关于“研学结合”教学改革的理性思考

本文从“研学结合”教学改革的核心内容、理论基石、综合实践方式、效能评价等四个方面进行理性思考和梳理,以期能够基本客观、较为全面地描述这一高职教育教学改革实践,为进一步推广实践经验,促进财经类高职人才质量提升,形成优秀的有特色的实践成果奠定理论基础.     

Lone Parents and Welfare‐to‐Work in England: A Spatial Analysis of Outcomes and Drivers

Mirroring changes across nations of the Organisation for Economic Co‐operation and Development, recent UK governments have redrawn lone parents' entitlement to social assistance benefits ever tighter around participation in the labour market. A radical shift since 2008 has been the gradual transfer of most non‐employed lone parents into the ‘activating’ Jobseekers' Allowance (JSA) regime. The enhanced conditionality requirements of this JSA regime have been justified by both paternalistic and contractualist arguments but, however justified, are built on the premise that behavioural factors drive lone parent employment outcomes, a view made increasingly forcefully under the current Coalition government. This article uses up‐to‐date administrative data at local authority level across England to provide a geographical perspective into the sub‐national changes in lone parent employment outcomes since the transfer to JSA from 2008, as well as the relevant importance of the alternative structural and behavioural accounts to these outcomes. The findings suggest that the JSA transfer has increased lone parent employment, that structural rather than behavioural drivers are more relevant causal factors and that there is good reason to be concerned about the effect of the reforms on the well‐being of lone parents and their children.     

和谐语境下农村小产权房规制问题研究 —以民生利益为探究视角

在农村小产权房热销的同时,建设部作出了关于购买新建商品房的风险提示,国务院常务会议上也明确叫停小产权房的销售,农村小产权房争议再度升温,对于农村小产权房的合法化问题说法不一.文章基于风险与利益的博弈对农村小产权房的内质予以厘定,从利益驱动角度探究农村小产权房的成因,并通过农村小产权房的弊病分析得出其存在的风险,进而以民生利益为探究视角对农村小产权房的合法化进行检讨,最终在和谐语境下,从防治结合的探索进路提出分类规制的解决思路.     

高校学生党建工作绩效评价指标体系研究

目前,高校在学生党建过程中普遍存在重视过程管理、忽视结果管理和评价管理,这在一定程度上影响了高校学生党建工作的成效。本文结合高校党建实际,探索构建一套具有科学性和可操作性的绩效评价指标体系,来加强高校学生党建工作绩效管理。     

大学生网络购物感知风险评价体系研究

本文根据大学生网络购物的特点,提出了大学生在网络购物过程中的各感知风险因素,通过问卷调查对西安市几所高校的大学生进行网络购物各个风险因素的实证研究,利用SPSS工具从有效问卷中提炼出了大学生网络购物过程中的五大感知风险维度,建立了大学生网络购物感知风险评价体系,并为网络企业针对大学生进行网络营销提出了具体对策。     

高等教育问题的“中国式”思考路径——读别敦荣教授的《高等教育管理与评估》

别敦荣教授的《高等教育管理与评估》一书体现了我国学者用“中国式”的思维和语言来思考和表达对我国高等教育的态度、观点和价值判断,反映出理论研究与实践研究紧密结合、理论研究的前瞻性和现实性、概念运用的规范性和准确性等特点。     

Understanding multi-methodology: Evaluating the perceived impact of mixing methods for group budgetary decisions

This paper reports on the design and implementation of a multi-methodology intervention intended to support a budget prioritisation decision by a multi-organisational group tasked with tackling the problem of teenage pregnancy in an English borough. The intervention approach involved the combined use of cognitive/causal mapping and a multi-criteria decision analysis method to develop and prioritise a number of projects aimed at alleviating issues associated with teenage pregnancy. The paper describes and discusses the process of developing and applying the intervention approach, and provides an evaluation of its perceived impact by the client group. Drawing on the rich seam of data gathered over the course of our work with the multi-organisational group, we explore the varying degrees of impact that the mapping and multi-criteria evaluation methods achieved during and after the intervention. Analysis of the intervention data suggests that both methods were perceived to facilitate a different way of thinking and learning. In addition, we find that the mapping and multi-criteria evaluation methods successfully addressed participants' democratic and rational concerns. However, despite these reported positive effects, the full recommendations of the intervention were not implemented. An attempt is made to explain this outcome in terms of both the multi-organisational context within which the intervention took place and the nature of the group task. Directions for further research are then proposed.     

以信息化与虚拟仿真推动职业教育教学改革

信息化正在推进和虚拟仿真教学,最终目标是要建立功能齐全的资源管理平台和内容丰富的资源库,虚拟仿真使职业过程在教学中的演绎变得可能,这为职业教育改革提供了重要抓手。     

“Try to make it seem like we're regular kids”: Youth perceptions of restrictiveness in out-of-home care

While there are several measures of living environment restrictiveness, none has used the youth perspective in conceptualizing and operationalizing restrictiveness. The purpose of this qualitative study was to obtain the perspectives of child welfare involved youth who have lived in out-of-home care. Using focus group methodology, 40 youth were asked to define restriction and give examples of how it is operationalized in practice. Youth defined restriction as “rules”. The rules were about what youth can do, where they can go, who they can be with and how and with whom they can communicate. These rules were primarily characterized as inconsistent, arbitrary, non-individualized and developmentally inappropriate, although some characterized them as beneficial in the long term. Rules were mostly attributed to adult need for power and avoidance of legal responsibility for the youths. Typical feelings about the rules were anger, resentment, feeling labeled, isolated and stigmatized. Relationships influenced perceptions: within a positive relationship, youth understood and tolerated the rules that limited independence. The perception of what were normal restrictions for other youth not in out-of-home care was another influencing factor. These findings are examined in light of cognitive and affective development in adolescence. Recommendations for improving the measurement of living environment restrictiveness as well as enhancing child welfare services are proposed.     

Increasing college access for youth aging out of foster care: Evaluation of a summer camp program for foster youth transitioning from high school to college

Young people who transition from the foster care system face many challenges including lack of support and other educational barriers. They are less likely to graduate from high school than their counterparts and go on to college yet despite challenges, many succeed and take advantage of higher education programs.In Michigan, a state with one of the highest percentage of youth in foster care, Michigan State University developed a small scale, targeted intervention to help transitioning foster youth achieve their goals of pursuing higher education. Led by the School of Social Work in collaboration with other colleges and disciplines, it was demonstrated that a campus based learning program for transitioning foster youth can help contribute toward a perceived increase in knowledge and information about college life, funding and admissions procedures. The educational process involved peer support, role modeling, mentoring and active learning sessions led by the faculty and students who were often foster care alumni themselves. Leaders and speakers came from a range of disciplines, institutions and organizations. This approach and curriculum contributed to perceptions of the camp as enhancing life skills, self-concept, empowerment and sense of purpose. Consequently, this program contributed to the resilience of those who attended and potentially helped build steps from care to higher education.