分层走班制教学研究的回顾与展望

随着《基础教育课程改革纲要（试行）》《国家中长期教育改革和发展规划纲要（2010-2020年）》等纲领性文件的颁布,我国教育界掀起了一场新的教育改革实践浪潮。"分层走班制"就是在这场教育改革实践活动中应运而生的一种新型教学模式,并逐渐成为教育研究领域的新热点。目前,对分层走班制教学的研究在一定程度上形成了一些有价值的成果,其中包括分层走班制的兴起与发展背景及原因的剖析、分层走班制教学概念的界定、实施分层走班制教学的价值及意义、实施分层走班制面临的矛盾及破解对策等。但是,分层走班制教学研究也存在实践研究片面化、研究方法单一化、应对策略理论化和空洞化等问题。未来我国分层走班制教学研究应更多基于实践研究以及多样化的研究范式,在探索切实可行的对策和与时俱进的应对思路等方面寻求突破。     

《乡村教师支持计划(2015-2020年)》实施情况的调查研究

通过问卷、访谈等方式对《乡村教师支持计划（2015-2020年）》的实施情况进行调查研究,结果发现：《乡村教师支持计划（2015-2020年）》的实施成效主要表现在乡村教师流失减少、工资待遇提高、培训机会增多、补充机制逐步完善以及教师轮岗增多五个方面;在这一计划的实施过程中也出现了五个方面的问题,主要表现为《乡村教师支持计划（2015-2020年）》知晓度低、经费投入不足、教师空缺现象依然严重、职称评聘不尽合理、激励措施乏力。据此,提出四项建议：以省级政府为主导逐级宣传相关政策,增加机动编制补充乡村学校短缺学科教师,由教育行政部门统筹组织乡村教师职称评聘,以省为单位建立乡村教师专项奖励基金,从而充分发挥教师政策的作用,努力提高政策效能。     

Perceived Racial Discrimination and Self-Esteem in African American Youth: Racial Socialization as a Protective Factor

Racial socialization was examined as a protective factor that might buffer African American youth from the negative effects of perceived racial discrimination. Two types of racial socialization were examined: messages about race pride and preparation for bias. One hundred twenty-eight eighth-grade African American students participated in the study. As anticipated, both types of socialization moderated the relationship between discrimination and self-esteem. The negative relationship between perceived discrimination and self-esteem was mitigated for youth who reported more messages about race pride and a moderate amount of preparation for bias from their parents. In contrast, low race pride socialization and both high and low preparation for bias were associated with a negative relationship between perceived discrimination and self-esteem.     

Spanish–English immersion in the wake of California Proposition 227: five cases

Two‐way bilingual immersion programs are noteworthy within the context of US public education because, in them, the children of immigrants are essential assets. Language‐minority and English‐speaking pupils are grouped together, starting in kindergarten or earlier and extending at least through grade five, with a goal of bilingual proficiency and biliteracy for all. This paper explores two‐way immersion educators’ and parents’ responses to California Proposition 227, which severely restricted bilingual education. Given this obstacle, what has motivated the maintenance and further initiation of two‐way bilingual immersion? And to what ends? Answers hinge on varied institutional climates at the school district level and parent–teacher activism towards the goal of truly multicultural education. Proposition 227 was a disastrous move, but dedicated educators, parents and communities have been proactive in creating two‐way bilingual programs to help maintain bilingual education in a way that benefits all students.     

Region‐Urbanicity Differences in Locus of Control: Social Disadvantage,Structure, or Cultural Exceptionalism?

People with internal rather than external locus of control experience better outcomes in multiple domains. Previous studies on spatial differences in control within America only focused on the South, relied on aggregate level data or historical evidence, or did not account for other confounding regional distinctions (such as variation in urbanicity). Using data from the National Education Longitudinal Study, we find differences in adolescents' loci of control depending on their region and urbanicity are largely attributable to differences in their social background, and only minimally to structural differences (i.e., differences in the qualities of adolescents' schools). Differences that persist net of differences across adolescents and their schools suggest the less internal control of rural Southern adolescents, and the more internal control of rural and urban Northeastern adolescents, may be due to cultural distinctions in those areas. Results indicate region is more closely associated than urbanicity with differences in locus of control, with Western and Northeastern cultures seemingly fostering more internal control than Midwestern and Southern cultures. These findings contribute to research on spatial variation in a variety of psychological traits.     

教育叙事研究:农村中学教师职称评定问题再审视

在我国确立并广泛推行中小学教师评聘制度,有利于调动中小学教师工作的积极性、主动性和创造性,有利于我国教育事业的持续发展。但在现实中,中学教师职称评定依然存在很多问题,特别是农村地区,如评定指标太少、农村老师科研水平较低等。文章采用教育叙事研究方法,通过对一名刚评上高级教师的农村中学教师的访谈,发现中学教师职称评定中还存在评定方式不完善、评定指标不均衡、评定标准不全面、评定对象没动力等方面的问题,并提出相关的对策,有规范评价方式、均衡评价指标、完善评定标准、激发评定对象的动力等,希望能进一步完善这个制度。     

会计信息失真的表现形式及危害

本文在论述会计信息失真表现形式的基础上 ,进一步揭示了会计信息失真的危害性 ,以期引起重视 ,并为及时有效地治理会计信息失真提供一定的参考依据     

Southern assumptions: normalizing racialized structures at a university in the Deep South

Informed by critical race theory (CRT), we examine how African-American and white college students, at a predominantly white, structurally diverse, Southern US university, understand their cross-racial experiences. Black–white interactions are understood within the context of the so-called ‘post-racial’ environment, against the backdrop of high-profile cases of racial injustice, and within the added context of the historical legacy of slavery and Jim Crow segregation in the rural Southern United States. Our study suggests that many students, regardless of race, recognized the persistence of racial segregation, especially in nightlife and campus Greek letter organizations (GLOs). African-American students were the most vocal and troubled by this division. Unexpectedly, however, students appeared to take for granted that in the American South, racism is persistent and indestructible. Building on Bell’s (1991) notion of racial realism and Bonilla-Silva’s (2013) notion of naturalization, we expand the view that racism is inherent or related to individual preference, to place and time, with a construct we term southern assumptions. Southern assumptions are the mechanisms in which participants connect collective historical racism in the south to the race problems of today.     

Self-Care Practice in Social Work Education: A Systematic Review of Interventions

Social work is a demanding profession as practitioners routinely face difficult situations that affect their well-being. The National Association of Social Workers strongly supports self-care practice as an approved mechanism to offset these challenges, yet practitioners report not learning techniques necessary to perform self-care. In this study, a systematic review compliant with Preferred Reporting Items for Systematic Reviews and Meta-Analyses standards was conducted to identify evidence-based interventions used to improve student self-care practice in social work education. In the four studies meeting inclusion criteria, mindfulness practice was the only empirically evaluated self-care strategy reported—and with mixed results. Mindfulness activities enable social workers to sustain their well-being and is critical to modeling and providing effective service delivery to clients. Areas for further research are indicated.