Setting up an Email Peer Support Scheme

This article opens with a review of current research on peer interventions and their capacity to impact on school climate and bystander behaviour, as well as to meet the aims of fostering altruism. The main focus of the article is a study of an email support group in an all-boys school in the United Kingdom. It was set up in response to an incident of physical bullying and after consultation it was found that email was the preferred mode of support. The article discusses the reasons for this and presents details of how the support system was set up and operated, and reports the outcomes. The authors conclude that email provides a good medium for peer support schemes in schools, as it increases anonymity, and reduces concerns about 'grassing'.     

‘Becoming and being writers’: the experiences of doctoral students in writing groups

The use of writing groups to support students undertaking post-graduate research within universities has begun to receive attention from academic supervisors and doctoral researchers. Very little has been written by doctoral students themselves on the benefits of working within such writing groups. In this article, the experiences of working within a doctoral writing group at an Australian University are presented, primarily from the perspective of students. The authors identify two main benefits they have experienced through participating in a writing group using a ‘multi-voiced’ approach. First, they discuss the kind of learning that they achieved through working in a writing group. They do this with reference to key principles of peer learning and of peer review. Second, they focus on the ways the group worked as a community of discursive social practice. An overarching message for them in participating in the group and now writing this article is the shift in their thinking and experience of writing from seeing writing as an essentially private and implicit process to writing becoming a matter of public and shared work. These two notions are bound by the concept of identity building, drawing from the literature on communities of practice.     

Pastoral Care for Senior Students: An Analysis of a Voluntary Staff Counselling Scheme in a Sixth-form College

This article is written for new and experienced tutors to review the ways in which they are supporting their students’ learning. It considers the purposes of tutoring, drawing on the voices of students themselves. The article then considers the ways in which the tutor can support the learning of young people, including academic tutoring. It concludes with some guidance for the tutor to develop their own learning about tutoring.     

反思教育理论的实践性

教育理论和教育实践的关系问题一直是教育界争论的焦点之一,本文试图从三个方面来反思教育理论的实践性：一,教育理论来源于教育实践,并反作用于教育实践,两者是统一的;二,两者具有相对独立性,存在着合理的“距离”;三,汪重教育科研的实践性,使教育理论在实践中丰富并发展自己。     

对培养专家型教师的思考

培养专家型教师已成为世界教育发展的共同趋势。对培养专家型教师的理解可以从四个“点”来认识：其立足点在于使教师成为研究,其着眼点在于理论与实践相结合,其切入点在于从经验性认识上升到理论认识,其生长点在于运用激励机制调动教师的科研积极性。     

“是什么”抑或“怎样”：教学论研究的思维转向

关于“教学是什么”的“教学本质”追问是一种简单化的思维方式,这种思维方式制约着教学论学科研究的空间。既有教学论研究框架的形成有三个来源,一是被机械化的马克主义哲学,二是既有教育学的学科研究框架,三是心理学相关研究成果的简单移植。这三个来源使教学论学科发展具有先天性的不足。关于“怎样”的教学论研究将带来教学论学科的“向上”和“向下”的两个路径的转向。其向上发展的路径是思考教学“应当怎样”的教学伦理研究,其向下发展的路径形成描述或解释取向的实践教学论研究。     

Peer to peer support: the disappearing work in the doctoral student experience

This paper reflects on the importance of study groups in contributing to a positive postgraduate experience and explores specific concepts, such as ‘disappearing behaviours’ in contrasting the ‘official’ languages of universities with the beneficial behaviours found through study groups. Additionally the paper advocates the systematic inclusion of strategies such as study groups in the postgraduate experience. Funding arrangements and research frameworks for higher education in Australia focus on student progress and completion, as well as comparison of research quality within and between universities. As a result, there is a significant emphasis on timely completion of postgraduate degrees. This paper posits that there is an apparent contradiction between the indicators of success in this area, such as completion rates and annual progress reports and the positive contribution that study groups can make to the doctoral student experience.     

以同伴支持促留守儿童的心理健康发展

同伴关系是留守儿童获得社会支持和安全感的重要源泉,同伴交往经验可以促进留守儿童自我概念和人格的发展,为其提供行为榜样。因此,通过为留守儿童之间的相互了解和交往创设有利条件,并实施有效的交往指导,倡导支持性的交往行为等教育措施,帮助留守儿童建立支持性的同伴关系,进而促进留守儿童心理行为健康发展。     

疫情下的教育学研究

新冠疫情,是人类历史上没有经历过的一次危机事件,是一次前所未有的“大考”.这次疫情,影响广泛深远,涉及人类生活方方面面,教育学研究也不例外.疫情之下,教育学研究发生了一系列变化,突出表现在以下几方面:在研究立场上,深刻反思和他者立场成为观察疫情及教育的重要视角,非常态、断裂、危机等成为教育学研究的新定位;在研究基础上,...     

范梅南教育智慧思想形成之研究

范梅南是北美现象学教育学的主要代表人物.教育智慧思想构成了范梅南现象学教育学思想的核心内容.对范梅南教育智慧思想形成的研究主要从纵向和横向两个维度展开.在纵向的维度上,系统梳理范梅南的教育著述,探讨其教育智慧思想的发生和发展历程;在横向的维度上,比较了范梅南教育智慧思想与同时代的教育学家的教育观点的异同,并特别关注了范梅南与芬斯特马赫的学术争论.     

‘Life is a tightrope’: reflections on peer group inclusion and exclusion amongst adolescent girls and boys

Feeling part of one’s peer group is of crucial importance for most middle adolescents. Drawing on empirical research in different schools, this paper explores the components of exclusion in relation to gender, the consequences for those excluded by their peers, and the kinds of strategies engaged in by girls and boys in order to attain peer group acceptance.     

亚里士多德实践活动特点解析

在教育哲学界的长期争辩过程中,教学作为一种实践的观点逐步凸显并广为接受。传统教学认识论认为教学是教师的实践,将认识归为学生的认识。然而随着教学论的不断发展,人们对实践主体、认识主体有了更深的理解,教学实践认识论悄然诞生。教学实践认识论关注知识的情境化与教学实践的知识创造,凸显整体主义的行动研究与行动学习,并对课目教育学知识产生了新的解读,为教师发展教学研究的实施能力与表达能力提供了正确的理论指导。     

同伴支持与心理健康研究

同伴支持是社会支持系统的重要组成部分,也是心理健康服务的必要补充,对于心理健康服务形式的拓展有着重要意义。自我帮助组、网络支持组、同辈提供服务组、同辈操作组和同辈雇用组是同伴支持的主要形式。同伴支持系统包括腋务要素、同伴特征和服务原则三个主体部分。