Criminal Justice Interns’ Observations of Misconduct: An Exploratory Study

In an effort to explore criminal justice interns’ observations of misconduct and reporting patterns of their observations, a survey of criminal justice interns was conducted after their internships were completed. Students from four universities in the South (n = 463) were asked to participate. While only 2 percent of respondents reported observing illegal behavior by criminal justice agency personnel, over half of the respondents reported observing behavior they suspected was illegal; knew to be violations of department policy; or recognized as generally unprofessional behavior.     

The internship component of a teacher education program: Opportunities for learning

Abstract

Many preservice teacher education programs in recent years have increased the amount of time student teachers spend in field placements by adding an “internship “ component. An internship is typically longer than a practice teaching session and is designed as a bridge between being a student teacher and having full teaching responsibilities. This study explored the effect of an internship that had three key features: the interns were free to choose the nature of their field experience, no formal evaluation was involved, and the interns were attached to the school (or other institution) as a whole rather than a particular staff member. Under these conditions, the interns could (a) go more deeply into a specific teaching area; (b) gain greater knowledge of school culture; (c) become more familiar with school‐wide programs and activities; and (d) learn more about their distinctive interests and abilities as teachers.     

Knocking on the door to the teaching profession? Modeling the entry of prospective teachers into the workforce

We use a unique longitudinal sample of student teachers (“interns”) from six Washington state teacher training institutions to investigate patterns of entry into the teaching workforce. We estimate split population models that simultaneously estimate the impact of individual characteristics and student teaching experiences on the timing and probability of initial hiring as a public school teacher. Not surprisingly, we find that interns endorsed to teach in “difficult-to-staff” areas are more likely to find employment as public school teachers than interns endorsed in other areas. Younger interns, white interns, and interns who completed their student teaching in suburban schools are also more likely to find a teaching job, all else equal. Prospective teachers who do their internships at schools that have more teacher turnover are more likely to find employment, often at those schools. On the other hand, few of the characteristics of an intern's cooperating teacher are predictive of workforce entry. Finally, interns with higher credential exam scores are more likely to be hired by the school where they did their student teaching.     

Doctoral Interns’ Perceptions of Preparedness to Work with Victims and Survivors of Sexual Assault at University Counseling Centers

ABSTRACT

Counselors at university counseling centers (UCCs) should be prepared to provide services to sexual assault victims and survivors, as an estimated 23% of females and 5% of males are assaulted during college, with rates being higher for sexual and gender minority students. We surveyed doctoral interns (N = 49) at UCCs regarding interns’ training and educational experiences during their graduate programs, practicum, and internship placements, as well as the services that the interns and UCCs provide to recent victims. Among our findings, 96% of the sample had expected to work with a recent victim, 82% had already done so, and only 22% perceived themselves as fully prepared to provide such services. In addition, the majority of UCC interns had focused on sexual assault cases during case conferences, didactic trainings, and supervision. These results have implications for graduate programs and internship sites.     

数学教育实习中指导教师工作现状分析

中学指导教师在数学教育实习中扮演着重要的角色。调查发现,绝大部分实习生在教育实习的过程中获得了中学指导教师对他们的指导。指导的内容集中在课堂教学设计和教学技能方面。大部分实习生都认可指导教师的工作。在实习中大多数指导教师没有获得如何从事指导工作的培训机会及取得相关工作的资质;他们与高等教育机构联系甚少;指导实习生的过程中存在单打独斗的问题。     

浅谈建设项目经济合同管理中的注意点

根据工程建设项目施工的特点,从完善建设项目施工合同管理机构、健全合同管理制度、合同的谈判与签订、合同实施过程中的管理四个方面论述合同管理的要点。指出工程造价管理是合同管理的核心,对我国工程建设施工管理中加强合同管理、提高法制意识做了探讨。     

“Somebody to count on”: Mentor/intern relationships in a beginning teacher internship program

The purpose of this qualitative interview study was to illuminate mentor and intern participants' relationships in one state-mandated beginning teacher internship program. We analyzed interview data from 29 mentors and interns using within- and cross-case analysis and generated categories and properties with supporting interview excerpts to show how mentors and interns interpreted and adapted their roles. Findings of the study indicate that mentors and interns jointly construct their relationships; these relationships are undergirded by the respect and trust the two individuals have for each other. Furthermore, interns appear to need mentors who first, and foremost, support them as fledgling teachers. Interns also need mentors who assume flexible roles and who adapt their roles based on interns' needs.     

Cracking the Challenge of Changing Dispositions: Changing Hearts and Minds through Stories,Narratives, and Direct Cultural Interactions

This paper reports the findings of a study that examined changes in interns’ culturally and family-responsive dispositions over the course of a 2-year early childhood teacher preparation program that prepares teachers who are willing and able to work with culturally, linguistically, and ability-diverse young children and their families. Specifically, we studied shifts in dispositions about (a) building relationships with families, (b) feeling comfortable working with children and families with diverse cultural and linguistic backgrounds, and (c) being willing to implement culturally responsive and relevant curriculum and instruction. Qualitative methodologies were employed to examine the guiding-principles paper interns wrote at the conclusion of the program. Results of the study indicate that interns perceived that their attitudes toward and beliefs about families with cultures different from their own changed over the course of the program. They attributed these changes, in part, to their engagement in activities that involved home visits and gathering families’ stories. The interns felt they gained a greater understanding of cultural diversity and changed some of their assumptions and biases as a result of spending time with families and getting to know their sociocultural context as well as their beliefs, priorities, and goals. The interns perceived that this intimate knowledge of families helped them provide culturally responsive instruction that took into account children’s diversity and promoted cultural and linguistic continuity between home and school.     

学前教育实习生实习前后心理健康状况调查研究

教育实习是学前教育学生第一次承担幼儿教师职责,角色的转换会造成较大的心理压力。及时了解、掌握实习生的心理健康状况,进行有针对性的培训、辅导是使实习生顺利渡过实习期的关键。本研究采用症状自评量表对学前教育专业实习生的心理健康水平进行测查,发现:(1)与国内大学生常模相比,我院学前教育专业实习生的心理健康水平偏低,其中人际关系敏感、抑郁、焦虑、恐怖等4个因子得分显著高于常模;(2)学前实习生的症状自评量表中各因子得分在实习前与实习后未出现显著差异,这与其他专业实习生有所区别,究其原因主要是实习工作适应难度大及从业前景不乐观所致。     

基于微信群线上线下混合式外科临床技能教学模式的应用

目的:探讨基于微信群线上线下混合式外科临床技能教学模式的应用效果。方法:2019年1月—2019年11月共84名在胸心血管外科实习轮转的2015级临床医学专业实习医生作为研究对象,随机分为试验组和对照组,试验组采用基于微信群线上线下混合式外科临床技能教学模式,对照组采用传统示范教学,出科结束进行理论考核和技能考核,比较两组教学效果。结果:试验组实习医生理论学习成绩、外科技能及学习积极性均优于对照组。结论:基于微信群线上线下混合式外科临床技能教学模式能调动实习医生学习的积极性,提高外科操作自信,有效提高了教学质量,是值得推广的实习教学模式。     

Testing a Curriculum to Teach Cultural Competence to Non-Mainstream College Students Interning in Mainstream Agencies

ABSTRACT

Cultural competence, from the perspective of students of color interning in mainstream agencies, was emphasized in a curriculum piloted in an undergraduate practicum seminar. Student interns who read a chapter on cultural competence in a standard textbook in lieu of receiving the curriculum served as the comparison group. Results indicated that student interns who took the curriculum were more prone to see problems in intercultural communication as systemic and more likely to feel competent handling possible racial discrimination in their field placement than were students in the comparison group.     

Borders to cross: Identifying sources of tension in mentor–intern relationships

We used border crossing as a theoretical framework to explore the tensions that developed between two mentor–intern pairs during the course of a yearlong internship in high schools in the United States. Interviews with mentors and interns, and observations of planning sessions, teaching episodes, and follow-up conferences indicated that differing conceptions of mentoring, expectations related to communication, and beliefs about teaching formed the primary borders that the pairs had to navigate. Findings from the study suggest that the university must take a greater role in fostering communication between mentors and interns, and in providing on-going support to mentors engaged in teacher education.     

浅议高校学生实习期间权益立法保护

目前我国对高校学生实习期间（下文简称实习生）的权益保护在立法上存在很多的问题,其中最主要的是实习生的身份无法确定,劳动关系难以建立.因此借鉴外国相关立法,并且结合我国实际,明确相关概念,从实习生、实习单位、高校等方面,建立和完善相关法律法规,促进对实习生的权益保护.     

推行实习生操作技能训练合格证制度的设想

设计了一种实习生操作技能训练的模式,即推行合格证制度。大体设想是:将江苏省南医大等七所高等医学院校编写的实习大纲中规定的实习生需要掌握的内容分门别类印在技能训练合格证书上。老师与学生互相自由选择进行训练。为保证合格证制度的实施,制定了相应的奖惩措施。     

论缔约过失责任法律制度

缔约过失责任是德国法学家耶林提出的一种特殊责任制度,被誉为法学上的发现,对各国立法和判例产生了极其深远的影响.我国早期民事立法及新合同法对此也作出了相应规定.关于缔约过失责任的概念,目前理论界争议较大,大致有四种学说:侵权行为说、法律行为说、法律规定说、诚实信用说.缔约过失责任的理论基础、构成要件、责任类型等不同于违约责任和侵权责任,它们之间存在明显的区别.     

实习大学生的身份辨析

实习学生在实习期间具备何种身份,一直以来在法律上没有明确界定,这种身份的模糊性给实习生权益保护带来了很大的障碍。从实习、劳动者的概念入手,对当前存在的各种实习模式下的实习生身份进行了分析、定性,认为顶岗实习、就业实习模式下的实习生完全具备劳动者的身份,企业在择优录取的前提下应当与实习生签订劳动合同,赋予其享受劳动者的权利。     

School psychology interns’ characterizations of family–school partnerships

School psychologists are encouraged to establish family–school partnerships with culturally and linguistically diverse families across the spectrum of child development. Partnerships and collaborations have been described in prior literature as bidirectional, nonhierarchical relationships between families and schools, expanding on the more traditional but limited concept of unidirectional parent involvement in school. This qualitative study describes five specialist‐level school psychology interns’ experiences facilitating family–school partnerships with culturally diverse families during their internship year. Findings focus on defining and identifying characteristics of family–school partnerships from interns’ recollections of their lived experiences. Five salient elements characterized the practical experience of a partnership: requisite situations for partnering, stakeholder involvement, intern's actions, intern's emotional responses, and the outcome or quality of the family–school partnership. These findings have implications for the training of school psychologists and the ways that family–school interactions are conceptualized both in training programs and in school settings.     

Learning disciplinary literacy teaching: An examination of preservice teachers’ literacy teaching in secondary subject area classrooms

In this study, we sought to articulate observable features of literacy teaching in subject area classrooms and to explore possibilities for teacher education design focused on disciplinary literacy teaching. We analyzed video records of practice of two cohorts of secondary undergraduate teaching interns (N = 60) who were enrolled in their first semester of a three-semester university-based program. To conduct our analysis, we developed a coding scheme that reflected sociocultural theories framing inquiry and literacy as social practice. We found that interns, with support, attempted important moves related to disciplinary literacy teaching.