Literacy:一个生态学的隐喻

回顾和分析关于Literacy的几个隐喻,讨论新Literacy研究的源起,认为生态学观点最能反映Literacy的心理学、语言学、社会学等多学科意义及其对社会经济、政治文化、教育的作用。     

“Double-dose” English as a strategy for improving adolescent literacy: Total effect and mediated effect through classroom peer ability change

“Double-dose” coursework has become an increasingly popular strategy to assist low-performing students succeed in academic coursework. Chicago implemented a “double-dose” English policy in 2003. This policy not only provided additional instructional time to struggling readers, but also intensified skill-based sorting in English classes. I use policy-induced variation to infer the policy effect on students’ reading achievement and the effect mediated by classroom peer ability change. Results show very weak, but positive effects of taking double-dose English for students with average skills. However, potential benefits of doubled instructional time are likely to be offset by negative effects of declines in classroom peer ability. Students with very weak skills experienced minimal change in classroom peer ability, and two-period coursework is likely to benefit these students.     

女性社会地位与总和生育率

在审视现有衡量女性社会地位的指标体系并用主成分分析法构建出新的指标体系的基础上,依据联合国人类发展报告中提供的数据,对全世界36个具有代表性的国家的女性社会地位与总和生育率的关系进行了研究分析,对最不发达国家进行了补充性分析。研究表明:一个国家女性的社会地位越高,总和生育率越低;一个国家的妇幼医疗保障水平对该国生育率的变动有着特殊重要的意义。     

高校大学生信息导航服务实践与启示——以佛山科学技术学院为例

阐述大学生信息导航队伍成立的背景、作用和意义,分析该队伍开展信息导航服务的实践和效应。指出开展学生信息导航服务,有利于发挥大学生的信息技术优势,是创新与发展地方院校信息素质教育的重要举措。     

《大学语文》教学中的教师主体性研究

由于日益物质化、功利化的社会大环境的影响和课程自身的弱点等原因,作为大学人文素质教育的"先驱"和"主干"课程的大学语文濒临被弱化和边缘化的艰危处境,作为从教多年的大学语文教师,试结合自己的教学实践,从教师这一视角论述如何充分发挥教师的主体能动作用,为大学语文教学走出困境尽其绵薄之力。     

新媒体时代高校辅导员媒介素养的提升路径探析--基于高校舆论安全的视角

大学生作为新媒体使用最为集中的人群,他们对新媒体的认知、选择和使用,关系到高校舆论安全。与之关系密切的辅导员是引导其正确对待新媒体的重要群体,这个群体的媒介素养直接影响到大学生对新媒体的理性认知与科学使用。本文在分析新媒体时代信息传受关系变化的基础上,探究媒介素养内涵的新变化与新要求,尝试建构辅导员媒介素养提升的路径：成立专业教育机构;媒介素养教育制度化建设;媒体专业知识培训;媒体接触日常化等。     

Using client exit interviews to illuminate outcomes in program logic models: a case example

This paper describes how client exit interviews can assist human service administrators and workers to better understand the outcomes their programs are designed to accomplish. Specifically, the qualitative component of a demonstration family literacy program evaluation is used to illustrate how client input can be used to fine-tune the outcomes component of a program's logic model. An analysis of semi-structured exit interviews with 35 clients, who were randomly selected from all 89 served in the first year of the program, resulted in revision to the program's original logic model, creating explicit ‘testable’ pathways to achieving intended outcomes.     

儿童信息危机与对策探析

儿童信息危机包括信息泛滥、信息污染、信息虚拟和信息图像化，其主要影响体现在三个方面：儿童加速了“成人化”倾向，呈现出“催赶式”的成长状况；儿童读写能力下降，深度思考和逻辑思维能力欠缺；儿童无法准确提炼有效信息，易受不良信息和虚拟信息的误导。应对儿童信息危机的对策如下：保护儿童的权利，与儿童共享信息权；注重儿童的媒介参与，加强媒介素养教育；制定和完善国家信息政策，颁布儿童互联网保护法律；加强信息监督管理，提高专业人员的媒介自律精神；注重印刷媒体的使用和推广。     

Cohort patterns in adult literacy skills: How are new generations doing?

Skills are core elements of the socio-economic prospects of individuals, while they also improve national productivity, growth and social cohesion. Understanding how skills evolve over time and what drives their evolution has become a policy priority of many European countries. Using the 1994–1998 International Adult Literacy Survey (IALS) and the 2012 Survey on Adult Skills (PIAAC) we build synthetic cohorts and examine how the population gains, loses or preserves cognitive skills (literacy) over time. While, as expected, deterioration in the level of skills due to ageing is common to almost all the European countries studied, for some of them concerns arise for the occurrence of skill deterioration across generations, especially among less well-educated and medium-educated individuals. Certain countries appear to be doing a poorer job in providing the necessary literacy skills over successive generations.     

Selling students short: Racial differences in teachers’ evaluations of high,average, and low performing students

Education scholars document notable racial differences in teachers’ perceptions of students’ academic skills. Using data from the Early Childhood Longitudinal Study-Kindergarten Cohort, this study advances research on teacher perceptions by investigating whether racial differences in teachers’ evaluations of first grade students’ overall literacy skills vary for high, average, and low performing students. Results highlight both the overall accuracy of teachers’ perceptions, and the extent and nature of possible inaccuracies, as demonstrated by remaining racial gaps net literacy test performance. Racial differences in teachers’ perceptions of Black, non-White Latino, and Asian students (compared to White students) exist net teacher and school characteristics and vary considerably across literacy skill levels. Skill specific literacy assessments appear to explain the remaining racial gap for Asian students, but not for Black and non-White Latino students. Implications of these findings for education scholarship, gifted education, and the achievement gap are discussed.