AN ANALYSIS OF THE PROCEDURAL COMPONENTS OF SUPPORTED EMPLOYMENT PROGRAMS ASSOCIATED WITH EMPLOYMENT OUTCOMES

This study examined the relation between the procedural components of supported employment programs and employment outcomes for 120 individuals with disabilities. These individuals were involved in supported employment programs established through the Utah Supported Employment Project. The results suggest that successful implementation of supported employment services led to ongoing employment of study participants in community work sites, increased wages, and ongoing opportunities for workers to interact with nondisabled peers. In addition, several procedural components were found to be strongly associated with successful employment outcomes for workers. Results of the study are discussed in terms of the training needs of supported employment program staff and future research for the dissemination of a cohesive technology of supported employment.     

Life engagement is associated with higher GDP among societies

Research suggests that individuals who report a greater sense of purpose in life tend to fare better economically, which may be expected to extend to the societal-level, in terms of higher GDP. However, previous work has demonstrated a negative association between citizens’ reports of purpose and GDP. The current study reconciles these differences by specifically considering an important component of sense of purpose missing in the past societal work, namely life engagement. Using data representative of 99% of the world’s adult population from 2013 to 2015 Gallup World Poll, results demonstrate a clear positive association between life engagement and countries’ GDP. Moreover, results demonstrate the distinctive importance of assessing life engagement relative to alternative metrics for related constructs.     

论《管子》中的教育思想

现行《管子》一书为汉朝刘向编定[1]。作为一部重要的学术著作,《管子》书中蕴含着丰富的政治、经济、军事、教育、哲学、社会及自然科学方面的思想内容。作为教育著作而论,《管子》的教育思想、教育内容、学生管理等其内容丰富多彩,而且独具特色。     

大鱼小池塘效应——对超常儿童教育安置的思考

超常儿童的教育安置一直是一个有争议的问题,文章介绍了关于超常班对学生自我概念的消极影响的研究,即大鱼小池塘效应的研究。介绍了支持大鱼小池塘效应的相关研究结果;探讨了有关超常儿童不同教育安置方式的利弊;展望了大鱼小池塘效应今后的研究方向,以期对我国超常儿童的教育安置有所启发。     

阅读进度反馈信息对工作同盟和咨询效果的影响

进度反馈指将对当事人的标准化测量结果和解释反馈给咨询师的干预, 其目的在于矫正咨询师对咨询效果主观评估的偏差, 提高咨询效果。考虑到咨询师和当事人“面对面”的标准反馈程序不符合我国社会文化习惯, 采用多层结构方程模型, 分析了自然情境下非“面对面”的进度反馈对工作同盟和咨询效果的影响。结果发现, 在组间水平, 反馈组的工作同盟质量更好; 在组内水平, 工作同盟与症状是相互预测的关系。在结案时, 反馈组在抑郁症状和咨询的有帮助性上效果更好。结论是进度反馈对工作同盟和咨询效果有积极影响。研究从工作同盟和中国人的关系角度拓展了对进度反馈作用机制的认识, 为进度反馈的应用提供了基于实践干预有效的证据。     

中外高等医学教育学制与学位的研究与思考

依据WHO《世界医学院指南》,研究了目前世界各国高等医学教育学制与学位的状况,在分析我国医学学制与学位现状及存在问题的基础上,提出了改革我国高等医学教育学制与学位的思考及建议     

子团队:形成、类型、中间过程及影响

子团队是指在团队断裂带作用下而形成的一种集合体,它是对团队多样化深入探讨后所产生的结果,并已经逐渐成为团队研究的热点。从子团队的定义出发,对子团队的形成基础、类型、作用于绩效的过程变量、对团队结果的影响以及伴随这些环节的调节因素进行论述,并在此基础之上建构了子团队研究框架图。最后提出未来的研究应该对领导、情感、国家背景、社会网络和子团队测度在子团队研究中所扮演的角色做进一步的探索。     

Learning and growing from ‘communities of practice’: autoethnographic narrative vignettes of an aspiring educational researcher’s experience

This is an autoethnographic study that inquiries into my own journey as an aspiring educational researcher throughout the second course of my Master’s Program at the University of Gothenburg in Sweden. My experiences take place in the context of a group of real educational researchers and their on-going research project at the faculty of education called ‘Beyond Plant Blindness: Seeing the importance of plants for a sustainable world’ (BPB). All of the experiences included in this study are expressed in the form of chronologically ordered narrative vignettes. In order to bring theoretical meaning to these experiences, the vignettes were critically reflected upon and interpreted through the concept Communities of Practice (CoP), which is central to situated learning theory. Through this conceptual lens, my experiences revealed that an aspiring educational researcher may feel emotional and intellectual growth as a newcomer who is granted legitimate peripheral participation in the ‘real’ researcher CoP. Consequently, this study sheds light on ways that real researchers may play a part in shaping the identities of aspiring educational researchers through learning experiences. However, more generally, this study may facilitate fresh conversations about the complexities of learning, identity, and inclusion in the field of educational research.