小学高年级儿童气质对父母教养方式的影响

采用MCYQ儿童气质问卷和EMBU父母教养方式评定问卷调查了80名小学四、五年级学生的气质及其父母的教养方式。结果表明：小学高年级儿童的气质只与父母教养方式的情感温暖、理解，惩罚严厉和拒绝否认三个维度显著相关。儿童气质对父母教养方式的影响存在共性和差异，节律性、适应性和坚持性与父母亲的教养方式都显著相关，而情绪、注意品质和反应阈只和母亲的教养行为显著相关。影响父母教养方式的积极气质因素为节律性强、适应迅速、坚持性强和注意不易分散，消极因素为活动量大、适应缓慢、趋避性为易接近、注意易分散等。难养型和偏难养型儿童，其母亲较少表现情感温暖、理解行为，较多给予惩罚严厉和拒绝否认行为。     

冷战后中国—东盟关系的英国学派分析

本文首先对英国学派的国际社会理论进行了梳理,详细分析了国际体系、国际社会和世界社会的关系,并用此分析冷战后的中国—东盟关系。本文认为中国—东盟之间还没有形成成熟的国际社会,主要依据有:两者缺乏共同的核心价值观,两者关系的机制化程度不高。所以,要改善中国与东盟的关系,至少做到:加强中国与东盟的跨文化交流,真正发挥双边国际制度的作用。     

网络环境下的公安院校信息资源共享

文章分析了网络环境下公安院校信息资源共享的必要性和可行性,提出了公安院校信息资源共享的目标和指导性原则,同时探讨了信息资源共享的策略。     

论民营企业与现代企业制度的建设

民营企业作为社会主义市场经济的一个重要组成部分,应该按照社会主义市场经济规律的要求,走现代企业制度建设的道路。加强民营企业现代企业制度建设,要在民营企业内形成集体决策机制和竞争机制,要建立健全劳动制度和财务制度,要任人唯贤并建立监督机构。     

中国语境中学生权利救济机制的构建

基于高等学校与学生关系的法律性质以及大学自治与司法审查的关系,高校管理关系包括招生管理、学籍管理、校内公共设施管理和校园秩序和安全管理所形成的关系。在中国语境下的大学自治制度框架内,应当建构以司法权为核心的学生个体权利救济机制。     

Did Jamie Oliver Really Put School Dinners on the Agenda? An Examination of the Role of the Media in Policy Making

Healthy eating is high on the government's agenda in current times and to all intents and purposes the media appears to have played a crucial role in putting it there. While media focus is no doubt intense and playing a vital role in public education (take Jamie Oliver's 2005 Channel 4 documentary, ‘School dinners’, for example), the question that lies at the heart of this article, is whether the media has led the government agenda on healthy eating and school dinners as appears to be the case. A close examination of the evidence suggests otherwise: government policy was already well set before the media began to show a concerted interest and hence its influence on policy‐making is more limited than might be expected. Rather than setting agendas per se, the media's role has been to refine and energise existing policy areas and to facilitate implementation.     

职业学校数学教学中的人文教育

如何在专业教育中灌输数学人文教育,如何将二者有机结合在一起,使得所培养的学生不仅是专业方面的"科学人才",也是更宽泛意义上的"文化人才",是数学教师的一项基本工作。对此,本文从三个不同的层次和角度,提出一些建议。     

试论国际关系批判理论——以林克莱特的学术思想为个案研究

法兰克福学派的思想观念被运用到国际关系研究之中,推动了以旨在追求人类最终解放的国际关系批判理论的发展。林克莱特继承了经典马克思主义传统和法兰克福学派的研究旨趣,深入探讨了国际关系理论的现实主义、理性主义和革命主义三种研究传统,提出了国际关系批判理论的研究方向。他还身体力行地探讨了政治共同体的转变以及现代公民观念等问题,从而引导了国际关系理论批判的转向。     

Adolescents’ Educational Outcomes: Racial and Ethnic Variations in Peer Network Importance

Little attention has been paid to the role of peer social capital in the school context, especially as a predictor of adolescents’ academic outcomes. This study uses a nationally representative (N = 13,738, female = 51%), longitudinal sample and multilevel models to examine how peer networks impact educational achievement and attainment. Results reveal that, in addition to those factors typically associated with academic outcomes (e.g., school composition), two individual-level peer network measures, SES and heterogeneity, had significant effects. Although educational attainment was generally worse in low SES schools, for all ethnic groups higher attainment was associated with attending schools with higher concentrations of minority students. At the individual level, however, membership in integrated peer networks was negatively related to high school graduation for Asians, Latinos, and non-Hispanic whites, and to GPA for Asians and Latinos, as only African-American achievement increased in more racially/ethnically heterogeneous peer networks. Our results suggest that co-ethnic and co-racial peer friendship networks should not be viewed as obstacles to the educational accomplishments of today’s youth. In fact, in many cases the opposite was true, as results generally support the ethnic social capital hypothesis while providing little corroboration for oppositional culture theory. Results also suggest that co-racial and co-ethnic ties may mediate the negative effects of school choice, or more specifically of between-school socioeconomic segregation. Consequently, we conclude that school policies aimed at socioeconomic desegregation are likely to beneficially affect the academic outcomes of all race/ethnic groups.

When school meets the Other: intercultural policies in the Basque inclusive school

ABSTRACT

Gatti, Irazuzta and Martinez address the intercultural public policies implemented in the education system of the Autonomous Region of the Basque Country (Spain). Focusing on the education system allows them to reconstruct the historicity of identity-alterity production in a region in which language has been central for the establishment of ethnic frontiers. More specifically, they examine the implementation of these policies in three pre-school and primary educational institutions in a multicultural neighbourhood of the city of Bilbao. They look at Euskara—the Basque language—as a key element of the us-them distinction. The various education models regarding language and the teaching in/of Euskara or Spanish pave the way for the specialization and spatialization of the schools analysed. ‘Integration’ policies are implemented in ethnically marked schools only, based on a rhetoric of interculturality that assumes that any ‘racial or ethnic discrimination’ can be overcome through knowledge of the Other. Moreover, the assessment of public policies through ‘interculturality figures and best practice’ developed to address the so-called ‘immigration issue’ promotes a protectionist intervention on behalf of the assumed social vulnerabilities of immigrant schoolchildren and their families, which are read as ‘problematic characteristics’. The article argues that, as a result of the approach based on the social conditions of immigrant children and their families in the Basque Country, the race issue evaporates.