，以及社会取向养成方式和个人取向养成方式的互相配合。深入探究国家级教学名师的优秀品质及其养成之道，可以为教师专业发展提供借鉴与启示。     

Interval estimation for conformance proportions of multiple quality characteristics

A conformance proportion is an important and useful index to assess industrial quality improvement. Statistical confidence limits for a conformance proportion are usually required not only to perform statistical significance tests, but also to provide useful information for determining practical significance. In this article, we propose approaches for constructing statistical confidence limits for a conformance proportion of multiple quality characteristics. Under the assumption that the variables of interest are distributed with a multivariate normal distribution, we develop an approach based on the concept of a fiducial generalized pivotal quantity (FGPQ). Without any distribution assumption on the variables, we apply some confidence interval construction methods for the conformance proportion by treating it as the probability of a success in a binomial distribution. The performance of the proposed methods is evaluated through detailed simulation studies. The results reveal that the simulated coverage probability (cp) for the FGPQ-based method is generally larger than the claimed value. On the other hand, one of the binomial distribution-based methods, that is, the standard method suggested in classical textbooks, appears to have smaller simulated cps than the nominal level. Two alternatives to the standard method are found to maintain their simulated cps sufficiently close to the claimed level, and hence their performances are judged to be satisfactory. In addition, three examples are given to illustrate the application of the proposed methods.     

小学教育专业之教育专业课程建构的逻辑

小学教育专业的培养目标决定了小学教育专业课程体系的基本逻辑：以通识课程奠基，以学科课程立命，以教育课程定向。教育专业课程是小学教育专业课程体系的重要构成部分。其基本逻辑结构包括学科课程、活动课程和技能课程。学科课程可按照认识小学教育、理解小学教育教学过程、学会研究小学教育的逻辑来建构；活动课程可按照感知小学教育、实践小学教育、研究小学教育来建构；技能课程可按照小学教师公共职业技能和学科职业技能来建构。     

Enoch Powell,empires, immigrants and education

2018 marks the 50th anniversary of Enoch Powell’s infamous ‘Rivers of Blood’ speech, an intervention that is still viewed as one of the most incendiary statements of the perceived decay and violence likely to follow legislation intended to assure minoritised British citizens of equal rights regardless of their ethnic origin. In this essay, Sally Tomlinson (one of Britain’s foremost multicultural theorists) reflects on Powell’s legacy and the contemporary scene where in the US, UK and across Europe, White resentment and fear is increasingly shaping ‘mainstream’ debates about nationhood, migration and education.     

Developing a Rubric for Supervision of Students Counseling LGBTQ Clients

More than 100 pieces of anti-lesbian, gay, bisexual, transgender (LGBT) legislation are active in 2018. In this current political climate of “conscience clause” legislation, counselor educators and supervisors are poised to adopt more holistic practices in assessing and evaluating student and supervisee readiness to work with LGBT queer (Q) clients. The purpose of this article is to present a dispositional framework for assessment and evaluation and introduce the flexibility, integrity, awareness, stability, compassion, and openness (FIASCO) rubric of professional counseling dispositions. Two court cases, Keeton v. Anderson-Wiley and Ward v. Wilbanks, are used as case examples for applying the FIASCO rubric to situations involving LGBTQ clients.     

Validation of the Australian Midwifery Standards Assessment Tool (AMSAT): A tool to assess midwifery competence

Background

There is no current validated clinical assessment tool to measure the attainment of midwifery student competence in the midwifery practice setting. The lack of a valid assessment tool has led to a proliferation of tools and inconsistency in assessment of, and feedback on student learning.

就业优先:以"公平而有质量"的教育 在民族地区阻断贫困代际传递

“发展教育脱贫一批”是在民族地区实现共同富裕的重要方针。然而在“教育改变命运”的共识之外，布迪厄认为教育一代代地维持着对社会中下阶层的不公平的“文化再生产”理论，被一些学者应用于对我国少数民族教育的研究。如在“三区三州”等民族地区，代际间的贫困传递难以阻断，因家庭文化资本弱势而造成子女求学、求职受阻，看似可用“贫困文化的再生产”予以概括，但笔者不同意直接套用西方理论认定中国存在“教育不公平”的论述。因为我国社会实际与布氏提出“学校教育再生产社会阶层结构”观点之环境不同，有多项教育政策在切实保障着少数民族通过“教育改变命运”——当前在我国民族地区实现教育公平的主要障碍，并非 “文化再生产”的结构性阻力，而在于就业环节的阶段性困难。教育公平可分为起点、过程和结果三个环节，民族地区经多年教育扶贫，“起点”入学机会和“过程”教育质量已明显改善，而作为“结果”的就业环节亟待改善。以“就业优先”方针多渠道扩大少数民族就业，可激发内生动力、促进市场融入、巩固减贫成效和精准防控返贫，是助少数民族自主掌握教育“社会阶梯”和阻断贫困代际传递的有效路径。     

考虑零售商质量控制和风险规避的供应链网络均衡研究

研究零售商质量控制和供应链成员风险规避背景下供应链网络均衡问题。应用条件风险值度量风险规避程度，利用变分不等式理论描绘供应链参与者的最优经济行为，设计供应链网络均衡模型，考虑风险规避和质量控制策略对均衡的影响，证明均衡解存在且唯一，并运用Levenberg-Marquardt算法求解均衡模型。最后对重要参数进行数值分析，揭示质量控制和风险规避对供应链均衡解以及参与者条件风险值的影响。研究表明：供应链参与者越规避风险越有利于产品质量水平的提高，风险规避程度的加深会降低制造商或零售商自身的CVaR，同时增大对方的CVaR，对因产品合格率提高带来的利益而言，制造商所得优于零售商。     

对区域高等教育战略规划的若干思考--基于《加利福尼亚州高等教育总体规划（1960-1975）》的分析

《加利福尼亚州高等教育总体规划（1960—1975）》是区域高等教育战略规划领域的成功范例，规划内容通过州宪法性效力、州法律法规性效力以及行业约定性效力三种形式发挥作用。准确把握关键问题、秉持院校自治理念、深入开展调研等做法值得借鉴。我国区域高等教育机遇与挑战并存，教育规划应当坚持治理理念、以人为本理念和系统论理念，对区域高校定位作出合理预期与安排，引导区域高等教育健康和谐发展。