体态律动教学在中小学音乐教育中的应用

音乐教育中的体态律动教学是从身心两方面同时入手训练学生的，使学生不仅是用听觉去感受音乐，同时学习用整个机体和心灵去感受音乐旋律的起伏和情绪变化的规律，体会和表现音乐的结构和情感。     

A neo-classical education transitions approach: A corrected tale for three cohorts

Analysts have regarded education transitions research as revealing late stage educational egalitarianism in the United States (e.g., Stolzenberg, 1994) and as sufficiently robust to guide policymakers (e.g., Hout, 2007). However, critics suggest parameter estimates are contaminated by selection bias (e.g., De Graaf & Ganzeboom, 1993), key parameter differences are unidentified (e.g., Cameron & Heckman, 1998), cross-transition comparisons are faulty, and the data are inappropriate. Useful modifications have been offered, (e.g., [Breen and Jonsson, 2000], [Hauser and Andrew, 2006] and [Lucas, 2001]), but analysts have yet to comprehensively address the challenges critics pose. In response, we propose a neo-classical education transitions approach that uses fuller sets of data and models that explicitly address the primary threats to proper inference. Using this approach we re-assess the educational attainment process for a baby boomer cohort, a Generation X cohort, and a Generation Y cohort. All cohorts fail to replicate the waning coefficients pattern. Methodologically, the study responds to criticisms in a way that offers methods for continued cross-national comparative research. Substantively, the study undermines confidence that standard education transitions research can provide policy guidance and the claim of late stage egalitarianism in the United States educational attainment process.     

Anomia and the sacred canopy: Testing a network theory

This article evaluates the Durkheim/Berger argument that integration in a network of co-religionists protects against anomia. The 1985 General Social Survey network instrument is used to evaluate the effect of integration on anomia and the probability of unhappiness. Results indicate that contact with religiously homogeneous others paired with personal religious belief reduces anomia and the likelihood of unhappiness. Additionally, while ego/alter closeness is important, alter/alter closeness is not. These results suggest that individuals benefit from religious association more so than religious community. Additional analyses indicate that these results are unlikely to be due to homophily.     

Education in Japan 和《文学兴国策》所体现的中西文化互动

本文试图通过对Education in Japan和<文学兴国策>的个案研究,揭示中、日、美三种文化间的互动,阐释原作Education in Japan和译本<文学兴国策>与文化的相互影响、相互塑造的动态关系.     

Understanding the donor experience: Applying stewardship theory to higher education donors

This study sought to discover how stewardship strategies and involvement impact organization-public relationship (OPR) outcomes for higher education donors at three different levels of giving. The first study to compare annual donors, major gift donors with one endowment, and major gift donors with two or more endowments suggests that each donor type experiences stewardship and OPR differently. Specifically, as donors deepen their giving relationship with an institution, they experience stewardship and OPR outcomes more positively. Additionally, involvement only slightly contributes to this relationship between stewardship and OPR outcomes. Findings also reveal that stewardship may include only three strategies, including a new concept called respect. Implications for fundraising practice and theory are made.     

Evaluating the effectiveness of a programme for improving the participation and academic success of an underrepresented minority group in New Zealand

Pacific peoples are a minority under-represented ethnic group in higher education in New Zealand. This article explores the effectiveness of a specific programme, which sought to improve outcomes of Pacific students in the tertiary environment. The aim of the evaluation was to determine the effectiveness of an intervention programme (2013–2015) to increase the participation and academic success of Pacific students in the first year in Health Sciences. The study found the academic results of Pacific students who participated in the intervention programme were significantly better compared to those who did not. The findings inform future research, suggesting that, when assessing the effectiveness of a programme, it is useful to explore the performance of the whole cohort separately to those who declared intention or interest to attend the programme. Strategies to support participation of each of these groups are likely to be different. Having a standardised approach when comparing groups will adjust for any confounding factors or prior differences. This will allow a more accurate assessment of the effectiveness of the programme being evaluated. This paper presents the importance of a robust approach to the delivery and evaluation of intervention programmes for improving outcomes for underrepresented students in the tertiary environment.     

Preparing Social Work Graduates for Digital Practice: Ethical Pedagogies for Effective Learning

ABSTRACT

Debate has arisen in social work about the value of online education, with proponents providing examples of innovative approaches to online teaching and those against it citing the need for face-to-face interactions to suitably teach and assess social work skills. At the same time, social workers are increasingly making use of social media, websites, online databases, email, and text messaging services for work with clients. Consequently, social workers must be adequately prepared to make use of online technologies in their practice. Drawing on examples of online interactive activities used at two regional universities and informed by Chi’s conceptual framework of cognitive processes of learning, this article argues that learning via information and communications technology (ICT) helps prepare graduates for emerging digital practice and should be an integral part of social work education. Further, ICT enables educators to monitor the levels and quality of student rehearsal of practice skills and knowledge in interactive learning experiences helping promote competent practice, grounded in social work values.     

Combined military training and academic instruction in Eritrea

ABSTRACT

The study explored public perceptions on the combined military training and academic instruction in Eritrea. The sample consisted of 100 school leavers, 10 parents, and 20 teachers. The research instruments were questionnaire and interview guide. The findings revealed that the combined military and academic instruction was perceived to be negative, since it is government imposed and puts more emphasis on military training and the harsh military environment in which academics is carried out. However, learning diverse skills, promoting national unity, and creating patriotic spirit were mentioned as some positive outcomes of the system. The study recommends that the government needs to carry out the military training and academic studies in separate locations, liberalize education, and enable parents to have a voice in school decisions.     

“融合教育”背景下学前特教专业人才培养实践探索

“融合教育”背景下学前特教专业人才表现出复合型和实践型两大特征。针对“融合教育”背景下学前特教专业人才特征,我院学前特教专业积极深化人才培养改革工作,通过构建“三模块结合”专业课程体系,实施“三课堂结合”一体化育人,实施“三方结合”共建实践平台等实践探索,较好地解决了学生知识技能结构不完善、学生专业思想不稳定、专业技能薄弱及实践能力不强等问题,改革实践取得较好效果,专业人才培养质量明显提升。     

Making it relevant: how a black male teacher sustained professional relationships through culturally responsive discourse

What we know about the experiences of black teachers is limited, especially considering the vast amount of research conducted on and about black boys and young men. This article describes and analyzes how a black teacher at a suburban high school in the Midwestern United States negotiated professional relationships through culturally relevant discourse. Anthony Bell was the only black male teacher participating in a classroom discourse analysis study group at a diverse suburban high school. Throughout the course of the semester, Anthony’s stated objective for learning discourse analysis was to understand, structure, and facilitate more productive conversations with a struggling student teacher he was mentoring. Yet Anthony also used his discursive inquiry to “trouble the water” in his classroom and in the study group workshops. Participation in the study group provided Anthony with metalinguistic tools to critique his interactions with his students, student teacher, and professional peers. Anthony’s analyses of his own teaching, his student teacher’s work, the study group, and the school index themes in critical and critical race theory in education. As he became a teacher researcher, Anthony reported a greater sense of professional self-efficacy, eventually facilitating a successful workshop at a national teacher conference. Anthony’s case is an exemplar of the unique and critical role of black men who teach, as well as the imperative of practitioner research within the current climate in teacher education.