“整体循环”阅读教学模式评介

英语教学法在不断地变化,由传统的语法翻译法到交际法到后来的整体语言教学法,这些变化使得外语教学逐渐走向成熟。该文对“整体循环”教学模式的理论进行了详细地阐述,包括它的沿革、应用、现状及前景等,并对“整体循环”教学模式与传统教学模式进行了比较,指出了其优势及可行性。     

Bivariate Longitudinal Model for Detecting Prescribing Change in Two Drugs Simultaneously with Correlated Errors

Bivariate responses of repeated measures data are usually analysed as two separate responses in the literature by several authors. The two responses usually tend to be related in some way and analysing this data jointly presents an opportunity to account for the joint movement, which may impact on the conclusions reached compared to analysing the responses separately. In this paper, a bivariate regression model with random effects (linear mixed model) is used to detect a change if any in the prescribing habits in the UK at the general practice (family medicine) level due to an educational intervention given repeated measures data before and after the intervention and a control group. The message was to increase the prescribing of one drug while simultaneously decreasing the prescribing of another. The effects of modelling a bivariate auto-regressive process are evaluated.     

浅论当代大学生生命教育——由5·12汶川大地震引发的思考

5·12汶川特大地震给灾区人民的生命和财产造成了巨大的损失,并使人们开始改变对生命和生活的态度.在这种背景下,加强对大学生的生命价值观教育、逆境和死亡教育、生命安全教育、生存能力教育是十分必要的.这有助于培养学生的生命关怀意识,引导他们正确面对挫折、坎坷和死亡,增强他们的安全和自我保护意识,从而提高他们的心理适应能力和社会生存能力.     

The assembly of active participation by parents of children subject to a multi‐agency model of early intervention in child and family services

The Common Assessment Framework provides a model of early intervention, which is familiar in local authorities throughout England, and asserts a participatory framework of child and family engagement. This paper is based on a qualitative study of parents and children who were subject to a multi‐agency process of early intervention in children's social care in a local authority in the Midlands of England. I advance the concept of assemblage to consider the basis of an active service user participation as rather more a struggle to achieve than something that has been granted by practitioner agencies. Interview extracts are used to show the enrolment and assembly of participation as a process of service users developing their active human agency in a multi‐agency setting. The article explores the assembling of skills in administration and management of meetings and plans, accessing knowledge and expertise through service user networks, and challenging professional expertise and institutional space while developing personal qualities of confidence and voice as a means of marshalling an effective participation in a multi‐agency setting.     

跨文化视域下全人教育思想及其实践

全人教育就是要培养博雅通达、全面发展的“完整的人”，即所谓“全人”。全人教育是一种跨文化的人才观，是西方全才教育观与中国通才教育观碰撞与交融的结果。全人教育的哲学思想强调人的整体发展与相互联系，且依据超人心理学理论认为人有巨大发展潜能可挖掘。全人教育的基本原则和教育准则通过寓全人教育的价值于有意义生命之中。语言教育学家李筱菊在实践中结合人本主义与东方哲学智慧，从跨文化视域诠释了全人教育，并落实到辩证的教育观、全面发展的学生观、全人发展的语言教育观三个方面。     

Are the voices of parents heard? A scoping review of satisfaction in parenting programs

Parenting programs are an effective approach to promote positive parenting. In evidence-based practice, client’s values and preferences contribute to promoting quality, and are a crucial component of service evaluation. The current scoping review summarizes quantitative research that examines parental satisfaction with parent training for families with child conduct problems. We aimed to know how much research had been undertaken; what measures have been used; and what were the findings related to parental satisfaction. A scoping review was conducted to retrieve peer-reviewed original articles.Out of 420 papers 5.5 % obtained data on parental satisfaction. Seven different measures were used, mainly Therapy Attitude Inventory and Client Satisfaction Questionnaire. Out of 23 papers, ten studies reported Cronbach's alpha coefficients on the assessment that was used to evaluate parental satisfaction. All of the 23 included studies found that parents are very satisfied with the parenting program they have received.The findings indicate that only a few studies included parents’ values and preferences in quantitative evaluation studies on parental programs. In addition, there is a limited arsenal of assessment tools to measure what matters to parents. There is a need to develop measures with high psychometric quality, which will promote more quality in service evaluation.     

A principles-focused evaluation of community mental health short-term case management

Principles-focused evaluations allow evaluators to appraise each principle that guides an organization or program. This study completed a principles-focused evaluation of a new community mental health intervention called Short Term Case Management (STCM) in Toronto, Canada. STCM is a time limited intervention for clients to address unmet needs and personalized goals over 3 months. Findings showcase that a principles-focused evaluation, assessing whether program principles are guiding, useful, inspiring, developmental and/or evaluable (GUIDE), is a practical formative evaluation approach. Specifically, offering an understanding of a novel intervention, including its key components of assessment and planning, support plan implementation and evaluation and care transitions. Findings also highlight that STCM may work best for those clients ready to participate in achieving their own goals. Future research should explore how best to apply the GUIDE framework to complex interventions, including multiple principles, to increase evaluation feasibility and focus.     

当下人文知识分子对农村介入的困境及出路

纵观历史,人文知识分子对农村的介入是十分必要的,但是由于当下人文知识分子自身定义的模糊,自身诉求的不同,以及其文化资本与政府政策的脱节,导致了人文知识分子与农村关系的＂断裂＂。＂和合＂是解决人文知识分子介入农村的较好手段。要达到两者的＂和合＂局面就必须以社会主义核心价值观为中轴;促进教育改革,吸引并留住外来人才;保障＂文化资本＂向经济、社会资本的转化;放宽体制的钳制等。     

Indirect effects of the Family Check‐Up on youth extracurricular involvement at school‐age through improvements in maternal positive behavior support in early childhood

Extracurricular involvement in the school‐age years has widespread potential benefits for children's subsequent socioemotional development, especially for low‐income youth. However, there is a dearth of research on interventions aimed at increasing school‐age extracurricular involvement in low‐income youth. Thus, the present study aimed to test the collateral effect of a brief, family‐focused intervention for low‐income families, the Family Check‐Up, on children's school‐age extracurricular involvement via improvements in maternal positive behavior support (PBS) in early childhood. The sample (n = 630, 50% female, 50% White, 28% Black/African American) represented a subsample of families from the Early Steps Multisite Study. At the age of two, families were randomly assigned to the Family Check‐Up or Women, Infants, and Children Nutritional Supplement Services as usual. Mother‐child dyads participated in observed interaction tasks at child ages 2 and 3 that were subsequently coded to assess PBS. Primary caregivers reported on children's school‐age extracurricular involvement at ages 7.5, 8.5, and 9.5. Results indicated that although there was not a direct path between intervention status and children's school‐age extracurricular involvement, a significant indirect path emerged from intervention group to changes in PBS between ages 2 to 3 to children's school‐age extracurricular involvement. The results are discussed in terms of implications for designing preventive interventions in early childhood that promote extracurricular involvement at school‐age, particularly for children at risk for maladaptive outcomes.     

Foster carers' experiences of a paired reading literacy intervention with looked‐after children

Previous studies have shown that paired reading, a structured literacy intervention, is a promising method for improving looked‐after children's literacy skills. The aim of this study was to explore variations in foster carers' experiences of conducting the intervention. Interviews were carried out with 15 Swedish foster carers with varying experiences in programme compliance and of practicing the method. Findings suggest that the intervention process starts with getting carers involved, which seems to be dependent on a positive carer attitude. Integrating the reading training in the everyday life is another important aspect, which evolves around motivating the child and prioritizing the reading sessions. Furthermore, the results emphasize the need of having a flexible approach when delivering the intervention. The results suggest that it is possible to engage foster carers in literacy training for looked‐after children and that paired reading can provide a model for competent reading and also result in improved child/carer relations. However, participants need support, and in some cases adjustments in the day‐to‐day delivery of the intervention are required.