高校学生干部管理工作浅论——以商洛学院数学与计算科学系为例

学生干部就是在学生群体中担任管理职责、负责特定工作职务,协助学校进行管理的一类特殊学生群体,是连接学校与学生的桥梁和纽带,是学生中的先进分子,是老师的得力助手。在高校大学生这个群体中,学生干部的好坏直接影响到整个学校的学风。作为辅导员,需要对学生干部进行合理有效的监督和管理,不断提升学生干部的整体水平,提高学生干部的整体素质,使学校各项管理制度和工作措施得到更好的贯彻和实施。     

高校学生干部工作艺术浅析

高校学生干部是学校开展思想政治教育、学生管理工作和推动和谐校园建设的重要依托力量。学生干部工作水平的提高对推进高校学生工作的顺利、有效开展意义重大,是实现学校教育和管理目标的重要环节。本文主要从角色定位、沟通与协调、提高工作效率、科学管理等方面探讨了高校学生干部工作艺术,提出了学生干部工作艺术的途径。     

论大学生干部的培养

学生管理是学校工作的重要方面,大学生管理可以依靠学生干部进行。学生干部既是学生的代表、老师的助手,又是学校管理的同盟军及有生力量。学生干部的作用发挥得如何,直接关系到校风、班风的建设及班级管理工作的成效。因此,提高学生干部的素质、改进学生干部的工作方法、增强学生干部集体的凝聚力,使其更好地配合学校整体工作显得尤为重要,只有这样才能扎实推进学校学生管理工作。文章就如何培养大学生干部展开论述。     

浅谈新时期加强学生干部队伍建设

高校学生干部是学生中的核心,是连接着老师和学生的桥梁与纽带,学生干部协助老师参与学校日常管理、教学、活动等工作,对促进学校各项工作的发展起着重要的作用,同时也对自身综合素质的提高起到了良好的促进作用。学生干部是学生管理中不可或缺的重要组成部分,是学校开展各项工作和活动的重要参与者和学生中的号召者,同时更是校园文明和校园安全的主力军,因此学生干部队伍建设是高校学生工作中相当重要的一部分。     

论高校学生干部的选拔和培养

高等学校是培养有创新精神和实践能力的高级专门人才的阵地。要把高等学校的工作做好,除学校各级领导、有关职能部门和全体教职员工的努力之外,学生干部也是一支十分重要的力量。因此必须做好学生干部的选拔和培养工作,提高学生干部的素质,保证学生干部的工作质量。     

论高校学生干部的选拔和培养

高等学校是培养有创新精神和实践能力的高级专门人才的阵地。要把高等学校的工作做好,除学校各级领导、有关职能部门和全体教职员工的努力之外,学生干部也是一支十分重要的力量。因此必须做好学生干部的选拔和培养工作,提高学生干部的素质,保证学生干部的工作质量。     

试论新时期高校学生干部队伍建设

学生干部队伍是高校开展学生工作的主要力量。学生干部既是受教育和被管理的对象,也是学校学生教育管理工作的具体实施者,还是学校联系学生的桥梁和纽带。如何提高学生干部的素质,激发他们的工作热情,建设一支朝气蓬勃、意志坚强、作风过硬的高校学生干部队伍,是新时期高校开展思想政治工作的当务之急,     

浅析高校学生干部素质培养

大学是一个育人的宝塔,学生干部培养既是"自我教育、自我培养"功能的一种实现,也是学校育人目标实现与树人宗旨的体现。高校学生干部是高校的全体学生的重要素质体现,是高校学生中的骨干分子,是高校学生工作顺利进行的重要力量,学生干部是联系学校与学生的桥梁和纽带。因此我们只有研究分析学生干部的素质问题,寻找新策略,开阔新道路,不断提高高校学生干部素质,使自己的学生工作迈进新高度。     

创新高校学生干部培养机制的思考

培养高素质的学生干部队伍是学校建设的重要内容之一,学生干部的培养对学校的发展也至关重要。学生干部既是学生的榜样,又是教师与学生之间沟通的重要桥梁。但由于学生组织机构的工作制度、学生干部的选拔任用机制、学生干部考核机制和动态管理机制不够完善,导致当前高校部分学生干部缺乏奉献精神,对自己角色定位不明确,缺乏自我评价意识。为解决这些问题,提出加强学生干部素质培养建设,加强学生干部培养的环境建设,实行激励机制,完善学习制度,提高学生干部工作积极性等策略,实现学生干部的培养目标和可持续发展。     

高职学生干部执行力提升途径探析

高职院校学生干部是学校教育、管理、服务等各项工作在学生中的组织者、协调者和执行者,学生干部的执行力状况直接影响了学校各项工作的成效。本文结合工作实际对当前高职学生干部执行力现状和问题进行分析,并对有效提升学生干部执行力途径进行探讨。     

高校学生干部素质培养探析

高校学生干部队伍是学生自我管理的核心力量,是高校学生活动得以顺利进行的有力保障。随着高校管理体制的不断变革,高校学生干部的作用更加突出,强化这支队伍的建设和培养,具有十分重要的意义。高校学生工作者应该充分认识学生干部在学生教育管理中的重要作用,重视学生干部综合素质的培养。     

University‐school collaboration and needs assessment in the training of student leadership and peer support in Hong Kong

One hundred seventy secondary schools in Hong Kong responded to a questionnaire designed to assess their needs for leadership training of students in different domains of school activities and their endorsement of university‐school collaboration in these activities. The questionnaire also assessed the extent and degree of support and involvement that schools intended to provide in training programs and in organized school activities for students to assume leadership roles in schools. Findings indicated that schools were in need of student leaders in different student activities, especially in those less related to academic concerns. It was stressed that in providing opportunities for student leaders to continue practicing their skills in school activities, other students might eventually benefit through participation in school activities and peer support programs organized by student leaders.     

Leading for Change: School Leader Advocacy for Undocumented Immigrant Students

School leaders can ally with other educational stakeholders to encourage undocumented student persistence in Pk-12 schools. We explore (1) how school leaders create systems of support for undocumented and newly arrived immigrant students, and (2) how school leaders interpret and implement policies or school structures that affect student educational access. Border crossing theory guides our examination of how school leaders traverse and transgress borders that can impede students' education. This embedded case study included interviews with nine administrators working on the US-México border. The study finds that leaders expected to make a difference in students' lives by focusing on relationships and programming, committing to equity, and resisting deficit thinking about students and their families.     

论高校学生干部正确业绩观的培养

高校学生干部作为联系学校各部门和广大师生的桥梁,处于一个特殊而重要的位置。为了更好地体现其全心全意为学校与学生服务的宗旨,发挥他们在学生群体中的榜样与带头作用,本文力图以科学发展观所要求的政绩观为指导,推动高校学生干部树立正确的业绩观,以培养和造就一批适应新时期的具有创新精神和实践能力的高素质高校学生干部队伍。     

Differential school effects among low,middle, and high social class composition schools: a multiple group,multilevel latent growth curve analysis

This qualitative case study of an exceptional school in the south of England challenges the hypothesis that transformational leaders significantly impact on student outcomes. Interviews with staff and students, together with classroom observation, confirm that the head, appointed in 1995, has played an important role in transforming internal processes and in changing the context of the school. Although the observed and reported behaviour of leaders, teachers, and students matches expectations from the literature, the consequences for student achievement are unclear. Background variables seem to explain most of the apparent improvement in student outcomes. An effectiveness framework that assigns disproportionate value to examination results seems to have created a leadership paradox, where heads reported to be transformational produce only limited gains in performance. The study concludes that the government's determination to assume a strongly positive relationship between leaders and outcomes has compromised the principle of evidence-informed policy-making and that we need a different approach based on a broadly defined, qualitative conception of student success.     

Exploring the social ecological model based on national student achievements: extracting educational leaders’ role

The purpose of this paper is to reexamine the effect of internal school factors such as school violence and class size, and external school factors such as family socio-economic resources on student math achievements, based on the social ecological model, eliciting an integrative approach. Data were collected from an Israeli national database, using average percentage scores for each school. The scores were based on results from 20,979 students in 191 junior high schools participating in the study. The study findings showed that in addition to low violence at school, family socio-economic status, including private math tutoring and computer-based math learning at home, predicted high math achievements. School violence partially mediated the relationship between sector and student achievements in math, while family socio-economic status partially mediated the relationship between district and student achievements in math. Our integrative model results may help school leaders to design policy to increase school effectiveness and reduce gaps among districts and sectors. The findings may encourage school leaders to strengthen the relations between schools and students’ homes in order to influence students’ activities there, especially in areas with low socio-economic status, to conduct school activities to reduce school violence, and increase computer-based learning in students’ homes.     

Exploring the impacts of school reforms on underrepresented urban students’ college persistence

This longitudinal quantitative study investigates how participation in the Comprehensive College Readiness Access and Success Program (CCRASP) affects underrepresented urban students’ college persistence. Results revealed that CCRASP participation was associated with higher percentages of students enrolling in both 2- and 4-year colleges as sophomore students. As school leaders and policy makers seek to make all urban students college and career ready, these findings further solidify current urgencies to re-visit K–12 student academic and counselling services. It also provides school leaders and educators with practical information and reform ideas to improve underprivileged students’ persistence and success.     

Bringing Student Responsibility to Life: Avenues to Personalizing High Schools for Student Success

This study examines how school structures and policies shape school culture to ultimately influence student success in one urban high school. We develop a model that explains how caring and personalized connections between students and teachers, coupled with a focus on academic press and support, interact with teacher efficacy to influence student self-efficacy, student attachment to school, and ultimately greater student achievement. We collected data through focus group and individual interviews with students, teachers, and leaders, classroom observations, and school artifacts. Data were analyzed using the constant comparative method allowing for the emergence of important patterns. The data revealed several interrelated structures and processes that support teacher and student efficacy and ultimately instill in students a responsibility for their own learning. This case study highlights the need for administrators to develop buy-in from teachers around a cohesive vision in order for structural reforms to be effective.     

基于WEB的学生管理系统的开发探究

校园网作为学校信息化建设的一个平台在完成资源共享、互联网访问、学生管理等方面发挥着重要作用．构建基于WEB技术的网络办公平台是当前学校教学资源建设的发展方向．运用WEB技术,开发学生管理平台,能够满足普通辅导员、班主任、系领导等人员的使用和管理,实现学生学籍管理的方便性、灵活性、实用性．在本系统中,用到了Access、Asp、Macromedia公司的Dreamweaver、ADO数据库访问技术等,实现了基于WEB的学生信息管理系统．