北京地区培智学校家长和教师对家长参与的态度研究

本研究以北京地区培智学校班主任教师和家长为调查对象,考察了他们对家长参与的态度.结果表明,家长和教师都认同家长参与的重要性,但对家长的参与能力看法消极.在期望的参与类型上,双方都同意应改进家校联络方式,但对涉及学校事务的参与类型双方态度有分歧.影响家长态度的主要因素是家长的受教育水平和家庭居住地,但没有发现与教师态度关系显著的影响因素.     

A Rough Guide to English Teachers

This article examines the way in which the history of English in schools has contributed to differing philosophies of that subject amongst English teachers. It analyses the current philosophies using, as its database, a novel research instrument called the Rough Guide to English Teachers.     

Parent Teacher Education Connection: Preparing Preservice Teachers for Family Engagement

This article describes the Parent Teacher Education Curriculum, a Web-based curriculum focused on instructing teachers about best practices in family involvement and assesses its impact on the knowledge and attitudes of preservice teachers related to family involvement. Pre- and post-measures of preservice teacher candidate knowledge of and attitude toward parent involvement were analyzed using multivariate analysis of variance (MANOVA) and paired-samples t-tests. Findings revealed a significant multivariate main effect for the time of knowledge assessment administration (pre vs. post): Wilks' λ = .613, F(6, 449) = 47.308, p < .001, partial eta squared = .387. This suggested that overall Knowledge increased significantly from pre- to post-administration. In addition, multivariate analysis for the time of attitude assessment administration (pre vs. post) was Wilks' λ = .982, F(3, 1548) = 9.65, p <. 001, partial eta squared = .018. This suggested that overall Attitude increased significantly from pre- to post-administration.     

Review of Research on Parent Training for Parents with Intellectual Disability: methodological issues

A computerised search was conducted in May 1995. PsycLit and Eric databases (1974‐1995 and 1965‐1995, respectively) were consulted. A total of 27 references were listed under the topic of Parent Training Program for Parents with Intellectual Disability. However, the results of the review indicated that only one reference was pertinent which was on basic child care skills training for mothers with mean IQ 74 and the mothers who were regarded as having provided neglectful child care. Through personal communication, 10 studies on parent training programs for parents with intellectual disability were obtained and also reviewed. Eight studies applied single‐subject design; two used quantitative methods; one used both single subject design and statistical analysis. Among the 10 studies, one was basic child‐care skills training, two were decision‐making in child rearing; five of them were safety and related topics, and three were concerned with mother‐child interaction. A total of four studies included mothers with normal IQ as a comparison or to serve as a norm. As a whole, research in parent training programs for parents with intellectual disability is still in its infancy. Much more work needs to be done in the area of basic child care skills, comparative studies, identifying situational and subject characteristics for the best outcome of training, and programming to facilitate generalisation.     

美国“父母即教师”项目(PAT)的发展及效果评估

20世纪以来,美国社会的急剧变化使家庭系统面临巨大的压力并引发一系列社会问题,致使美国开始开展增加家庭教育的知识与技能、预防和减少家庭危机的系列研究与实践。以美国密苏里州为代表的"父母即教师"项目(ParentsAsTeachersProgram,PAT),关注孩子在校园的表现与家长参与的互动关系,通过丰富的项目研究实践来提高家长的教育水平,有力地促进了家长有效参与到孩子的发展中去。美国各州普遍实践的"父母即教师"项目的评估表明,参加该项目的父母在育儿技巧、参与的程度与质量方面有显著提升;孩子在认知与入学适应能力等方面也有明显提高。该项目尤其是对贫穷家庭的孩子和非白人家庭的孩子影响更大。     

Value Education as Perceived by Parents,Teachers and Pupils in Israel

Abstract

The perplexity that characterizes moral education was the motive for undertaking this study. A field selection of terminal and instrumental values served as its frame of reference. Two questions were posed by the investigators: Is there any difference in the degree of importance which parents, teachers and pupils attach to these values? Do different schools rate these values differently? A sample consisting of 531 pupils, 251 parents and 38 teachers, randomly selected from five Israeli high schools, were asked to rate the degree of importance they attach to each value and the degree to which they think each value is cultivated in school. All subjects rated instrumental values higher than terminal values. A striking consensus between parents, teachers and pupils was disclosed. Between school variance was significant for both terminal and instrumental values. The study of approaches to values found in schools may contribute to curriculum development and planning of teacher education programmes.     

Parents and Teachers: Partners in Improving Reading Skills

How do we know when students have learned? is an important question. By way of a narrative example of a classroom lesson, the Essentialist philosophy is described. This philosophy is teacher-directed and lacks any inherent requirement for student understanding. Rather, a teacher delivers the required information, and students absorb then give back what was delivered. Five missing characteristics of learning—understanding, thinking, problems, questions, and feedback—from the narrative classroom are briefly discussed, and a student-centered philosophy is presented, which has the ability to support and sustain learning that is rich, substantial, and meaningful.     

Effective Collaboration between Teachers and Parents in Israel: A Strategy for Improvement of the Educational Process

Traditionally the roles of schools and parents have been seen as separate activities. More recently, a view has developed that parents and schools should work together in a close and integrated relationship. The writer discusses the nature of this partnership and the roles of both parents and teachers in it. The nature of the school–parent relationship in Israel is considered. In the final section of the paper, the development of such a partnership in a particular Israeli elementary school is described and evaluated.     

Effective Collaboration between Teachers and Parents in Israel: A Strategy for Improvement of the Educational Process

Traditionally the roles of schools and parents have been seen as separate activities. More recently, a view has developed that parents and schools should work together in a close and integrated relationship. The writer discusses the nature of this partnership and the roles of both parents and teachers in it. The nature of the school–parent relationship in Israel is considered. In the final section of the paper, the development of such a partnership in a particular Israeli elementary school is described and evaluated.     

名师工作室与教师专业成长实证研究——基于225个名师工作室的调查与访谈

名师工作室的实践探索已有10多年历史,让名师来引领未来名师已成为教师专业成长的共识。2008年开始,浙江省成立名师工作站,对225个名师工作室进行理论引领和实践指导。通过对1558位工作室成员问卷调查,表明名师工作室是教师专业成长的重要载体,其中最有效的活动形式是“名师引领”“共享交流”“主题研修”,文章还对工作室的进一步发展提出若干对策建议。     

谈幼儿教师与家长的有效沟通

幼儿教师与家长的有效沟通对提高幼儿园保教质量有重要的促进作用。许多幼儿教师在与家长沟通方面存在着不当的问题。作为幼儿教师,在与家长沟通中要端正应有的态度,做好相关的沟通准备,注重采取适当的沟通方式,从而达到有效沟通的目的。     

浅论教师与家长关系的中介性

教师与家长之间关系的特殊性——中介性,决定了他们之间关系的复杂性,这种关系会影响到第三者——儿童的发展。教师和家长是通过儿童的行为和儿童对对方的评价来认识、了解彼此的。教师与家长应采取对话的方式,加深了解,相互尊重。