用法治理性建构校园和谐   总被引：7，自引：0，他引：7  

秦惠民 《教育研究》2005,(9)

建设校园和谐关系,以法治理性的价值判断和价值选择审视并优化校园环境,是坚持以人为本、以民主法治原则建设校园和谐关系的关键所在。以民主法治原则构建现代校园和谐关系是法治理性的基本要求;尊重人权是法治理性的真谛;校园和谐需要法治理性的宽容精神;法治理性包含对法制的敬畏和行使自由权利的节制;校园和谐关系呼唤体现法治理性的校园文化。学校教育通过尊重和保护青年学生的正当权利并使其自觉践行义务的过程,使他们长期浸润在崇尚法治的文化氛围里,培养并形成他们未来人生中自觉的、理性的遵纪守法和护法精神。  相似文献   

公司治理结构有关问题的理论探讨     

梁德安 《新疆职业大学学报》2002,10(2):32-34

以建立现代企业制度为根本目标的国企改革自上世纪 90年代启动 ,迄今已有十多年。宏观和微观环境决定了没有现成模式可以照搬 ,摸索中前进的企业改革历程充满矛盾和艰辛。本文力图运用现代企业理论 ,对国企改革确立公司治理结构过程中所涉及的产权问题 ,股东会、董事会、经理人之间相互制衡的机制 ,对经理 (代理人 )人员的激励机制作一梳理 ,检视其利弊 ,分析其得失 ,并尝试给出改良的方法。  相似文献   

Teacher cognitive functioning as a factor in observed variety and level of classroom teaching behavior     

Dennis W. Sunal  Cynthia Sunal 《科学教学研究杂志》1985,22(7):631-648

A review of the literature suggests a relationship between life-long development of formal reasoning schema and performance in professional education careers. The study investigated implications of cognitive development of preservice teachers as it relates to their classroom teaching performance. Ninety-one seniors involved in a field-oriented teacher education program were given classroom responsibilities which included teaching a science unit. Formal thinking abilities were assessed using two types of developmental level tasks, performance on traditional type Piagetian tasks and recognition of formal thought approaches in solving educational tasks. Professional behaviors were assessed using observational ratings of classroom instructional and planning activities. Subjects assessed as formal operational, 30% of sample, using Piagetian performance tasks, had significantly higher facility in performing model classroom teaching behaviors than transitional or concrete subjects. Higher recognition ability of formal thought approaches to teaching was not related to facility in performing classroom teaching when compared to performance on Piagetian tasks. The relationship held up in seven of eight broad teaching behavior categories observed in classroom instruction. The results supported a general portrait of teaching behavior specifically related to teachers of differing cognitive functional levels. Implications for professional training programs are discussed.  相似文献   

Young Travellers and the Children's Fund: some practical notes on an experimental image-based research project     

Charlotte Dean 《Journal of Research in Special Educational Needs》2007,7(1):16-22

The paper reflects on how photography was used during a small piece of mixed methods qualitative research with some young Travellers and their families. The context for the study was 'Every Child Matters' and the accompanying push aimed to include groups considered as marginalised, such as young Travellers, in mainstream educational provision, as well as to listen to children and involve them in decision-making about service provision and its evaluation. Photography was used experimentally as a kind of participatory methodology to engage young Travellers in the formative evaluation of a Children's Fund project that aimed to increase their participation in formal and informal learning activities. The account discusses some of the outcomes of using the image-based methodology, as well as some of the limitations and dilemmas that emerged.  相似文献   

Effect of field experience during elementary methods courses on preservice teacher behavior     

Dennis W. Sunal 《科学教学研究杂志》1980,17(1):17-23

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Learning citizenship: Campus‐based initiatives for developing student change agents     

Dennis C. Roberts  Erin A. Huffman 《About Campus》2005,10(4):17-22

The phrase “social movement” typically conjures up images of pickets, massive crowds, and noisy demonstrations. An emerging approach to campus‐based change, used in Fraternal Futures and other projects, is tapping into the small, the local, and the personally relevant.  相似文献   

Counselor Candidate Verbal Behavior and Relationship Orientation     

Josiah S. Dilley  Dennis E. Tierney 《Counselor Education & Supervision》1969,8(2):93-98

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Editorial     

Reiss Vivienne  Atkinson Dennis 《The International Journal of Art & Design Education》2003,22(2):130-133

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Effects of a two-phase reading intervention on three orthographic-phonological code connections     

Virginia Berninger  Dean Traweek 《Learning and individual differences》1991,3(4)

According to the Multiple Connections Model, children bring to the task of learning to read varying degrees of skill in three orthographic coding procedures for written words (whole words, single letters, and letter clusters) and in three phonological coding procedures for spoken words (phonetic or name codes, phonemes, and syllables) and thus in ability to form connections between corresponding orthographic and phonological codes: whole word-phonetic/semantic code, letter-phoneme, and letter cluster-syllable/subsyllable. In Phase I of this intervention study only orthographic and phonological coding were remediated. In Phase II explicit teaching in reading was provided that emphasized the multiple orthographic-phonological connections above. Overall the group improved from about one standard deviation below the mean to approximately the mean standard score for grade in reading real words (whole word and subword connections) and in reading nonwords (subword connections only) after an average of 28.7 sessions of about 40 minutes each. Overall 70% of the individuals showed significant gains in reading real words and 90% of the individuals showed significant gains in reading nonwords. The intervention was most effective in creating whole word-phonetic/semantic connections and least effective in creating letter-phoneme connections. These results demonstrate that theory-driven intervention during a critical developmental period in reading acquisition may prevent more serious reading disabilities.  相似文献   

Expectations versus reality: the case of Liberal Studies in Hong Kong’s new senior secondary reforms     

Dennis Fung 《Compare》2016,46(4):624-644

This article reports the findings of a five-year longitudinal study investigating the introduction of Liberal Studies in the context of Hong Kong’s new senior secondary educational reforms. The aim of this empirical research, which adopted diachronic analysis to allow comparisons over time, was to compare teachers’ and students’ perceptions of the Liberal Studies curriculum before and after its introduction. Methodologically speaking, the study was informed by documentary inquiry, with approximately 560 newspaper articles and government reports collected to identify the issues surrounding the curriculum debate. Questionnaire-based surveys conducted in the pre- and post-reform periods revealed a sharp contrast between expectations and reality for both participant groups following the curriculum’s introduction. Whilst the students demonstrated favourable attitudes towards Liberal Studies before studying the subject, a certain degree of disappointment was expressed after the new curriculum came into effect. In follow-up interviews with teachers, they expressed a lack of confidence in teaching such a multi-disciplinary subject and criticised the overly ambitious nature of the curriculum. Liberal Studies, as currently taught, runs the risk of falling out of favour with Hong Kong secondary school teachers, and the question of whether it will play an increasingly important role in promoting patriotic education after the demise of Moral and National Education is deserving of research attention.  相似文献