农村义务教育阶段培育和践行社会主义核心价值观研究

农村义务教育在我国义务教育体系中占有重要地位,特别是对于拥有9亿多农村人口的我国来说,农村义务教育关系到每一个农村家庭子女的成长和成才,关系到农村经济振兴战略,更关系到国家和民族的未来。对农村义务教育阶段培育和践行社会主义核心价值观的必要性以及在这一过程中存在的困境进行深入研究,并据此提出相关的应对策略,能够使农村义务教育在社会主义核心价值观的指引下持续、快速、全面、健康地发展。     

Theorising the power of citizenship as claims-making

I advance a conceptual approach to citizenship as membership through claims-making. In this approach, citizenship is a relational process of making membership claims on polities, people and institutions, claims recognized or rejected within particular normative understandings of citizenship. Such a conceptual shift moves scholarship beyond typologizing—enumerating how citizenship is (or is not) about status, rights, participation and identity—to identifying the mechanisms through which claims on citizenship have power. This framework requires a relational approach and attention to dynamics of recognition within contexts of structured agency. Immigrants and their children can make claims to modify the normative content of citizenship, affect recognition evaluations and change the allocation of status and rights. But they are also constrained by legal structures, a society's institutional practices, and prevailing public perceptions. Citizenship as claims-making may require a reassessment of boundary approaches and a turn to metaphors of positionality, as well as more serious commitment to mixed-methods research. The stakes of understanding citizenship's power, as practice and status, are especially high right now. Yet based on existing scholarship, it is not entirely clear how much citizenship matters, in what ways, for whom, or why. This is the challenge for future scholarship.     

论美术新课程教学过程的特征

新的《全日制义务教育美术课程标准(实验稿)》,要求美术教育以发展学生的艺术素养、人文素养及促进学生的发展为主要目标。新标准要求下的美术教育与传统美术教育相比,教学过程具有学生中心性、综合性、过程性、实践性、开放性、创造性、师生互动性、美育性、兴趣性和个性性等新的特征。     

The Impact of Items and Anchors on Parent–Child Reports of Problem Behavior

Research has repeatedly demonstrated that parent and child reports of child behavior and emotional functioning often do not agree in terms of symptom severity or even symptom presence. Given the potential clinical impact that discrepant reports may have on the therapeutic process, a significant amount of research has addressed the factors influencing this observed discrepancy. Traditionally, this research has evaluated the impact of demographic factors on mean differences and obtained correlation coefficients between parent and child reports. The current research improves upon previous research in this area in two ways. First, the current research uses parent and child measures with identical rather than similar items as is commonly found in previous research. Second, the current research moves beyond identifying demographic influences on discrepant reports by explaining observed discrepancies in terms of differences in parent and child perceptions of typical child behavior.David Carlston and Benjamin Ogles are affiliated with Department of Psychology, Ohio University, Athens, USA.Funding for this project was provided by the Ohio Department of Mental Health.     

顾客忠诚的驱动因素及其作用

致力于赢得顾客忠诚的企业需要对顾客忠诚的真正含义和驱动因素进行全面的把握。本文在区分顾客忠诚的内在态度取向和外在重购行为两个维度的基础上 ,对顾客忠诚的驱动因素及其作用作了较为全面深入的分析     

Development and validation of a Citizenship Attributional Style Questionnaire

Attribution theory remains popular in the social sciences and often informs education studies. However, attributional style questionnaires tend to reflect the context-dependent character of the theory and existing measures have been found to have poor psychometric properties. Clearly, both issues need to be carefully considered by researchers prior to them applying any scales that incorporate attributional dimensions. Here we report on the development of a reliable and valid measure that applies an attributional style within the context of citizenship. Two separate studies were conducted to inform the development of the Citizenship Attributional Style Questionnaire (CASQ). The factor loadings of eight positive and eight negative events for the internality and stability dimensions were found to range between .41 and .75. The Cronbach’s alpha reliability of positive and negative events were found to be .79 and .74, respectively. While CASQ is seen to be a reliable and valid measure, the results also indicate broader psychometric properties than many of the instruments currently used in studies with an attributional approach.     

Internet literacy and digital natives’ civic engagement: Internet skill literacy or Internet information literacy?

This study aims to show the role of Internet literacy in empowering digital natives’ civic engagement. Using a survey of 10th graders, we analyzed the effects of digital media use and Internet literacy on adolescents’ political and social interest, participation, and efficacy, controlling for their home and school environments. In doing so, we try to highlight the following points. First, we emphasize that there are two separate dimensions of Internet literacy: Internet skill literacy and Internet information literacy. Second, we adopt a broader concept of civic engagement reflecting the changing youth practices observed in the contemporary media environment. The study empirically found that Internet information literacy, not Internet skill literacy, is intricately related to adolescents’ civic engagement. It was also shown that adolescents’ Internet use contributed only to new and alternative forms of participation. Overall, the findings show that an adolescent who can critically understand and effectively evaluate online information is more likely to become an active civic participant than one who lacks such skills. The study concludes with a few policy suggestions.     

Investigating the link between migration and civicness in Italy. Which individual and school factors matter?

This paper investigates the link between migration and civicness using data on cognitive skills and civic competences collected from a sample of 2747 eighth-graders in Italy. Contrary to the abundant evidence of migrant/native gaps in educational and occupational attainments in the country, this study finds no migrant-specific gap on civicness development. Children of immigrants achieve lower levels of civic knowledge than natives, but differences disappear once social background and, particularly, cognitive test scores are equalized across groups. Moreover, no differences are found, on average, between natives and children of immigrants with respect to institutional trust. However, at the top tail of the civic knowledge distribution, children of immigrants display less trust than natives. This result, coupled with their greater openness towards immigrants’ rights, suggests that immigrants’ children attach great importance to the inequality in rights concerning the immigrant population in the country and, as a reaction, participate more actively in the community. Insignificant or positive associations between the proportion of immigrants’ children in the classroom and natives’ civicness are found. Finally, fairness in student–teacher interactions is found to improve students’ civicness development, suggesting that, besides citizenship education, also the school climate plays a vital role in enhancing children's civic competences.     

Participation for children exposed to domestic violence? Social workers' approaches and children's strategies

This article explores social workers' approaches to children exposed to domestic violence and children's strategies in encounters with these professionals in the context of family law proceedings. Investigator approaches as well as child strategies are reconstructed from children's narratives. Furthermore, possible links between the social worker's approach described by a particular child, and the child's own strategies are outlined. Participation can offer children validation of their experiences and support their recovery after exposure to violence. However, it is suggested that it seems to be a challenging task for social workers to both validate children's experiences of violence and simultaneously offer them participation in the investigation process.     

What can we learn from twin studies? A comprehensive evaluation of the equal environments assumption

Twin studies are a major source of information about genetic effects on behavior, but they depend on a controversial assumption known as the equal environments assumption (EEA): that similarity in co-twins’ environments is not predictive of similarity in co-twin outcomes. Although evidence has largely supported the EEA, critics have claimed that environmental similarity has not been measured well, and most studies of the EEA have focused on outcomes related to health and psychology. This article addresses these limitations through (1) a reanalysis of data from the most cited study of the EEA, Loehlin and Nichols (1976), using better measures, and through (2) an analysis of nationally representative twin data from MIDUS using more comprehensive controls on a wider variety of outcomes than previous studies. Results support a middle ground position; it is likely that the EEA is not strictly valid for most outcomes, but the resulting bias is likely modest.