护工故事

1Lecturer:Caregiving is not just about feeding and clothing and cleaning.It is also about understanding how to 1)navigate a complicated relationship between those who give care and those who are in need of it.If you find yourself lost,frustrated,confused,you can always come back to this helpful 2)mnemonic device:ALOHA.     

教育研究的现实关怀

任何有价值的教育研究都不是凭空产生的，任何有生命力的教育研究都不是研究者的精神独白，它们都是关照现实的研究，是时代精神的产物。对现实的关怀为教育研究提供了永不停息的动力之源。那么，教育研究的现实关怀究竞如何把握?本文分别对教育研究的现实关怀的意义、内容以及如何达成等问题做了简要分析。     

乌鲁木齐市社区养老模式浅析

乌鲁木齐市老年人口迅速增加,养老问题正日益成为一个严峻的社会问题。结合乌鲁木齐市的养老现状,我们认为社区养老模式是一种符合社会发展的模式,但是在发展过程中社区养老服务存在着问题:政策缺乏统一的协调、运作机制和保障;资金短缺,来源方式单一;社区服务工作不能适应社区养老的发展;社区养老的宣传力度不大,对社区养老的认识不足。搞好社区养老服务应进一步建立健全居家养老服务的政策;把社区养老模式纳入到乌鲁木齐市的和谐社区建设中;丰富资金来源,多渠道筹集资金;实行科学化、行业化的管理;加大对社区养老的宣传力度,提供老年人的参与性。     

生命关怀:课程实践中的必要关照

教育的本质是关注每一个学生的发展。以“为了每一位学生的发展”为理念的新一轮基础教育课程改革在理论上回应了教育的本质,但压抑个性、轻视生命的时然教育境遇却违背了教育的本质。因此,从课程实践层面关注个性关怀生命已成为必要。     

The role of traditional folklore in facilitating adult learning in Nigeria

Adults, unlike children, have a wide variety of prior experiences and knowledge which they bring to the processes of learning they engage in at later stages of life. This difference between teaching children (pedagogy) and teaching adults was identified by Malcolm Knowles in the 1980s. He coined the term andragogy to describe the art and science of helping adults learn. Andragogy is premised on five key tenets: self-concept; experience; readiness to learn; orientation to learn; and motivation. These are often absent from the conventional facilitation methods used for adult learning and education (ALE) in Nigeria. The author of this article notes that many ALE programmes fail to meet the needs and expectations which motivate learners to engage in a course. She argues that for learning outcomes to be more successful, teaching methods need to be more creative and take learners’ prior experience and knowledge into consideration. After reviewing literature on the topic of adult learning, this article examines conventional methods of facilitating ALE in South West Nigeria. The author points out some of these methods’ shortcomings and suggests that one viable approach to addressing these might be to introduce the use of traditional folklore for andragogical purposes. The author posits that integrating oral tradition would also enable a more playful approach to adult learning. In a practice-oriented vein, she discusses the innovative and andragogical elements inherent in folktales, lullabies, folksongs, poetry, proverbs and riddles, illustrating her discussion with Yoruba examples. She concludes that folklore is useful as an independent or integral ALE facilitation method, with promising potential to make ALE more effective.

     

诺丁斯关怀伦理思想的人本价值

关怀理论是当代西方德育理论中影响深远的重要流派之一,该理论蕴含着人本主义的价值,对我国道德教育中实施人文关怀提供了重要的理论借鉴意义。我们应坚持扬弃的态度,取其精华,除其糟粕,不断创新德育方法,重视道德情感的培育,倡导关心人、体谅人的价值理念,尊重学生的主体地位,促进学生的个性发展,不断提高教育的针对性和实效性。     

New peace,new teachers: Student teachers' perspectives of diversity and community relations in Northern Ireland

This paper reflects upon student teachers' conceptions of inter-community relations and the preparation they receive to address issues of diversity and mutual understanding. The study in Northern Ireland is set against a backdrop of political, social and educational change, where a shared, peaceful future appears possible. Student teachers at a Catholic institution and a predominantly Protestant institution indicated a willingness to engage with issues concerning diversity and inter-community relations, despite having a limited knowledge of the concepts. However they also demonstrated clear views about the relevance and value of the preparation they received. The findings are evaluated using multicultural theory.     

The role of paraphrased adjunct questions in facilitating learning from prose

Twenty-six college student read a 5000-word prose passage and answered either verbatim or paraphrased inserted questions while reading about international communication. Students either were or were not permitted to review the text while answering the inserted questions. On a subsequent post-test containing new paraphrases of the adjunct questions, students who received paraphrased adjunct questions outperformed students who received verbatim adjunct questions. This result supported the contention that paraphrased adjunct questions could facilitate meaningful learning from prose.     

教育关怀:融合教育教师的核心品质

关怀具有自然性、伦理性和制度性特征,并在人与人的交往和对话中形成关系性品质。对于特殊儿童而言,只有关怀才能够促使其健康成长、回归社会主流。融合教育教师应该具有关怀和关爱的品格,并养成敏感性的关怀品质,在自然情境中实现"零拒绝"的融合教育和满足每个儿童的特殊教育需要,以实现特殊儿童的初级关怀和充分关怀。     

Creating a Caring Community: The University of Arkansas Nursery School Experience

The seven dimensions of establishing a caring community at the University of Arkansas Nursery School are described. Key components include empathetic teacher–child and teacher–parent interactions, celebration of differences, and a responsive classroom environment.     

The role of teachers in facilitating situational interest in an active-learning classroom

The study sought to explore whether interactional teacher characteristics such as social congruence, subject-matter expertise, and cognitive congruence increase situational interest in students. Correlational and path analyses were conducted on a sample of 498 polytechnic students to assess potential differences in situational interest based on these three teacher characteristics and how well these characteristics predicted situational interest. Results revealed that students supported by teachers who scored high on these characteristics reported significantly higher levels of situational interest. Cognitive congruence was the most significant predictor of situational interest. Overall, the findings suggest that teachers play an influential role in increasing students’ situational interest in the active-learning classroom.     

不同恢复方式对七星河湿地真菌群落多样性影响

为了解不同恢复方式对湿地生态系统真菌群落的影响,以七星河湿地的3种不同恢复方式(退耕还湿、自然湿地、退耕还林)为研究对象,分析七星河湿地不同恢复方式下真菌数量、群落多样性及真菌群落结构与环境因子的响应关系。从9个样地土壤中共分离得到真菌95株,分属于15个属,青霉属(Penicillium)、曲霉属(Aspergilus)是退耕还湿、自然湿地、退耕还林中共有菌属,青霉属(Penicillium)为退耕还湿、自然湿地、退耕还林优势菌属。多样性指数分析表明,退耕还湿多样性指数(H')和丰富度指数(R)值相对较高。通过CANOCO 4.5对真菌群落与环境因子进行冗余分析(RDA)结果表明,TS、pH、SWC是影响七星河湿地真菌群落组成的主要环境因子,其次为TP、OM、TN。通过对不同恢复方式下七星河湿地土壤理化性质分析表明,退耕还湿样地中TS、TN、OM含量显著高于自然湿地和退耕还林。退耕还湿有助于提高土壤中TS、TN、OM等营养物质的含量,进而提高真菌群落多样性。     

关注过程的数学教学

关注数学过程,有利于更好地掌握知识与技能,培养主动探究的意识,增强应用的意识,形成良好的情感态度;在数学教学中应关注数学化的过程、问题解决的过程和反思的过程。     

Making gazes explicit: facilitating epistemic access in the Humanities

This paper addresses the problem of curriculum design in the Humanities and Social Sciences, and more specifically the challenge of designing foundation courses for first-generation or ‘disadvantaged’ learners. Located in the social realist school of the sociology of education studies that builds on the legacy of Basil Bernstein, we emphasise the importance of knowledge and understanding the principles that generate ‘what counts’ in particular courses and disciplines. In order to operationalise this, we used Maton’s Legitimation Code Theory to uncover the knowledge/knower structures in eight first year courses in four of the most popular majors in a Faculty of Humanities. Our data sources were curriculum documents and exam papers in particular. The findings are presented and the ‘codes’, ‘gazes’ and ‘lenses’ for each set of courses delineated. The findings are being used to inform the design of a set of curriculum and pedagogic interventions that aim to offer powerful ways of knowing to novices in the Humanities and Social Sciences.     

The role of family preservation therapists in facilitating use of aftercare services

OBJECTIVE: The aims were to: (1) examine the process that family preservation therapists use when developing and implementing aftercare plans, and (2) examine how family preservation therapists perceive the availability and accessibility of community services that families need after short-term family preservation services. METHOD: Focus groups were conducted with therapists (n = 26) from five agencies that provide family preservation services in a large Midwest city. One agency was the local public child welfare agency, and the other four were nonprofit agencies with state contracts to provide family preservation services. RESULTS: Therapists viewed aftercare services as important and necessary, yet perceived barriers to families' use of aftercare services. Therapists undertook a number of activities to help families access and use services, though some therapists took a less active role than others did in helping families link to services. It was perceived that more follow-up was needed to ensure service use. Participants viewed certain services as especially difficult to access or unavailable, including services for men and adolescents. CONCLUSIONS: More explicit and focused attention to facilitating service use is needed. This can be accomplished by therapists focusing on service use during assessment and treatment planning. Regular follow-ups after short-term family preservation services for the purpose of helping families to productively use services may be needed. However, systemic changes are also needed to ensure that needed services are available and accessible.     

The early prevention of mathematics difficulty: its power and limitations

In this article, the authors consider the power and limitations of responsiveness-to-intervention (RTI) for reducing the need for ongoing and intensive services for the segment of the school population traditionally identified as having a learning disability in mathematics. To assess the robustness of RTI, the authors describe four studies with strong demonstrations of efficacy, as they considered the percentage of students who failed to respond, the post-tutoring achievement gap between tutored and not-at-risk students, and the extent of transfer across components of the mathematics curriculum. The authors then discuss implications and additional research questions pertaining to mathematics intervention generally and within the context of RTI. They conclude with a proposal for an expanded conceptualization of RTI.