论青少年知法的实现途径

青少年知法的实现途径是对青少年进行有效法律法规教育的重要环节,直接影响到青少年法治信念的内化过程。从实现方式、实现态度的角度分析,可以将青少年知法的实现途径分为积极途径和消极途径。     

差别交往理论与青少年犯罪防治

差别交往理论是美国20世纪犯罪原因的社会学观点发展中的里程碑。它突破了传统的从生物和心理异常方面探讨犯罪行为原因的研究定式格局,将视线切换到“正常的人”是如何学习进行犯罪行为的问题上,牢固确立了“犯罪行为是习得的”观点。这一理论表明,既然犯罪是后天习得的,那么预防犯罪就成为可能,加强与非犯罪行为模式的联系,是预防青少年犯罪的有效途径;将这一理论运用于矫正领域,我们有必要树立“社区为本”的矫正理念。     

Ideology,Learning, and Policy Diffusion: Experimental Evidence

We introduce experimental research design to the study of policy diffusion in order to better understand how political ideology affects policymakers’ willingness to learn from one another's experiences. Our two experiments–embedded in national surveys of U.S. municipal officials–expose local policymakers to vignettes describing the zoning and home foreclosure policies of other cities, offering opportunities to learn more. We find that: (1) policymakers who are ideologically predisposed against the described policy are relatively unwilling to learn from others, but (2) such ideological biases can be overcome with an emphasis on the policy's success or on its adoption by co‐partisans in other communities. We also find a similar partisan‐based bias among traditional ideological supporters, who are less willing to learn from those in the opposing party. The experimental approach offered here provides numerous new opportunities for scholars of policy diffusion.     

Semiotising the student perception of learning outcomes in British higher education

This article presents a semiotic analysis of the student perception of learning outcomes in British higher education. It centres on three annotated images in Frank Furedi’s article “The Unhappiness Principles”, published in Times Higher Education in 2012. Drawing upon Peircean semiosis and iconicity, it provides a rhetoric-infused interpretation of the word–image complementarity exhibited in student participants’ written commentaries on the three images. This leads to a dialectical view of formative and summative assessment, in which process and product create each other through the same continuum of learning and teaching. In highlighting intellectualism as central to the ethnography of university life, this article argues that learner autonomy and the potential for transformation is deemed essential to the student experience in higher education.     

Modelling Online Innovation Among IR and Politics Lecturers

This article discusses the use of collaborative online technology in the teaching of international relations and politics. Using a case study from Australia, it finds low levels of online innovation in these discipline areas that correlate with broader examinations of technology use in higher education teaching. Themes of time poverty, technical competence, and lack of career reward are frequently cited as barriers to trying new approaches. The data indicate that at present the most common outcome of any aspiration for IR/politics staff considering innovation is that the effort required to incorporate collaborative online learning is not repaid. These findings are meaningful, since the current lack of innovation and the perceptions of staff regarding support for such approaches are at odds with the marketplace pressures staff and their institutions are under. Based upon the data collected and the wider literature on technology adoption, this article proposes a “Technology-Assisted Teaching Adoption Model” (TATAM) that attempts to encapsulate the innovation judgements made by academic staff and the steadily diminishing incentives they feel towards changing their online teaching methods.     

EU Simulations and Engagement: Motivating Greater Interest in European Union Politics

While the effects of simulation-based courses on the knowledge of participating students may be marginal in relation to standard lecture and discussion-based courses, this article argues that the greatest leverage is gained by increasing participating students’ level of interest in the subject of study and in politics more broadly. Participants tend to become increasingly absorbed in their roles and in the politics of the institutions at the center of the simulation. To better consider this possibility, we conducted a survey of students participating in the 2015 Mid-Atlantic European Union Simulation and of appropriate control populations. The survey results indeed suggest that, much more than simply acquiring knowledge about the EU, the simulation experience serves to generate more robust interest in the subject of study.     

Does Reacting to the Past Increase Student Engagement? An Empirical Evaluation of the Use of Historical Simulations in Teaching Political Theory

Within the teaching of political theory, an assumption is emerging that Reacting to the Past simulations are an effective tool because they encourage greater student engagement with ideas and history. While previous studies have assessed the advantages of simulations in other political science subfields or offered anecdotal evidence of their effectiveness in political theory courses, less attention has been paid to the empirical assessment of simulations in political theory. This study uses data — in the form of presimulation and postsimulation surveys, as well as focus groups — collected from two political theory courses in order to gauge levels of student engagement inside and outside of the classroom. We ask if students’ levels of engagement increase during the simulation in their political theory courses. We also explore the mechanisms involved in driving higher levels of student engagement during the simulation. We conclude by arguing that it is the liminal nature of the Reacting to the Past simulations that most likely explains increased levels of student engagement.     

远程开放教育中电大图书馆服务创新

随着网络的飞速发展和功能的扩充,远程开放教育的深入开展,电大图书馆应在发挥自身长期积累的资源、技术和管理优势的基础上,强化改革和创新,创新服务,适应现代网络信息社会的发展,适应远程教育的发展对电大图书馆的要求。     

Experiencing Globalization: Active Teaching and Learning in International Political Economy

This article explores the teaching and learning challenges for the discipline of international studies (IS) that arise from the contemporary social, economic, and political changes usually labeled "globalization." The focus is upon the challenge posed to IS by a transformation in the nature of the relationship of teachers and students to the subject matter that they study: that is, teachers and students increasingly experience and contribute to globalization in the course of their daily lives as they simultaneously teach and learn about it. Significantly for the study of globalization in IS, pedagogical debates surrounding active teaching and learning highlight the potential for strategies that actively engage students' interests and everyday experiences with the subject itself. On this basis, the article outlines some potential routes into the active teaching and learning of globalization in the field of international political economy, illustrating these with examples from classroom activities and exercises.     

Fiscal Policy Learning from Crisis: Comparative Analysis of the Baltic Countries

The experience of a major crisis is often expected to lead to policy learning but the empirical evidence about this is limited. The goal of the paper is to explore comparatively whether the crisis of 2008–2010 has led to fiscal policy learning by civil servants in the three Baltic countries. Despite some differences in the crisis experience, the finance ministry officials in all three countries have identified the same lesson from the crisis: fiscal policy should be counter-cyclical and help to stabilize the economy. The paper also discusses how various factors have influenced policy learning, including the acknowledgment of failure, blame shifting, and analytical tractability.