Beyond the Preschool Years: Children’s Perceptions About Starting Kindergarten

This article describes a research study that investigated three‐ and four‐year‐old Canadian preschool children’s perceptions about starting kindergarten. Findings from 33 focus‐group discussions suggest that children begin to formulate ideas about starting kindergarten prior to school entry. Children’s responses were grouped according to three themes, play versus academic activities and homework; getting bigger but still needing help; and rules. Overall, the responses highlighted their expectations regarding continuity and discontinuity between the two environments. These findings support the position that children should be given the opportunity to contribute to the planning of transition practices.     

教育主体缺失视角下农村校园欺凌成因及治理

家庭、村庄和学校是农村学生成长过程中的三个重要教育主体，三者相辅相成共同构成农村教育主体结构。农村中小学生正是在该结构中获得成长，而农村校园欺凌事件的频发和多发则与其变化相关。农村教育主体结构的变化包括三个方面：一是家庭教育主体的缺位，表现为农村家庭隔代抚育的“不过问”逻辑；二是村庄教育主体的缺位，表现为村庄交往中的村民相互“不得罪”的逻辑；三是学校主体的缺位，表现为学校管理中官僚主义的“不出事”逻辑。这些主体行为逻辑的变化，进而带来了三者之间良性互动的阻隔，包括家庭与学校勾连的中断、村庄对学生和家庭监管的缺位，以及学校对农村社会的脱嵌。治理农村校园欺凌事件，除了法制和规范进校之外，还要搭建新型的教育主体结构，形成多元化、多主体农村校园欺凌的治理格局。     

Racial diversity in the suburbs: how race-neutral responses to demographic change perpetuate inequity in suburban school districts

Suburbs across the US are experiencing dramatic demographic shifts, yet there is little research available on how suburban school districts are dealing with these changes. In this article, we examine the discourses surrounding race and demographic change in three suburban school districts that have been undergoing rapid demographic changes and which contain demographically distinct areas within their district boundaries. Utilizing a critical discourse analysis (CDA) approach, we analyze how the policy context (federal and state) frames actors’ discourses and understandings of race, paying particular attention to the political and institutional factors affecting school policy. We illustrate how the discourse, in turn, is related to the actions (or inactions) taken by district and school leaders to respond to demographic change. We conclude the article by discussing policy implications and potential challenges districts may face in the future if efforts to purposively address racial changes continue to be avoided.     

摩天时代背景下当代城市建设的反思

摩天大楼成为近年来中国城市建设的重要特征。摩天大楼时代到来的同时，也带来了高楼建筑的社会问题，如安全问题、能原消耗问题、投资风险等。欧洲城市在建造高楼方面，保持了克制与理智的态度，欧洲国家纷纷制定各种法令限制摩天大楼的建设。作为河北省省会城市，2008年开始的“三年大变样”，使石家庄的城市建设步入摩天时代。2012年，石家庄市城乡规划局出台了《石家庄市城市风貌特色管理暂行规定》，石家庄将加强城市风貌特色管理，提高城市品位。人与高楼的和谐共融才是城市建筑存在的重要意义，如此，高楼大厦才会有灵魂，城市才会有未     

Social Cognitive Factors,Support, and Engagement: Early Adolescents’ Math Interests as Precursors to Choice of Career

The authors examined the central hypothesis that students’ early perceptions of support and sense of engagement in math classes and math activities strongly influence the broadening or narrowing of their math interest. The focus was on the first wave of qualitative data collected from 5th‐, 7th‐, and 9th‐grade students during the 2007–2008 academic year as part of a longitudinal study. Findings indicate the importance of using group work and extrinsic motivation in middle school math classes to broaden interest; peer classroom behavior was often a detractor of math interest.     

Coming Full Circle: Reoccurring Career Development Trends in Schools

Current state and national mandates focusing on academic achievement have drawn critical counseling resources away from career development. As the world of work radically changes and economic situations remain uncertain, the call for a return to school counseling roots based in career guidance has never been louder. The authors explore reoccurring career guidance trends throughout the history of school counseling to expand awareness of the basis of today's career and technical education discussions and increase understanding of the interconnectedness of career guidance and counseling and educational reform.     

高新企业并购中的人力资源整合管理

在产业升级、结构调整以及经济一体化等因素的推动下,我国高新技术企业的并购规模和数量一直呈现不断上升趋势,并购的地域范围不再限于国内,全球范围的并购案例也迅速增长。越来越多的高新技术企业寻求通过并购方式来提高企业核心竞争能力,谋求企业的可持续发展。然而,并非所有的并购都能成功。     

Using a “child's‐eye view” of social success to understand the importance of school readiness at the transition to formal schooling

Recent research into school readiness has highlighted the importance of not only children's cognitive and socio‐emotional skills, but also the degree to which they have family support in the home. The current study examines the association between social success upon school entry and teacher‐ratings of school readiness as assessed by the Brief Early Skills and Support Index (BESSI), controlling for language ability. Importantly, social success was assessed using a “child's‐eye view” with peer‐reported assessments of both social preference and reciprocated friendships. A total of 244 children (131 boys, M_age = 61 months, SD = 4.78 months) in their first year of formal schooling participated. Child school readiness was found to be important for social preference, with the association being more marked for boys versus girls. Family support was the only independent predictor of children's reciprocated friendships. The use of the BESSI, with its broad scope compared to other measures of school readiness, highlights the importance of focusing both on a child's cognitive and socio‐emotional skills at school entry and their family support when exploring the association of school readiness to children's social success at the transition to formal schooling.     

Seventh-Grade Social Studies versus Social Meliorism

The Wake County Public School System (WCPSS), in the state of North Carolina, has gone through considerable recent effort to revise, support, and assess their seventh-grade social studies curriculum in an effort to serve three goals: comply with the Common Core State Standards (Common Core), comply with the North Carolina Essential Standards (Essential Standards), and create a curriculum that best serves students. Meanwhile, the curriculum theory of social meliorism was conceived of over a century ago. Since its inception it has influenced curriculum development and provided a foundation for many other curriculum theories that all start from an assumption that social meliorism holds to an accepted truth that the purpose of education is to improve society and address its injustices. Given contemporary discussions about how to achieve social justice, this is a philosophy that seems particularly meaningful when thinking about the ways that schools can help to accomplish the goals of social justice. I intend to investigate the seventh-grade social studies curriculum of WCPSS in 2014 and juxtapose it with the goals and ideals of social meliorism, determine how well the curriculum addresses the goals of that curriculum theory, and make suggestions for how a social meliorist might suggest modifying the curriculum to better serve the needs of society.     

中年级小学生笔迹工整性与自信心的关系研究

中文笔迹特征与人格特质关系密切，为了研究中年级小学生笔迹的工整性与自信心的关系，采用罗森博格《自信心量表》和中文笔迹评定材料对125名中年级小学生进行测试。结果发现：（1）中年级小学生自信者和自我感觉平常者比重大，约占95%，自卑者和超级自信者比重小，约占5%；(2)自信心和笔迹工整性正相关显著（r=0.24,P<0.05)；（3）笔迹工整性对自信心具有预测作用，笔迹工整性可解释自信心9.3%的变异（R2=0.093)；(4)笔迹工整性存在显著的性别差异(F=41.62,P<0.05)，男性笔迹得分的平均分显著低于女性。可以得出：（1）中年级小学生自信心状况整体良好；（2）受测者笔迹越工整，自信心越高；（3）笔迹工整性对自信心具有预测作用；（4）性别影响笔迹工整性，男生的笔记工整性不如女生。