高师体育教育改革的研究与实践

通过对中学教师自身健康、体育锻炼和体育能力状况调查研究 ,提出新世纪加强高师体育教育必要性 ,高师体育教育指导思想 ,及加强高师体育教育对策     

维持根斯坦后期哲学思想对当代语言学的影响

维持根斯坦（L．Wittgenstein）始终把语言作为哲学研究的唯一对象,坚持通过语言分析解决哲学问题。他后期的语言观直接导致了日常语言学派的产生。日常语言学派从人们的行为对语言的影响的角度研究语言,把语言看作是人闪的一种言语行为,在言语行为中寻求语言的意义。维氏后期的某些哲学思想成为当代一些新兴语言学派的理论基础。     

师范院校通识教育的实施策略

基于通识教育的内涵和师范教育的特性,师范院校通识教育的使命体现在两个层面:终极层面,即"完整的人"的培养;专业层面,即教育信念的培养。师范院校通识教育在理念、课程、教师、教学方式、教学管理等方面还存在问题。改进和完善师范院校通识教育,必须首先确立科学的通识教育理念,明确通识教育的使命,加强对通识教育理念的宣传;从通识教育的理念和使命出发,顶层设计通识教育课程体系;强化通识教育师资建设,建设一支专、兼结合的优质通识教育课程师资队伍;创新通识教育教学方式,积极推进小班讨论教学、研究型教学,强化经典导课程教学,在专业方向课程教学中融渗通识教育,将专业教育和通识教育有机结合;加强通识教育管理工作,探索建立全校层面的通识教育机构,建立通识教育质量评估反馈机制,建立通识教育课程教学助教制,实施双导师制,推进优质通识教学资源共享。     

The socioeconomic consequences of dropping out of high school: Evidence from an analysis of siblings

There is widespread belief that dropping out of high school leads to economic hardship. This belief rests on tenuous evidence. High school dropouts likely face an increased risk of economic hardship because of differences beyond a high school diploma. In particular, dropouts are more likely to come from disadvantaged backgrounds and thus face an elevated risk of economic hardship. Using data from the National Longitudinal Study of Youth 1979 Cohort, I estimate the consequences of dropping out by comparing dropouts to their siblings who completed high school. I also present OLS regression estimates using the same data. OLS regression estimates are consistently higher than sibling fixed effects estimates with the largest discrepancy occurring between estimates of the effect of dropping out on income-to-poverty ratio. However, the sibling fixed effect estimates reveal that dropping out has an effect on economic hardship net of unobserved background characteristics that are shared by siblings. I conclude with a discussion of how recent policy shifts affect the economic standing of low-ability students and suggest avenues for future research.     

Students’ health engagement and affective relations in Danish upper secondary school

To increase our understanding of the dynamics of young people’s embodied engagement in health, this article analyses Danish upper secondary school students’ understandings and practices of health and the role of the school environment in these dynamics. Participatory, visual and narrative data were collected during fieldwork with 37 students aged 16–17. Deleuze and Guattari’s philosophy of the body is applied to analyse the affective relations and emerging body-health assemblages within the students’ school life, which generated force and vitality (here conceptualised as health). Through becoming within sensuous, social and political body-health assemblages, the students attempted to curb school stress, sustain social belonging in an individualistic school environment and both reproduce affirming power discourses and subvert their territorialisation. The study proposes an analytical shift in perspective on young people’s health away from an individualistic ‘components approach’ towards a relational understanding, and suggests that students’ health at school relates to collectivity, quality, rhythm and co-produced engagement, rather than individuality, quantity, rules and performance, which increasingly characterise Danish health discourse and school policy.     

Alone and adrift: The association between mass school shootings,school size,and student support

Background

School shootings have approached epidemic levels in recent years. While mental illness is undoubtedly involved in nearly all cases of mass school violence, we sought to determine how environmental context may exacerbate preexisting personal factors. The present study investigated the associations between mass school shootings, school enrollment size, student–teacher ratios, and student transitions.

Agreement and discrepancy between children,parents, and social workers on school‐based effort avoidance in child welfare services

A multiperspective approach is beneficial for obtaining reliable and multifaceted pictures of child behaviour problems. The goal of the present study is to examine interrater agreement on school‐based effort avoidance between children receiving child welfare services, parents, and social workers. Given previous findings, interrater agreement is expected to be low. Self‐reported data on school‐based effort avoidance were gathered for children and adolescents in child welfare services. Additionally, social workers (using the Teacher‐Report Checklist for social and learning behaviour) and parents (using the parallel version of the self‐rating questionnaire on school‐based effort avoidance) were asked to complete an external assessment tool to compare children's perspectives with the ratings of significant adults. The results confirmed significant discrepancies between parents' and children's ratings on effort avoidance tendencies. Furthermore, there were only small to moderate correlations between children's self‐ratings and the adults' assessments; however, the consensus between adults was higher than the interrater agreement between children and social workers. Discrepancies in ratings from multiple informants underline the importance of integrating multiple perspectives, especially children's perspectives, in the diagnostic process in order to plan and adapt appropriate care and treatment.     

Racial/Ethnic Patterns of Kindergarten School Enrollment in the United States

Enrollment into unequal schools at the start of formal education is an important mechanism for the reproduction of racial/ethnic educational inequalities. We examine whether there are racial/ethnic differences in school enrollment options at kindergarten, the start of schooling. We use nationally representative data from the Early Childhood Longitudinal Study‐Birth Cohort (ECLS‐B) to model whether parents seek information about their child's school before enrolling, whether parents move to a location so that a child can attend a certain school, or whether parents enroll their child in a school other than the assigned public school. Results indicate that enrollment patterns differ greatly across race/ethnicity. Whereas Black families are the most likely to seek information on a school's performance, White families are the most likely to use the elite option of choosing their residential location to access a particular school. These differences persist when controlling for socioeconomic status and sociogeographic location. Kindergarten enrollment patterns preserve the advantages of White families, perpetuating racial/ethnic disparities through multiple institutions and contributing to intergenerational processes of social stratification. Research should continue to examine specific educational consequences of housing inequities and residential segregation.     

“Yes,I Can”: Testing an Intervention to Increase Middle School Students’ College and Career Self‐Efficacy

Middle school is the appropriate time for students to begin exploring careers and improving self‐efficacy; however, empirically supported career and college readiness interventions for U.S. middle school students are limited. Examining the effect of an intervention that combined a virtual experience and a local college visit on middle school students (99 girls, 74 boys), the authors found that participating students had higher levels of college and career self‐efficacy than did nonparticipating students. The study shows that a workshop of the online Florida CHOICES program coupled with a campus visit increased middle school student career and college self‐efficacy. Future research should include longitudinal studies and use of diverse populations to improve generalizability of study results.     

Rethinking the Individualized Education Plan process: voices from the other side of the table

Parent involvement in the process of creating an Individualized Education Plan (IEP) is authorized under the Individuals with Disabilities Education Act, a federal law in the United States that ensures children with disabilities have the opportunity to receive a free appropriate public education alongside their peers without disabilities in the least restrictive environment. Yet much research has shown that parents often feel like outsiders during the process. To understand parent perspectives about how educators might help make the IEP process more collaborative and inclusive, this study collected qualitative data from 35 parents of students with disabilities who have worked to develop an IEP with a school team. Our findings provide insight into parent experiences and evidence that parents have many suggestions for how educators can improve the IEP process. In our discussion section, we provide educators with strategies to address parent suggestions.