从美国《国家科学教育标准》看化学教学改革的发展

美国《国家科学教育标准》自发布以来一直是美国科学教育改革的推动力,并在一定程度上预示了整个科学课程改革的发展趋势。综观标准中科学课程教学的改革与发展,我们认为未来化学改革的发展趋势可以概括为“探究、公正、协作”,尤以探究为核心,并分别从这三个方面进行了详细阐述。     

公众参与城市规划的伦理意蕴

城市规划是人类的一项有意识有目的的活动。它不仅是技术的或工具的,也是伦理的或规范的。作为政府公共政策的一部分,城市规划合法性的社会基础只能来自于公众对城市规划的参与与支持。目前,我国城市规划存在的合法性危机本质上是公共利益缺失的危机和公正原则难于实现的危机。化解这种合法性危机的根本出路在于重建合法性的社会基础——公众对城市规划的参与。     

论大学生正义感的培育

当前,在社会、家庭、学校以及自身多方面因素的作用下,部分大学生的正义感呈缺失状态,这与时代的要求背道而驰.大学生作为未来社会的中坚力量,他们的正义感如何直接关系到民族的凝聚力和国家秩序.正视大学生正义感缺失的现实,分析大学生正义感缺失的原因,进而探索大学生正义感培育的途径,成为高校一个刻不容缓的课题.     

College students’ social justice interest and commitment: A social-cognitive perspective.

In this study, the authors examined the degree to which social-cognitive career theory (SCCT; R. W. Lent, S. D. Brown, & G. Hackett, 1994) explained the development of social justice interest and commitment. Data from 274 college students and latent variable path modeling were used to test theoretically and empirically derived SCCT direct and indirect effects structural models. The direct effects model estimated the direct effect of social supports and barriers on social justice commitment and the indirect effects model estimated the effect of social supports and barriers indirectly through self-efficacy. Overall, the present findings supported the use of SCCT within the social justice domain, as social justice self-efficacy and outcome expectations were useful in explaining the development of college students’ social justice interest and commitment. The present findings supported the indirect effects model of social justice interest and commitment over the direct effects model. Finally, unique to prior tests of SCCT in vocational and academic domains, social supports and barriers exhibited an indirect effect on commitment through outcome expectations. Study limitations, future directions for research, and implications for facilitating college students’ social justice interest and commitment are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The developmental relations between conceptual and procedural knowledge: A multimethod approach.

Interactions between conceptual and procedural knowledge influence the development of mathematical competencies. However, after decades of research, these interrelations are still under debate, and empirical results are inconclusive. The authors point out a source of these problems. Different kinds of knowledge and competencies only show up intertwined in behavior, making it hard to measure them validly and independently of each other. A multimethod approach was used to investigate the extent of these problems. A total of 289 fifth and sixth graders’ conceptual and procedural knowledge about decimal fractions was measured by 4 common hypothetical measures of each kind of knowledge. Study 1 tested whether treatments affected the 2 groups of measures in consistent ways. Study 2 assessed, across 3 measurement points, whether conceptual and procedural knowledge could be modeled as latent factors underlying the measures. The results reveal substantial problems with the validities of the measures, which might have been present but gone undetected in previous studies. A solution to these problems is essential for theoretical and practical progress in the field. The potential of the multimethod approach for this enterprise is discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Critical incidents in counseling psychology professionals' and trainees' social justice orientation development.

Through a qualitative, critical incident research design, this study identified and defined critical incidents that cultivated a social justice orientation among counseling psychology doctoral students and professionals. Research questions included: (a) What incidents are critical in the development of a social justice orientation? (b) Of these incidents, which are most influential? (c) How do these incidents affect social justice orientation development? Thirty-six counseling psychology doctoral students and professionals, who demonstrated a commitment to social justice through scholarship and clinical practice, completed an online survey, which consisted of rank-order and open-ended items. Qualitative data were analyzed utilizing the constant comparative method. Analyses revealed five categories of critical incidents to which participants attributed their social justice orientation development. In addition, five themes were identified that categorized the ways in which critical incidents changed individuals. Analyses of rank-ordered items indicated that the categories of Exposure to Injustice and Influence of Significant Persons were most frequently ranked as the most influential critical incidents in the development of a social justice orientation. Implications of these results and future directions for education, training, and research are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

International psychological research that matters for policy and practice.

After a brief history of the Committee on International Relations of the American Psychological Association, 3 points are made about international psychological research that matters. First, it matters when the definition of the research problem area and the findings can potentially be reflected in policy change, in the practice of educators or psychologists, or in the mindsets of a new generation of researchers. Person-centered analysis of adolescents’ social and political attitudes has this potential and can complement variable-centered analysis. A cluster analysis of the IEA Civic Education Study’s data in 5 Western European and 5 Eastern European countries illustrates this. The following 5 clusters of adolescents were identified: those supportive of social justice but not participative, those active in conventional politics and the community, those indifferent, those disaffected, and a problematic cluster of alienated adolescents. Second, research that matters is situated in a cultural context. It is proposed that publications using data from any single country be required to include information about the cultural context in which the research was conducted. Finally, it matters that attention be given to the dynamics of the collaborative international research process, not only to research results. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

SLT-Resolution for the Well-Founded Semantics

Global SLS-resolution and SLG-resolution are two representative mechanisms for top-down evaluation of the well-founded semantics of general logic programs. Global SLS-resolution is linear for query evaluation but suffers from infinite loops and redundant computations. In contrast, SLG-resolution resolves infinite loops and redundant computations by means of tabling, but it is not linear. The principal disadvantage of a nonlinear approach is that it cannot be implemented by using a simple, efficient stack-based memory structure nor can it be easily extended to handle some strictly sequential operators such as cuts in Prolog. In this paper, we present a linear tabling method, called SLT-resolution, for top-down evaluation of the well-founded semantics. SLT-resolution is a substantial extension of SLDNF-resolution with tabling. Its main features are the following. First, it resolves infinite loops and redundant computations while preserving the linearity. Second, it is terminating and is sound and complete w.r.t. the well-founded semantics for programs with the bounded-term-size property with nonfloundering queries. Its time complexity is comparable with SLG-resolution and polynomial for function-free logic programs. Third, because of its linearity for query evaluation, SLT-resolution bridges the gap between the well-founded semantics and standard Prolog implementation techniques. It can be implemented by an extension to any existing Prolog abstract machines such as WAM or ATOAM.     

Understanding attitudes toward affirmative action programs in employment: Summary and meta-analysis of 35 years of research.

Affirmative action programs (AAPs) are controversial employment policies in the United States and elsewhere. A large body of evidence about attitudinal reactions to AAPs in employment has accumulated over 35 years: at least 126 independent samples involving 29,000 people. However, findings are not firmly established or integrated. In the current article, the authors summarize and meta-analytically estimate relationships of AAP attitudes with (a) structural features of such programs, (b) perceiver demographic and psychological characteristics, (c) interactions of structural features with perceiver characteristics, and (d) presentation of AAP details to perceivers, including justification of the AAP. Results are generally consistent with predictions derived from self-interest considerations, organizational justice theory, and racism theories. They also suggest practical ways in which AAPs might be designed and communicated to employees to reduce attitudinal resistance. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Procedural justice, stress appraisal, and athletes' attitudes.

In this study the authors examined a model in which procedural justice may serve as an external-situational resource that improves athletes' appraisals of stress and enhances their attitudes toward their team. Eighty-one Israeli male athletes were questioned on the degree of procedural justice employed on their team, how they appraised stress, and their attitudes toward their team. Results showed that higher procedural justice was associated with more positive appraisals of stress as a challenge and greater team loyalty and commitment and that the relationship of procedural justice to team commitment and loyalty was mediated by how stress is appraised. Findings integrate the cognitive-phenomenological model of stress/coping with the relational factors of the procedural justice approach and extend their validity to the field of sport. (PsycINFO Database Record (c) 2010 APA, all rights reserved)