The school disciplinary system from the perspective of rule by law

Discipline affects students’ rights and interests greatly. If there is no scientific and efficient system to standardize it, the disciplinary rights of students will be easily abused, which will not only infringe on students’ rights and interests but also give rise to campus disputes. The problems of the disciplinary system in Chinese primary and middle schools are as follows: disciplinary actions lack a legal basis; the disciplinary system is not standardized; disciplinary enforcement infringes on students’ other legal rights; and the mechanism for the supervision of discipline is imperfect. The status and modes of discipline should be made clear in the legislation to make the school disciplinary system detailed and specific, the disciplinary enforcement equitable and reasonable, and the procedure of the disciplinary enforcement justifiable, and also ensure that students’ other legal rights are protected. __________ Translated from Journal of the Chinese Society of Education, 2005 (10)     

‘Behind every profession is a person’: Students’ written memories of their own teacher-student relationships

This article employs a narrative approach in examining the intertwining of the personal and professional in teacher-student relationships. A total of 141 Finnish people of various ages wrote about their teachers; specifically, the article focuses on memories related to their teachers’ personal lives. Such memories illustrate the inevitable presence of teachers’ personal lives in schools and show how teacher-student relationships develop in private contexts during and after the school years. Teacher education should provide tools and means of supporting teachers to consider the personal and professional in teacher-student relationships. Nowadays, social media challenges teachers to reconsider these aspects.     

Gender and emotions in relationships: a group of teachers recalling their own teachers

This narrative inquiry analyses the memories of a group of female teachers telling about their own teachers. We ask how gender and emotions are intertwined to teacher–student relationships. Gender was present in the stories where the teachers described being a schoolgirl in relationship with a teacher and told about their teachers as women and men. The collective process of recalling evoked the emotions experienced as students, but these emotions were also interpreted in the present context. When recalling, the teachers were reconstructing the past in the light of the present and the future. The article highlights the significance for teachers reflecting on their own educational histories.     

Young children's perceptions of due process in schools’ disciplinary procedures

This study explored how children of lower primary school grades perceive due process in schools’ disciplinary procedures. While many studies have explored how adolescents perceive school discipline, only a few studies have examined the perceptions of primary school pupils, and no study has investigated lower primary school grades. The qualitative research design was based on semi‐structured interviews and focus groups with 70 children, aged 7 to 10, recruited from 19 public schools in Israel. In addition, we recruited a children's advisory group that participated in the research process. The findings revealed that while many of the study participants had internalised a formalistic approach to due process (i.e. meting out uniform punishments in similar cases, in accordance with a closed system of rules), others objected to this approach, providing various reasons for their concerns. Participants’ criticisms of a formalistic due process policy included lack of compassion and lack of understanding of pupils’ social, academic or other difficulties, disregard of pupils’ voice, the complex task of discerning the truth, apprehension over a uniform punitive system and low efficacy of punishments. We argue that the right to due process in schools lies at the intersection of legal and educational narratives. Even young children are able to recognise the inherent incongruity of these narratives, as they constitute a significant part of their daily routine in school. We also argue that this incongruity engenders a distorted due process, thus imparting faulty lessons about the right to due process and its justifications.     

How memories of school inform preservice teachers' feared and desired selves as teachers

Elementary preservice teachers (N = 69) were asked to write about their memories of elementary school and reflect on the meaning of those memories in combination with course material. Based on the theory-driven thematic analysis, students reported memories that worked to create their desired and/or feared teacher self. Some students recognized a conflict between their memories and the effective teaching practices learned in the course, and only a few were able to negotiate their past memories with current practices and describe a plan of action. Findings elucidate the power of memories as preservice teachers prepare for the classroom.     

大学本科小学教育专业建设问题

大学本科小学教育专业应定性在教育,定向在小学,定格在本科,对小学教育专业学生进行综合培养,促进学生全面发展。要合理构建小学教育专业课程体系,使学生在教育理论、学科专业知识、教育科研方法、教学实践能力等方面明显高于中师和小教大专;处理好文化基础与专业基础、教育理论与学科知识、科学与人文的关系。在提高小学教师学历层次、学术水平、科研能力、教学能力和管理能力的同时,促进教师专业化发展。     

A categorisation of school rules

The aim of this paper is to investigate and describe the content in school rules by developing a category system of school rules, and thus making the logic behind different types of rules in school explicit. Data were derived from an ethnographic study conducted in two primary schools in Sweden. In order to analyse the data, grounded theory methodology was adapted. The analysis resulted in a category system of school rules, containing the following main categories: (a) relational rules, (b) structuring rules, (c), protecting rules, (d), personal rules and (e) etiquette rules. In the light of this categorisation, more consciously pedagogical and professional work with rules can be conducted. The category system can counteract vagueness and unreasonableness, as well as highlighting the content, logic and functions of different school rules.     

Learning strategies and their relationships to academic performance of high school students in Hong Kong

The present study examines the dynamic relationship between academic performance of high school students and their respective learning and study strategies. Two hundred thirty-six high school students were recruited to participate in this study by completing a Chinese version of the Learning and Study Strategies Inventory - LASSI, to probe into the relationship. Results found that (1) there were clear differences to the learning and study strategies used by high school students with high academic performance, and those with low academic performance; (2) all the three components (Will; Self-regulation and Skill) were equally important to differentiate high academic achieving high school students from low academic achieving high school students within the strategic model of learning; and (3) a numbers of learning and study strategies were effectively predicting the academic performance of the high school students. All of these result patterns confirm that learning and study strategies used by high academic achievers and low academic achievers as well as the components used to predict students’ academic performance in the high school setting are quite different from the patterns revealed in the tertiary education sector.     

Track choice,school engagement and feelings of perceived control at the transition from primary to secondary school

The transition from primary to secondary education is regarded as a crucial phase in pupils’ school careers. Changes in the school environment have a negative influence on pupils’ perceived control and engagement. However, until now little attention has been devoted to the role of the onset of ability grouping therein, which often coincides with the start of secondary education. Research has shown that students in non-academic tracks display lower levels of perceived control and engagement. In this study we examine the relation between pupils’ prospective track choice and feelings of perceived control and behavioural and cognitive engagement before the transition to secondary education. Stepwise multilevel regression models were run on data collected from pupils in their last year of primary education in 36 schools in the cities of Antwerp and Ghent (Flanders, Belgium) in May–June 2016. The results show that pupils who indicated that they would start secondary education in non-academic tracks displayed lower levels of perceived control and behavioural and cognitive engagement than pupils who indicated that they would start in an academic track. Further analyses suggest that teacher assessments of pupils’ competence play an important role in explaining these differences according to prospective track choice—with regard to perceived control and behavioural disengagement, this effect is established net of students’ actual competence. This study demonstrates that differences in perceived control and engagement according to track originate in primary education, and that primary school teachers play a vital part in labelling students according to their future careers.     

高中新课程记叙文作文训练序列初探

作文教学、作文训练从理论上说必须有"序",作文的"序",正体现了作文教学、作文训练的科学性和规范性的要求。高一学生的记叙文写作能力还是普遍存在不达标的现象,针对当前高中记叙文作文教学的现状,主要依据系统论等与记叙文作文教学训练序列相关的理论,提出了高中记叙文作文教学训练序列的原则,阐述了高中新课标下必修五个学段记叙文作文训练序列方案的训练重点及训练序列安排,以期提高记叙文作文教学效率。     

高中生记叙文写作现状分析与对策研究

高中生写作记叙文的数量在减少,水平在降低,高中记叙文写作教学前景堪忧。其原因是多方面的：有高考试题的原因,有作文教学的原因,有文体特点的原因等。要提高高中生记叙文写作水平,需要加强记叙文写作在高考中的地位;强化记叙文的文体意识;加强构思能力的培养;强化描写能力的训练。     

Navigating the complexities at an LGBTQQI-identified charter school: An ethnography of c/overt narratives

The authors describe ethnographic research exploring the experiences of school stakeholders at a lesbian, gay, bisexual, transgender, queer, questioning, and intersex (LGBTQQI)–identified charter school. Participants evidenced use of an overt and covert narrative that appeared to reflect how they navigated the complexities at the LGBTQQI-identified charter school. Participants’ narrative included 5 broad themes of complexity: (a) a negotiation of autonomy with support and belonging, (b) ambiguities in professional roles and boundaries, (c) inconsistency across educational standards and assessment, (d) interaction between individual and collective identity, and (e) the gap between needs and resources. Implications for future practice and research are explored.     

小学数学学习障碍的教学策略研究

数学学习障碍作为众多学习障碍中的类型之一,其成因复杂表现类型多样,而小学阶段又是学生学习数学最基础最重要的黄金时期,所以对此要求教师要针对小学数学学习障碍的不同的形成原因和不同表现形式,对有数学学习障碍的学生采取相应的教学手段和教学方法进行因材施教,从而达到教师的教学效果和学生学习效果达到最优化的目标。     

试论高中英语口语的有效教学策略

结合笔者多年来的教学实践,对高中英语口语教学进行论述,就如何练好高中英语口语,如何结合学习环境把英语融入实际生活当中以及如何培养学生的英语思维习惯,文章提出相关提升高中英语口语能力的教学策略。     

Comenius,moral and pious education,and the why,when and how of school discipline

ABSTRACT

The present study provides an analysis of John Amos Comenius’s thoughts on moral and pious education, educational governance and school discipline as expressed in Didactica Magna. This is examined from the background of his view of education as a societal phenomenon, the purposes of different categories of knowledge for individual formation and the role of pedagogy in the upbringing of children. Theoretically, this paper expands on Michel Foucault’s ideas about governmentality and discipline, as well as on Henri Lefebvre’s spatial theories. The article argues that Comenius can be viewed as a significant contributor to the early modern shift towards new administrative techniques for school governance, transmitting the mode of disciplinary power into pedogogised and didactic forms. The article contributes to achieving more systematic knowledge for understanding the focused areas of schooling, the concept of discipline and the pedagogic premises of disciplinary practice in an early-modern European educational context.     

知识管理视角下教师隐性知识的叙事研究

后现代社会对"人的关注"正在引起教师职业根本性的变革。教师角色的转变使得教师成为知识的生产者,因此,教师需要对自身的知识进行有效的管理。教师的隐性知识作为深埋于知识系统中的、实际的"引导者",更需要一种有效的研究方法对它们进行合理的开发。教师的教育叙事研究与这种需要有着天然的适切性。     

The diversity of school organizational configurations

School reform on a large scale has largely been unsuccessful. Approaches designed to document and understand the variety of organizational conditions that comprise our school systems are needed so that reforms can be tailored and results scaled. Therefore, this article develops a configurational framework that allows a systematic analysis of many school organizational forms. The approach is adapted from the logic of Charles Ragin's comparative method and qualitative comparative analysis; it allows researchers to analyse many schools while still preserving them as holistic entities. Each school is depicted as a particular constellation of coordination and control elements, and these configurations are linked to important instructional patterns. To demonstrate the approach, data on the elementary schools in the Chicago Public School (CPS) system are analysed. The distribution of the different configurations that comprise CPS is documented, and multiple regressions of the configurations indicate their varied instructional patterns. The results show that CPS schools exhibit a wide variety of organizational configurations, and these different configurations vary in patterned ways with respect to instructional coherence and academic achievement. Implications for tailoring reform efforts to distinct groups of schools so that results can be scaled are discussed.     

在职高语文教学中开展合作学习的有效策略

由于职高学生的文化基础较差,职高语文教学的质量一直不能令人满意。合作学习是素质教育所提出来的一种新的教学理念,对提高职高语文的教学质量有非常积极的作用。     

Pre-service teachers' use of reading strategies in their own readings and future classrooms

The main purpose of this study was to determine pre-service teachers' use of reading strategies in their own readings. In addition, pre-service teachers' use of these strategies in their future teaching practices was also investigated. The subjects for this study were 505 pre-service teachers enrolled in one of the major universities in Ankara. The results of the study revealed that pre-service teachers employed 28 out of 38 reading strategies most of the time, but interview results illustrated that they reported using very limited scope of reading strategies. An interesting finding in this study was that all subjects accepted the responsibility to teach and improve their future students' reading skills.