河南省城镇、农村中学体育教育均衡发展研究——基于豫南8市的调查研究

通过对教育均衡发展内涵的理解延伸至体育教育均衡发展的解读,运用文献资料法、问卷调查法以及数据统计法对豫南8市城镇、农村中学体育教育现状进行探究,并提出构建自身发展模式,平衡城乡资源分配,建立资源共享模式,完善监督激励政策,为促进城乡之间的均衡发展提供一定的参考。     

Improving Risk Management: From Lame Excuses to Principled Practice

The three classic pillars of risk analysis are risk assessment (how big is the risk and how sure can we be?), risk management (what shall we do about it?), and risk communication (what shall we say about it, to whom, when, and how?). We propose two complements as important parts of these three bases: risk attribution (who or what addressable conditions actually caused an accident or loss?) and learning from experience about risk reduction (what works, and how well?). Failures in complex systems usually evoke blame, often with insufficient attention to root causes of failure, including some aspects of the situation, design decisions, or social norms and culture. Focusing on blame, however, can inhibit effective learning, instead eliciting excuses to deflect attention and perceived culpability. Productive understanding of what went wrong, and how to do better, thus requires moving past recrimination and excuses. This article identifies common blame‐shifting “lame excuses” for poor risk management. These generally contribute little to effective improvements and may leave real risks and preventable causes unaddressed. We propose principles from risk and decision sciences and organizational design to improve results. These start with organizational leadership. More specifically, they include: deliberate testing and learning—especially from near‐misses and accident precursors; careful causal analysis of accidents; risk quantification; candid expression of uncertainties about costs and benefits of risk‐reduction options; optimization of tradeoffs between gathering additional information and immediate action; promotion of safety culture; and mindful allocation of people, responsibilities, and resources to reduce risks. We propose that these principles provide sound foundations for improving successful risk management.     

Infusing Career Development to Strengthen Middle School English Language Arts Curricula

An approach is presented for strengthening middle school standards‐based English language arts (ELA) classroom instruction by infusing theory‐ and research‐supported career development constructs and practices. Over an 8‐week period, 90 urban 7th graders participated in an integrated ELA–career development curriculum. Career agency emerged as an important construct for students. It was related to key markers of ELA achievement (i.e., standardized test scores, grades, and positive change in 6th‐ to 7th‐grade test scores) and elaborated on in nuanced ways by students in their written narratives. Four themes related to career agency were identified in student writings: time perspective, challenges of self‐direction, career development, and social and emotional development. Advantages for students and schools related to synergy, scale, and sustainability are discussed.     

论我国社会教育中的儿童参与权法律保障

在对儿童开展社会教育时，确保儿童的参与是极为重要的，但现实中儿童的参与严重不足，亟需法律保障。现行相关法律虽对于社会教育中的儿童参与权保障已经作了规定，但是这些规定存在诸多不足，难以有效保障社会教育中的儿童参与权，与《儿童权利公约》的要求不相适应。因此，我们应该尽快更新社会教育中的儿童参与权法律保障的理念，完善相关法律，促进相关法律的系统化，强化相关法律规范的可操作性，特别是要加强社会教育中的农村儿童参与权法律保障。     

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.     

国际组织与成员国法律责任多重归属问题研究

国际组织和成员国的法律责任归属问题一直以来都是国际法争论的话题。政府间国际组织作为一类国际法主体,应独立承担法律责任。但在实践中,成员国在执行国际组织决议的过程中往往滥用国际组织法律人格,其行为不仅是国际组织法律人格的体现,还代表了自己的意志,造成法律责任归属不明。以此种争议情形为研究对象,结合1999年的使用武力合法性案,2007年欧洲人权法院的拜拉米案和萨拉马提(Behrami/Saramati)案、阿尔吉达(Al-Jedda)案以及2014年海牙法院关于斯雷布雷尼察(Srebrenica)诉荷兰案的相关判决,借鉴国外学者近几年的相关研究,认为应当坚持国际组织和成员国法律责任的多重归属。围绕责任多重归属原则的确立过程,通过对2011年《国际组织责任条款草案》相关条文的分析,明确了行为归属与责任归属的关系:只有确定行为归属之后,才能确定责任归属;为了最终确定责任的多重归属,提出以有效控制为标准认定行为归属,并明确这种有效控制是对具体行为的事实控制。     

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.     

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.