重大公共卫生事件下小学德育现状与思考

德育工作是学校教育的重中之重,此次重大公共卫生事件给小学德育带来了一定的影响。为了解重大公共卫生事件期间小学生的品德状况以及教师的德育工作实施状况,对东部、中部、西部地区的1472名小学生和207名教师开展问卷调查。调查结果显示,小学生具有一定的公民素养、健全的人格品质和积极的理想信念,但存在信息素养缺失、职业认知模糊...     

郴州市学校体育场地开放现状的调查研究

通过文献资料、问卷调查、座谈等研究方法,对郴州市11个县(市、区)的40所学校体育场地的开放情况进行调查,结果表明:学校体育场地设施在保证正常的教学前提下,课余时间向本校学生和周边广大居民开放,使之发挥更大的作用,从而可以缓解全民健身活动中体育场地设施不足的矛盾,促进学校体育和社会体育和谐发展.     

重大公共卫生事件下的学校心理安全教育

新冠肺炎疫情,作为一次危及生命安全的公共卫生事件,冲击着人们的心理防线,考验着个体的心理应激和心理韧性,也评估着学校安全管理和心理防控的水平。然而学校心理防控不应仅仅停留于事后心理危机干预上,应通过有目的、有计划的心理安全教育,提高大中小学生的心理安全意识,提升其心理调控能力,使其在面对重大公共卫生事件时,能够保持理性、平和的积极心态,掌握科学、有效的应对方式,掌握预防威胁的心理策略,以健康人格抵御危机事件的消极影响。     

Global citizenship education in context: teacher perceptions at an international school and a local Israeli school

We apply semi-structured interviews to conceptualise perceptions of global citizenship among teachers at an international school and teachers at a local public school in Israel, revealing discrepancies between theory and practice in global citizenship education (GCE). We find that teachers perceive global citizenship differently along three major axes: boundaries of global citizenship, practical aspects of GCE, and through the effect of Israel’s context. This study offers a comparative perspective that discerns the differing impacts of school context and student background on teacher perceptions at different kinds of schools and highlights the importance of teacher agency in GCE.     

Reports of child sexual abuse in the schools

Few studies have examined the problem of child sexual abuse (CSA) as it relates to the role of the school psychologist. The purpose of this study was to examine the incidence of CSA reports to school psychologists, to examine the perceived quality of service to child victims, and to survey the usage of CSA prevention and screening programs as adjunct services in managing this problem. Of the 171 respondents, 498 child sexual abuse cases were reported. Respondents with prior CSA training rated their performance significantly higher than those without training in handling these cases. Those respondents reporting use of CSA prevention and screening programs generally rated their effectiveness as average or above. The results of this study suggested a need for training of school psychologists in the assessment of child sexual abuse. The results also implicated the use of prevention and screening programs as part of a service delivery program to all students in the public schools.     

School Problems and Learning About Crime and Justice Systems: Principals' views

This paper examines the attitudes of 207 junior high/middle school and high school principals in Texas regarding: (1) the severity of four school problems (school loyalty, drugs, student-student problems and serious problems); and (2) the possibility of five criminology and criminal justice concepts (type of crime, justice system, juvenile justice, deviance and crime prevention) that are considered important and helpful for junior high/middle school and high school students to learn in order to help deter and prevent school crime. Although school problems were generally found to be relatively minor at both school levels, drug problems in high schools were rated most serious. School principals considered a crime prevention concept (which included information about crime deterrence, crime prevention, social control and conflict resolution) as the most important and helpful topic to learn. The study concluded that schools should make crime prevention information more available to students in addition to other school crime deterrence and prevention strategies.     

建立大学生预警教育机制的探索

大学生预警机制以＂预防为主＂为原则,构建学校教育、学生自我教育管理新模式,建立大学生预警教育机制,对大学生工作中较容易出现问题的环节加强防范和管理。增强对大学生思想政治教育,有的放矢地对大学生开展预警教育。     

Child sexual abuse prevention education: A review of school policy and curriculum provision in Australia

The past four decades have seen increasing public and professional awareness of child sexual abuse. Congruent with public health approaches to prevention, efforts to eliminate child sexual abuse have inspired the emergence of prevention initiatives which can be provided to all children as part of their standard school curriculum. However, relatively little is known about the scope and nature of child sexual abuse prevention efforts in government school systems internationally. This paper assesses and compares the policies and curriculum initiatives in primary (elementary) schools across state and territory Departments of Education in Australia. Using publicly available electronic data, a deductive qualitative content analysis of policy and curriculum documents was undertaken to examine the characteristics of child sexual abuse prevention education in these school systems. It was found that the system-level provision occurs unevenly across state and territory jurisdictions. This results in the potential for substantial inequity in Australian children’s access to learning opportunities in child abuse prevention education as a part of their standard school curriculum. In this research, we have developed a strategy for generating a set of theoretically-sound empirical criteria that may be more extensively applied in comparative research about prevention initiatives internationally.     

Drugs, Camera, Action! A Video Approach to PSE

A seven-year partnership between a Norfolk high school and an NHS drug treatment agency has raised awareness about drugs, alcohol, HIV and AIDS among all sections of the school community. In an innovative approach to drug education, factual lessons have been augmented in Personal and Social Education (PSE) by videoed discussions touching on a range of issues, filmed at Year 9 and played back at Year 11. The sessions have had a powerful effect and helped give participants greater awareness of the transition from youth to adulthood. The insights gained and the techniques used may well have relevance to other aspects of a PSE programme.     

Security measures on school crime in Texas middle and high schools

This statewide study surveyed 215 principals of middle schools and high schools in Texas, USA. It examined the effectiveness of activities on school crime by three main methods: (1) what activities the school was doing to combat crime (e.g. police/guards, school uniforms, metal detectors, drug education programmes, character education programmes, closed campus, surveillance, student court activity, rewards for attendance, etc.); (2) cooperation with outside sources (i.e. police, parents, school district, judicial branch); and (3) principals' comments on what helps and hurts school efforts to alleviate school crimes. Data from these principals regarding drug crime and interpersonal crime in schools were correlated with the data on school activities and outside cooperation. The study also used nine critical elements of promising violence prevention programmes introduced by Dusenbury et al., as a framework to evaluate Texas school measures to combat school crimes. The study's findings and policy implications were discussed.     

军队院校学员公共危机教育的实证调查与分析

以某军队院校本科学员为例,运用问卷调查、访谈的研究方法对当前军队院校公共危机教育现状进行调查分析,在借鉴国内外先进危机教育经验的基础上,针对军队院校学员公共危机教育中存在的问题,提出了完善军校学员公共危机教育的对策。     

The role of school health instruction in preventing interpersonal violence

The social and human costs of youth violence are staggering. Reducing violence among youth will require a multifaced approach, including educational strategies aimed at reducing the prevalence of high risk behaviors associated with youth violence. This article examines the role of school health instruction in preventing interpersonal violence. Specifically, this article provides an overview of comprehensive school health education; suggests instructional content for violence prevention education; explores options for administering violence prevention education; discusses theoretical frameworks supporting education strategies; provides criteria for selecting violence prevention curricula and mateirals; examines possible limitations and barriers to violence prevention education; and provides recommendations for implementing programs. Though classroom health instruction should not be expected to solve problems associated with youth violence, prevention education needs to be delivered within the context of comprehensive school health education.     

The Influence of Education Major: How Diverse Preservice Teachers View Pseudoscience Topics

Pseudoscience beliefs (e.g., astrology, ghosts or UFOs) are rife in American society. Most research examines creation/evolution among liberal arts majors, general public adults, or, infrequently, middle or high school science teachers. Thus, research truncates the range of ersatz science thinking and the samples it studies. We examined diverse beliefs, e.g., extraterrestrials, magic, Biblical creation, and evolution, among 540 female and 123 male future teachers, including 325 elementary education majors. We study how these cognitions related to education major and, because popular media often present pseudoscience “information”, student media use. Future elementary educators most often rejected evolution and endorsed “creationism” or Intelligent Design. Education majors held similar beliefs about astrology, UFO landings, or magic. Compared with other education students, elementary education majors watched less news or science television and read fewer popular science magazines. However, religious and media variables explained more variation in creation/evolution beliefs than education major. We discuss implications of our findings for elementary school science education and how teacher educators may be able to affect pseudoscience beliefs among their elementary education students.     

Longitudinally foretelling drug usage in adolescence: early childhood personality and environmental precursors

Drug usage in early adolescence (age 14) was related to concurrent and preschool personality characteristics for a sample of 54 girls and 51 boys. The personality concomitants and antecedents of drug use differed somewhat as a function of gender and the drug used. At age 14, for both sexes, the use of marijuana was related to ego undercontrol, while the use of harder drugs reflected an absence of ego-resiliency, with undercontrol also a contributing factor. At ages 3/4, subsequent adolescent drug usage in girls related to both undercontrol and lower ego-resiliency. In boys, adolescent drug usage related strongly, during their nursery school years, to undercontrol and with resiliency having no long-term implications. Early family environment related to adolescent drug usage in girls but not in boys. Drug usage in adolescent girls was related to homes earlier identified as unstructured and laissez-faire, where there was little pressure to achieve. Drug usage related to other substance use and, in boys, to IQ decline from age 11 to age 18. Implications of these results for contemporary views regarding adolescent drug usage are discussed.     

Applying the PROSPER prevention delivery system with middle schools: Emerging adulthood effects on substance misuse and conduct problem behaviors through 14 years past baseline

This study evaluated emerging adult effects of the PROmoting School-Community-University Partnerships to Enhance Resilience (PROSPER) universal prevention delivery system implemented in middle schools. Twenty-eight rural school districts were randomized to intervention and control conditions, with 1985 nineteen-year-old participants (90.6% White, 54.1% female) evaluated through age 25. Intent-to-treat, multi-level, point-in-time analyses of covariance and growth analyses were conducted. Outcomes were assessed with self-report measures of substance misuse (lifetime, current, frequency) and conduct problem behaviors. Analyses showed very limited point-in-time effects; there were growth pattern effects on measures of illicit drugs, non-prescribed drugs, cigarettes, and drug problems. When risk moderation was observed, it favored higher-risk participants. These emerging adult effects concerning slower growth of lifetime misuse combine with more robust adolescent stage findings to support PROSPER’s public health value.     

从心理角度浅析大学生自杀现象

文章着重以心理学的角度来剖析大学生自杀的原因,同时,提出要把大学生的生命教育和心理辅导作为校本课程来研究,从而真正建立预防和干预大学生自杀的长效机制。     

Technology and adolescents: Perspectives on the things to come

Assuming that, given the processes of technology diffusion, adolescent behavior forecasts future consumption of digital information, it would seem pertinent to study the characteristics of teenager technology use. This research asks: What are the key patterns regarding the use of technology platforms by teenagers? Is technology usage among teenagers shaped by schools' disparate teaching philosophies and cultures? How is technology usage impacting the consumption of traditional print media? A survey designed to determine how high school students use technology was administered at a private boarding school in New Hampshire and a public school in New York. The research concluded that individuals' residing environment and context shape ICT adoption. School culture and geographic context drive behavioral technology usage patterns. Furthermore, consumption of information appears to be guided by a principle of complementarity. However, technology substitution should not be discarded. Finally, school culture incorporating and promoting technology use may contribute positively to knowledge acquisition, although technology adoption without controls could negatively impact the teaching experience. While directionally valid, the study results need to be validated by statistical research and case studies.     

美国教育公共治理的公共性转型

20世纪80年代以来的美国教育公共治理改革的主要策略,即教育多元中心治理和教育择校的有限尝试,是在学生学业"失败"上升为一个公共问题的条件下,因教育官僚制自身缺陷而必然采取的策略。它并不想整体突破教育官僚制和实现完全的择校自由,而是在持守教育公共性的前提下对教育官僚制缺陷的自我调整和弥补;它不仅仅体现为治理结构的改进,而且更重要的是在卢梭式的追问中实现了更高层次的公共性。从这个意义上看,教育公共治理实现了公共性的转型。对教育公共性的内涵我们需要重新理解。     

基于校企合作模式的高师院校非师范生创业实践教育体系

校企合作模式下地方高师院校非师范生创业实践教育体系的研究与建立具有无可替代的战略意义。如何根据当前社会发展的需要构建与之相适应的教育体系是地方高师院校发展的重要课题。以校企合作这一研究视角,来积极探索地方高师院校非师范生创业实践教育体系完善与发展的新路径,以期能对地方高师院校教育发展有所裨益。     

The Unseen Digital Divide: Urban,Suburban, and Rural Teacher Use and Perceptions of Web-Based Classroom Technologies

This quantitative study investigated the differences in perceptions and attitudes toward technology integration of K-12 public school teachers in rural, suburban, and urban environments. The purpose was to examine the relationship between frequency of use and perception of effectiveness of web-based learning tools based upon the type of school setting. A survey of 2,200 school teachers in a Mid-Atlantic state revealed significant differences of usage and perceived effectiveness among respondents. The research found teachers from urban schools trailed rural and suburban schools in usage and perception. Suburban schools indicated the highest perceptions of technology effectiveness, followed by their rural peers. Current teachers, administrators, and teacher educators may benefit from this insight to identify the most effective technologies, as well as work focus on improved use of technology, particularly in the urban classroom.