跨越教育学和社会学学科边界的学术职业研究

本文从社会学研究和教育学研究两个领域讨论了学术职业的概念及其研究的发展脉络,指出学术职业研究跨越学科专业的边界,在教育学领域兴起、发展迅速.其原因在于科技创新的要求以及学术职业重要地位的显现.但今后还需进一步去学科边界,融合两个学科的理论、方法、研究团队,推动学术职业的研究取得突破性的进展.     

论井冈山、中央苏区时期我党以民主监督推动反腐倡廉建设的基本经验

我党在井冈山、中央苏区时期就非常重视依靠民主监督的力量推动廉政建设，逐步形成了以民主监督制度为根本的反腐倡廉有效机制。党在井冈山、中央苏区时期以民主监督推动反腐倡廉建设的基本经验主要有：服从和服务于革命战争的需要；真正地贯彻群众路线；党的领导始终起着核心作用。     

略论中央苏区瑞金县的农业生产

在土地革命时期,以瑞金为中心的中央苏区是全国最大的革命根据地。为了巩固和扩大革命根据地,中国共产党和苏维埃政府就必须进行经济建设,而经济建设的首要任务是恢复和发展农业生产。瑞金作为红色首都和中央直属县,首当其冲地担负起了这一历史重任。在苏维埃政府的领导组织下,瑞金苏区农业经济发展很快,1933年粮食增产15%以上,为中央苏区的巩固和扩大做出了巨大的贡献。     

Cleansing violence in the Tajik Civil War: framing from the dark side of democracy

This paper examines the violence in the Tajik Civil War (1992–1997). The actions of both sides mimicked ethnic cleansing as civilian settlements were targeted. The fragmented ethno-regional identities of the republic had historically lived together peacefully, so this style of violence was unanticipated. However, its patterns resemble similar events in the past 40 years that have been examined by other scholars. By conceptualizing it as a modern phenomenon that can be compared to, I develop a better understanding of this form of violence in the Tajik Civil War and place it within scholarly work on ethnic cleansing.     

e-Participation: Comparing Trends in Practice and the Classroom

This article reports an assessment of the growing use of Internet-based public participation methods, e-participation, in planning practice and university-level planning education in the USA. After documenting results from case study reviews of practice and a web-based survey of planning faculty, a comparative analysis reveals that academic programs are incorporating a range of e-participation tools; however, there is a need to increase curricula content to mirror trends in planning practice. The article concludes with recommendations on how to build on the strengths and to address the weaknesses observed in this study to better prepare students for the demands of planning practice.     

From dechristianization to laicization: state,Church, and believers in Russia

The history of twentieth-century Russian Orthodoxy has been written largely in terms of the Church and state, martyr and oppressor, all within the traditional paradigm of ineluctable, ubiquitous secularization. This article shifts the focus from Bolshevik and bishop to believer, framed within the more recent model that emphasizes “believing without belonging”. While that new paradigm fits the Russian case, the latter certainly had unique specifics: it was precisely the coercive disestablishment of the Church that empowered parishioners and inadvertently laid the foundations for the post-Soviet religious revival. While the depth and meaning of that revival is open to dispute and calibration, it has unquestionably posed a dramatic contrast to contemporary Europe.     

Leadership education for English language learners as transformative pedagogy

This qualitative case study investigates the transformative power of a leadership course designed for immigrant secondary school students learning English as an additional language with a social justice orientation. Course projects allowed the students to get involved in tutoring, present at a conference on intercultural education, deliver equity presentations and role model presentation skills for their peers by discussing topics such as Canadian culture, showcase their talents from their L1 cultures and give advice on how to integrate into the school and to lead activities to create school spirit by sharing music from their culture, running a ‘thank your teacher’ campaign, or taking the lead with an international humanitarian cause. The teacher’s plans and notes, course assignments, video footage of students presenting a conference workshop and monthly feedback forms were the data that allowed us to understand how transformative pedagogy was enacted by the teacher and experienced by the students in one Canadian secondary school with a very diverse student population.     

Conformists & mavericks: introducing IT-enabled plurilingual pedagogy informed by the CEFR in high school French immersion

This exploratory case study investigates pathways taken by a Canadian French immersion high school teacher invested in pedagogical change. To fairly evaluate the successfulness of her attempt to effect change, Cummins’ ‘framework of coercive and collaborative relations of power manifested in macro- and micro-interactions’ was employed. Its use shed light on the structural adaptations needed for the innovation she was attempting to introduce to succeed. The teacher wanted to introduce plurilingual pedagogy informed by the Common European Framework of Reference for Languages (CEFR) into a French-medium content-based course by drawing on student ease with using technology such as i-Movie. The findings gained through an analysis of classroom-based observation, interviews, documents and artefacts suggest the structural challenges she faced led her to make decisions at odds with her beliefs and goal of implementing innovative pedagogy (she modified a key aspect of a social justice task). They further suggest a mismatch between what she anticipated student reactions to the innovation would be as compared to their actual reactions. Students welcomed the chance to draw on their out-of-school digital knowledge to reflect their (linguistic) identity through their work, suggesting IT-enabled plurilingual pedagogy informed by the CEFR merits further exploration.     

‘I’m not a quants person’; key strategies in building competence and confidence in staff who teach quantitative research methods’

Initiatives, like the UK ESRC’s RDI/CI programmes and the Q-Step Centres, have a long-term aim of addressing the well-documented decline in the pool of academics able and willing to teach quantitative methods (QM). However, these initiatives will take time to make an impact; therefore, the upskilling of current staff is a vital strategy if we want to maintain QM in curricula. This paper draws on findings from the ESRC RDI project, ‘No More Pointy Clicky, numbers stuff; building staff quantitative skills’. This project focussed on upskilling staff in a large Sociology department. The project was committed to delivering training to develop staff competence in QM; however, it became clear that this alone would not be sufficient to build staff confidence. Therefore, the project rolled-out a more complex strategy that addressed a range of central issues, including, pedagogy, infrastructure, Departmental resourcing and strategy, and staff worldviews, which this article explores.     

马仲英军事失败原因探微

在分析大量史料的基础上,文章认为,马仲英的军事失败应为苏联排斥日、英帝国主义势力、藉以独霸新疆的结果。