身处异代成相知尽在悠悠故国情——从朱彝尊对周密《绝妙好词》的接受说起

《词综》是浙西词派的理论代表。《词综》和《绝妙好词》在宗派意识和对“雅”词的崇尚方面，表现出极大的相似性。这表明，朱彝尊在编选《词综》时曾自觉接受周密《绝妙好词》的影响。其深层原因在于，浙西词宗朱彝尊和周密有相似的遗民情怀。     

Parental income and the fruits of labor: Variability in homework efficacy in secondary school

Research in the sociology of education has shown that noncognitive traits are important predictors of educational outcomes and a mechanism of the intergenerational transmission of status. However, previous research on this topic typically posits that there is a constant effect of these traits with variable prevalences of these traits by socioeconomic status. Using time spent on homework as an example, I analyze income-based heterogeneity in homework efficacy, defined as the individual effect of study time on academic achievement, using a national U.S. probability sample of secondary students. Higher income students gain more knowledge from their homework time than their counterparts in all grades and all subjects except history, with greater group differences for math than for science and reading. These results are confirmed by models accounting for time-invariant unobserved heterogeneity in the 8th–10th, but not 10th–12th, grade windows. These results imply that increases in the amount of homework assigned may increase the socioeconomic achievement gap in math, science, and reading in secondary school.     

Dashed Hopes,Dashed Selves? A Sociometer Perspective on Self‐esteem Change Across the Transition to Secondary School

The transition from primary to secondary school challenges children's psychological well‐being. A cross‐transitional longitudinal study (N = 306; mean age = 12.2 years) examined why some children's self‐esteem decreases across the transition whereas other children's self‐esteem does not. Children's expected social acceptance in secondary school was measured before the transition; their actually perceived social acceptance was measured after the transition. Self‐esteem and Big Five personality traits were measured both pre‐ and posttransition. Self‐esteem changed as a function of the discrepancy between children's expected and actually perceived social acceptance. Furthermore, neuroticism magnified self‐esteem decreases when children's ‘hopes were dashed'—when they experienced disappointing levels of social acceptance. These findings provide longitudinal support for sociometer theory across the critical transition to secondary school.     

基于分层教学理论的高职高专公共英语教改探索

针对高职高专院校学生生源的层次差异,英语教学可采用分层教学,即根据学生个体差异,将学生分成不同水平的班组,制订不同的计划、目标和方法进行教学。分层教学能够使更多的学生在各自基础上得到最为有效、合理的发展,使各类学生的潜能都能得到最大程度的开发。分层教学实施过程中,要注意制订科学合理的分层方案,进行科学有效的管理,注重教师教育科研水平的提升。     

农村校车安全事故背后的教育公平问题

近年来农村校车事故频发,使得校车安全问题浮出了水面。其实,校车不够规范只是校车事故频发的表层原因,而更深层次的原因却在于城乡教育资源配置的不公平。所以要解决校车安全问题,不仅在于规范校车、提高校车的质量,还在于合理配置教育资源,实现城乡教育公平。     

中华女子学院高等职业教育发展评析

大力发展职业教育，是党和政府的一贯方针和要求，是经济和社会发展的必然规律。我国人力资源较丰富，但劳动力整体素质不高，人才结构不尽合理，重要原因是教育结构不够完善，职业教育发展滞后。目前，社会对各类技能型人才需求量很大，近些年来一直供不应求，但全国城乡每年有一千多万初中毕业生不能升入高中，数百万高中毕业生不能升入大学，同时，大学毕业生找工作困难又成了社会问题。因此，加快职业教育发展，合理配置教育资源，实行教育合理分流就显得尤为迫切。本文对中华女子学院高等职业教育现状、办学目标和发展思路、办学成效以及面临的问题和困难等．进行简要评析。     

School Counselors Supporting African Immigrant Students' Career Development: A Case Study

School counselors play a critical role in preparing adolescent immigrant students to be college and career ready by attending to the complex variables that promote and inhibit career development. This article provides an illustrative case study of a Somali immigrant student's educational journey to highlight the academic and familial challenges that she encountered while attending U.S. schools. Through this case study, the authors discuss the issues immigrant high school students experience and present culturally responsive practices that school counselors can use to address career development. These culturally responsive practices include developing a strong knowledge of students’ backgrounds and cultures, designing small group interventions that are timely and sensitive to immigrant students’ needs, and strengthening school–family partnerships.     

初中起点幼师大学生历史课过度教学现象探析

一般而言，历史课及其任课教师是比较受初中起点幼师大学生欢迎的。与此同时，历史课教学中也时常不经意间在教学内容安排、教学方法运用和教学观点表达等方面出现过度教学现象。学生主体地位的异化，教学过程把控失当和教学反思的缺位，是造成过度教学的主要原因。消除过度教学现象的对策主要是坚持教学过程中学生的主体地位，掌握教学有度的艺术和重视教学反思。     

Least squares estimation of varying‐coefficient hazard regression with application to breast cancer dose‐intensity data

To enhance modeling flexibility, the authors propose a nonparametric hazard regression model, for which the ordinary and weighted least squares estimation and inference procedures are studied. The proposed model does not assume any parametric specifications on the covariate effects, which is suitable for exploring the nonlinear interactions between covariates, time and some exposure variable. The authors propose the local ordinary and weighted least squares estimators for the varying‐coefficient functions and establish the corresponding asymptotic normality properties. Simulation studies are conducted to empirically examine the finite‐sample performance of the new methods, and a real data example from a recent breast cancer study is used as an illustration. The Canadian Journal of Statistics 37: 659–674; 2009 © 2009 Statistical Society of Canada