中职学籍档案管理的问题分析及对策

通过对档案管理中存在的问题进行分析，提出了提高学籍档案管理效率的对策，以期能为中职学籍档案的管理工作提供有益的参考和借鉴。     

Sorting Second-Grade Students: Differentiating Those Retained From Those Promoted.

A cohort of 2nd-grade students provided comparisons of academic and social competence based on school retention/promotion decisions. Sample groups were (a) retained, (b) at risk for retention, (c) special education, and (d) promoted. Findings suggested most children with academic deficiencies are identified by schools early and are sorted into educational treatments differing in intensity that represent a continuum of competence. The authors provide empirical evidence counter to the assumptions that retained students have the requisite ability to catch up and have more problem behaviors than other low-achieving students. The relevance of high-stakes test scores for promotion/retention decisions and the parallels between schools' implementation of retention policy and implementation of regulations for identifying children with disabilities are included in the discussion. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"十五"农村水电发展分析与"十一五"发展预测

本文分析了"十五"期间农村水电发展情况,对"十一五"农村水电发展政策环境及增长情况进行了预测。     

A longitudinal examination of the social-cognitive model applied to high school girls' choices of nontraditional college majors and aspirations.

This study tested a partial version of R. W. Lent, S. D. Brown, and G. Hackett's (1994) social-cognitive career theory model. Among 204 high school girls who attended science, math, and engineering (SME) career conferences, the authors used a 4-year longitudinal design to predict the choice of an SME college major and SME self-efficacy and outcome expectations in college. In addition, among students who had declared SME majors, variables assessed in high school and college were used to predict aspirations to become leaders in SME fields. The results generally provided empirical validation of the model. Regression analyses revealed that college SME outcome expectations were associated with plans to become a leader in an SME field. Implications for research and interventions are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A motivational model of rural students' intentions to persist in, versus drop out of, high school.

Using self-determination theory, the authors tested a motivational model to explain the conditions under which rural students formulate their intentions to persist in, versus drop out of, high school. The model argues that motivational variables underlie students' intentions to drop out and that students' motivation can be either supported in the classroom by autonomy-supportive teachers or frustrated by controlling teachers. LISREL analyses of questionnaire data from 483 rural high school students showed that the provision of autonomy support within classrooms predicted students' self-determined motivation and perceived competence. These motivational resources, in turn, predicted students' intentions to persist, versus drop out, and they did so even after controlling for the effect of achievement. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Explicit Self-Regulated Strategy Development Versus Reciprocal Questioning: Effects on Expository Reading Comprehension Among Struggling Readers.

The effects of 2 rigorous strategic approaches to reading comprehension for 32 5th-grade students who struggle with reading were investigated. The first approach, TWA (Think before reading, think While reading, think After reading), was taught following explicit self-regulated strategy development instructional procedures (K. R. Harris & S. Graham. 1999). The second approach, reciprocal questioning (RQ), was taught following Cooperative ReQuest procedures developed by A. V. Manzo. U. C. Manzo, and T. H. Estes (2001). Compared with RQ students, TWA students improved significantly (with medium to large effect sizes) on 5 oral reading comprehension measures. There were no significant differences, however, between groups on 3 written comprehension measures, self-efficacy, or motivation. Students were positive about each intervention. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Teachers' brief nonverbal behaviors in defined instructional situations can predict students' evaluations.

Can a few seconds of high school teachers' nonverbal (NV) behavior predict students' ratings of these teachers (SRT)? Yes, but NV-SRT relations varied among various instructional situations. NV behaviors while administering the class and using the board were unrelated to SRT. Positive judgments of NV behavior while disciplining the class and interacting with students were positively related to SRT. NV behaviors in frontal teaching were negatively related to SRT. The most negative NV-SRT relations were found for teachers' differential NV behavior toward high- versus low-achieving students. Teacher differentiality and SRT have rarely been investigated in high school. The structure of SRT seems to differ between high school and college, and students' anger about teachers' differentiality strongly predicted their evaluations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

广播电视农村覆盖现状浅析

加强农村广播电视的发展,提高其覆盖率是关键,针对这一问题,阐述了解决农村广播电视覆盖的手段,对农村广播电视覆盖现状做了详细的分析,并提出建议和措施。     

Substance use as a robust correlate of school outcome measures for ethnically diverse adolescents of Asian/Pacific Islander ancestry.

School psychologists are generally not provided with the knowledge and skills to address both educational and psychosocial issues of Asian American and Pacific Islander students. The present study is the first of its kind in examining 36 independent (i.e., demographic, social, cultural, psychological) variables in association with four school outcomes (i.e., grade point average, absences, suspensions, and school infractions) with a large sample of Caucasian, Filipino, Native Hawaiian, Japanese, mixed/non-Hawaiian, and "other" Hawai'i high school students (N = 2,833). Given the relatively unique sample in question and the sheer number of variables, an exploratory approach was utilized with the goal of determining the most robust independent variables, with the unique inclusion of Hawaiian cultural identification. A cross-validation technique was used, whereby stepwise regressions were performed for each of two cross-validation samples; only common variables were retained in a final stepwise model for each of the four school outcomes. The results indicated that, remarkably, substance use accounted for the most variance (i.e., 8.4% -16.1 %) in the four school measures. Further analyses detailed the relationship, including the finding that smoking cigarettes regularly, accounted for the most variance compared to the other five substance use items. Further research and implications of the findings are discussed, including the need for prevention and intervention programs that incorporate substance use as a component, both within and outside of school environments. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Student acceptance of unique meals

Students (N = 167) from the 4th, 8th, and 11th grades sorted meals, listed on individual cards, according to whether they would or would not eat them. Students were told to either consider eating the meals at home or at school. Forty-two different meals were selected from a pool of unique meals created by students in a previous study. The meals differed in head component, the presence or absence of vegetables, and the number of different foodstuffs. On average, approximately half of the meals were deemed acceptable, but older students accepted more meals than younger ones, boys accepted more meals than girls, and meals to be consumed at home were accepted more than those to be consumed at school. In addition, students tended to accept meals comprised of a small number of foodstuffs that did not contain vegetables. The also chose more meat-based meals over those containing fish or soup. These results suggest that students have rather unique food preferences that do not correspond well with nutritional standards. In order to address this problem we recommended that students be given more good choices in the school cafeteria through the introduction of a two-meal system and salad bars.