Feedback in a multiethnic classroom discussion: a case study

This article focuses on teaching about and for cultural diversity. More specifically, we look at the manner in which different types of teacher feedback either support or hinder student interaction and student learning. We identified seven types of feedback that were used in classroom discussions with 14–15-year-old students. The discussions and the feedback in these discussions provide insight into teaching about cultural diversity and also the impact of specific content that is focused on a sensitive topic. In this case, content of discussions related to a homework assignment about fear in different contexts.

Artikeln berör undervisning för och om kulturell mångfald. Mer specifikt studerar vi vilka typer av feedback som förekommer i en klassrumsdiskussion mellan elever i årskurs 8 och 9 och vad de innebär för elevers lärande. Vi identifierade sju typer av feedback. Sex av dem stödde elevernas lärande medan en av dem motverkade det som undervisningen syftade till. Diskussionen och den feedback som gavs av läraren under lektionerna bidrar med insikt om undervisning om kulturell mångfald, liksom om den inverkan ett särskilt innehåll kan ha. I det här fallet var innehållet i diskussionen relaterat till en läxuppgift om rädsla i olika kontexter.     

坚持多样化的审美,探讨发展民族声乐的方法

民族声乐从广义上可包含民歌、新民歌、戏曲、说唱四大类型,在我国56个民族中,融合了各地方言、风俗习惯等,形成多种多样的演唱技巧、演唱风格;随着时代的发展与进步,再加上全球一体化步伐的加快,中外文化交流越来越频繁,更多西洋美声唱法也流入中国,而人们对美的追求与欣赏水平与日俱增。本文结合当前多样化审美状况,对发展民族声乐的方法进行分析与阐述,以创造更富个性化的民族声乐艺术。     

高校德育发展态势及其转型

受文化多元化以及我国社会深刻变革的影响,大学生思想和价值观念激荡和碰撞产生诸多矛盾与困惑。在多元文化环境下高校德育的“一元文化”面临新的问题和严峻挑战。高校德育的发展模式应实现一元主导与多元并存的协调,个人目标与国家目标的统一,社会、学校与家庭的有机结合,个人幸福与共同理想的有机转换以及“知行合一”的德育内容方法创新等五个方面的转型,提升高校德育的实效性。     

当前国际体系分析

学术界对当前国际体系的描述大体不外乎单极体系、多极体系、多极化趋势、多行为体体系或所谓“一超多强”,然而这些概括未免流于简单化。本文认为：当前国际体系现状并非可以用单个体系可以概括,而是表现为多元共存,这些体系包括威斯特伐利亚体系、后威斯特伐利亚体系、霸权体系和帝国体系。而且,每个体系基于自身发展逻辑正发生深刻变化,国际社会的前途将很大程度上决定于当前多元体系间的竞争和每个体系自身的变迁。     

试析云南早期墓葬中贝的功能

在云南发掘的春秋至两汉时期的一些墓葬中,出土了为数众多的海贝。这些贝系舶来品。在当时的社会,它是一种重要的财富,同时也具有宗教的、艺术的,甚至货币的功能。其功能是多样化,并非凝固为单纯的一项内容,在不同的时间和环境下,发挥着特定的作用。     

先前工作经验、创业机会与新技术企业绩效——一个交互效应模型及启示

突出创业机会创新性的情境作用,研究了不同情境条件下创业者经验多样性、经验相关性贡献于新技术企业绩效的程度大小。结果显示,创业前所担任过管理职位的多样性越高、经验的行业相关性越强的创业者往往能收获更优越的新技术企业绩效。而创业机会创新性调节着上述影响机制,相对于创新性较低的机会而言,创新性较强的机会更依赖经验多样性高的创业者来收获更好的绩效,而难以通过经验职能相关性强的创业者来收获优越绩效。     

植田寿藏的"表象性"艺术哲学论析

植田寿藏是日本昭和前期美学研究的代表人物之一,其主要贡献是构建了以"表象性"为核心的美学、艺术哲学体系.植田寿藏美学研究的特色主要体现在三个方面:(1)对艺术世界无限的多样性、差异性的充分体认与尊重;(2)多重意义上的"对话"姿态;(3)"弱理论"品格.植田晚年曾总结自己一生的治学理念,即"不是为了生活而学问,而是为了学问而生活",表达了他对于学问的纯粹性的坚守.实际上,在他的美学研究中.同样体现了他对于审美和艺术的自律价值、对它的纯粹性的坚守.这种自律的美学立场在一般的情况下.不免招致脱离社会、轻视内容甚至形式主义之类的批评.但是,如果考虑到植田理论形成过程中的特殊历史语境--日本军团主义疯狂对外扩张、发动对中国及亚洲其他国家的侵略战争及太平洋战争,他所采取的这种超越的立场恰恰显示了其理论的可贵价值.这也是植田芙学能够获得学界量新认识和评价的重要原因.     

Rethinking integration and identity: Chinese migrants in the Republic of Ireland

Using historical narratives and a qualitative research approach, this paper analyses the social, cultural and cognitive causes of differentiation and stratification among Chinese migrants in the Republic of Ireland. It discusses individuals’ diversified capabilities, attitudes and actual levels of integration, as well as their disparate patterns of self-identification. In the research area of Chinese migrants in Ireland, in-group diversity and its implications is still a novel research topic. With this introductory work, the authors seek to draw more attention to this particular group, especially to the need for studies of encounters between subgroups and longitudinal investigations. The paper points out that subgroups of Chinese migrants in Ireland are divided according to social classification and self-categorisation, which have distinct significances for subgroup members’ integration and identity.     

Affective Social Competence and Teacher–child Relationship Quality: Race/Ethnicity and Family Income Level as Moderators

This study examined whether race/ethnicity and family income level moderated associations between children's affective social competence and teacher–child relationships among 132 Black, White, and Latino preschoolers. Boys and girls were equally represented in the sample. Of the three racial/ethnic groups, Latino children scored lowest on emotion regulation, were less close to their teachers, and experienced more teacher–child conflict and dependence. In contrast, Black children had closer, less conflict‐laden, and less dependent teacher–child relationships than children of other racial/ethnic backgrounds. Emotion regulation served as a protective factor against problematic teacher–child relationships, particularly for Latino and Black children compared with high‐income White children. Emotion regulation was positively associated with teacher–child closeness for Black children. However, it was negatively associated with teacher–child conflict for Latino children, regardless of income. For all outcomes, teacher characteristics accounted highly for the differences in teacher–child relational quality. Findings are discussed in terms of the functional role of emotions for teacher–child relationships and suggest important contextual influences on the associations.     

Exploring the foundations of the intercultural policy paradigm: a comprehensive approach

In this second decade of the twenty-first century, interculturalism is emerging as a new policy paradigm to deal with diversity dynamics. It is basically viewed as a set of policies sharing one basic idea: that the interaction among people from different backgrounds matters. Its concerns are to intervene politically and to propose a way to manage the dynamics of diversity, based on exchange and interpersonal relations. I propose exploring a foundational internal debate, based on the premise there are at least three different, but complementary, normative strands: contractual, cohesion and constructivist strands. My ultimate purpose is to defend a comprehensive view, grounded on the argument that no one can have the sole authority to define intercultural policy, since the three strands can be applied at different moments, according to different purposes. The challenge is for policy managers to be able to achieve a balance between the three policy drivers.