Advancing Doctoral Social Work Education: An Application of the Social-Ecological Framework

Graduates of social work doctoral programs are an integral part of social work education and, as faculty, training of BSW and MSW students. Missing from the literature are theoretical frameworks that advance the study of “what works and for whom” in social work doctoral education. Building upon the existing literature, this article proposes a conceptual framework for enhancing doctoral students’ experiences, as well as doctoral education programs. Specific strategies grounded by this framework are put forward to guide PhD students and educators in advancing doctoral social work education.     

Cross-cultural immersion in China: Preparing pre-service elementary teachers to work with diverse student populations in the United States

Cross-cultural immersion experiences have been considered to be an effective way to prepare American pre-service teachers for culturally responsive pedagogical practices. The literature review shows few studies have investigated pre-service teachers' cross-cultural experiences in non-English speaking countries, specifically Asian countries. This qualitative study examined ten American elementary pre-service teachers' teaching and learning experiences in China. Five themes emerged from the data analysis: understanding and respecting Chinese culture; developing empathetic dispositions towards non-English speaking students; exchanging teaching strategies and resources; reflecting on professional and personal growth; and initiating a proactive stance as culturally responsive change agents. Additionally, the study revealed that having two separate Chinese field placements may have differing pre-service teachers' teaching and learning experiences. Varying types of opportunities to study abroad are on the rise. Recommendations are provided for the type of cultural immersion experience that encourages neophyte educators to not only learn about others, but also learn from and with others.     

Influence of the natural setting on environmental education outcomes

Abstract

Environmental education (EE) typically occurs in natural settings, which research suggests may enhance learning outcomes. Although field trips are commonly used to teach EE, few studies have isolated the influence of different setting characteristics for enhancing participant outcomes during an EE field trip. According to the literature, certain attributes of the natural setting, including novelty, beauty, and naturalness, as well as how the setting is used such as through place-based education, immersion, and time spent inside vs. outside, are thought to positively impact people’s experiences with nature. In this study, we collected data from 334 EE field trip programs for 5-8^th grade students to investigate the influence of these natural setting characteristics on positive learning outcomes. Results suggest that the naturalness and novelty of the setting, the use of place-based education, and spending more time outside vs. inside all positively correlated with more positive student outcomes. The implications of the results for environmental educators are discussed.     

美国大学开展国际理解教育的经验及其启示

历经近一个世纪的发展,美国大学在开展国际理解教育方面取得了显著的成就。其经验可概括为:明确的人才培养目标,具有国际素养的学生素质结构,多类型的国际理解教育课程,具备国际理解教育素养的教师队伍,多元的校园文化。这些经验对我国大学开展国际理解教育有一定启示意义。     

Exploiting the Links between Theory and Practice: Developing Students' Cross-cultural Understanding through an International Study Tour to China

This paper describes and critiques a study tour to China of undergraduate and postgraduate business students in a large business faculty in a university with an emerging focus on internationalisation through building links with global business and industry. The study tour was designed to fit with the emerging trend towards internationalisation of business education wherein universities perceive themselves as being international universities based in one city rather than city-based universities who have international students. The literature on the difficulties of cross-cultural understanding and adjustment when business people sojourn to other countries is well documented. Yet, the same difficulties being encountered by students on short-term cultural immersion tours are yet to be adequately documented. This paper serves to address this gap in the literature by examining the experiences of 50 Australian and international students when confronted with a three week immersion into China's business, cultural and social practices. The paper explores the contributions of the study tour to academic understanding of globalisation.     

缄默知识视阈下初等教育专业实践课程体系的构建探索

课程体系的建立必须以人才培养的知识结构为基础。就教师的知识结构而言,有显性知识,也有缄默知识,它们在教师的教育教学活动中都发挥着重要作用。丰富的实践教学活动是获得缄默知识的有效途径。为此,我们构建了由社会实践、课堂教学实践或渗透式课堂教学实践、教育实习、科研能力训练和课外教育活动实践等组成的实践课程体系,建立了协同化的实践教学管理体制,并改革实践教学评价模式,凸显评价的发展功能,以达到促进学生职业能力发展,提高就业竞争力的目的。     

美国推进学前教育均衡发展的举措探析

20世纪80年代以来,为推进学前教育的均衡发展,美国采取了一系列举措,主要包括:以发展优质学前教育为目标,加大学前教育经费投入;关注处境不利儿童教育;加强学前教育质量管理;培养优质学前教育师资等。     

谈传统力量训练对短跑运动成绩的影响

当前,力量训练受到前所未有的关注,人们认识到增强肌肉收缩时产生的力量是提高运动成绩最直接和有效的途径。传统力量训练方式对短跑成绩的提高一直起着关键作用,但同时也出现了许多问题,本文采用文献资料法和分析法,对比探讨传统力量训练以及现代新型力量训练方法,以期更好地为短跑成绩的提高提供理论帮助。     

Reflecting on international educative experiences: Developing cultural competence in preservice early childhood educators

ABSTRACT

Given urgent need for culturally competent early childhood educators and the strategic encouragement by colleges for students to travel internationally, this analysis focuses on the question: What is the relationship between international experiences and preservice early childhood educators’ cultural competence? More specifically, three questions were examined: 1) What theories are applied to explain this relationship? 2) What pedagogical strategies are most frequently used during international experiences to develop cultural competence among preservice educators? and 3) What evidence is provided that preservice educators changed (if at all) as a consequence of international experiences? PRISMA analysis of the literature from 2002 to 2016 revealed pedagogical strategies such as immersion and critical reflection led to preservice educators’ self-reports of gains in personal and professional growth, cultural awareness, cultural sensitivity, and cultural competence. Faculty using international travel to develop cultural competence should consider engaging preservice educators in higher order thinking assignments before, during, and after international experiences.     

提高非英语专业学生的英美文学修养

本文简单论述了大学英语教学现状,探讨了提高非英语专业学生英美文学修养的重要意义及其途径。文章认为,提高非英语专业学生英美文学修养有助于培养国际化人才、提高学生的思维和创新能力、培养英语学习兴趣、提高人文素养、陶冶心灵等,因此大学英语教师应该利用各种资源指导学生了解优秀的英美文学作品,提高学生的英美文学修养。     

Counseling Students’ Experiences in an Islamic-Based Counseling Course

The purpose of this study was to examine the experiences of learning and consequent development of twelve students enrolled in a four-year undergraduate counselling program at a higher institution of learning in Malaysia. The students’ ages ranged from 20 to 24 years. Participants outlined their learning experiences after taking a three-credit semester-long course on Islamic-based counseling, which was an attempt at integrating religion and spirituality into counselor training. An experiential learning theory served as the framework of reference, and a qualitative research design was adopted. Results revealed four major themes: (1) increased understanding of counseling, (2) better understanding in regard to the self and relationship with God, (3) applicability to daily practice, and (4) enhancing professional competence as a counselor. Finally, implications for research, counselor education and training, and clinical practice are discussed.     

少儿体操运动员核心区域力量训练的实验研究

运用文献资料法、实验法、数理统计法以及逻辑分析法,分别采用核心力量训练方法和常规力量训练方法对少儿体操运动员核心区域进行力量训练.结果表明:核心力量训练方法能更有效提高核心区域的肌肉力量,尤其是对核心区域肌肉耐力有着常规力量训练方法不可比拟的训练效果.     

Immersive training systems: Virtual reality and education and training

This paper provides an introduction to the technology of virtual reality (VR) and its possibilies for education and training. It focuses on immersion as the key added value of VR, and analyzes what cognitive variables are connected to immersion, how it is generated in synthetic environments, what immersion is, and what its benefits are. The central research question is the value of tracked, immersive visual displays over non-immersive simulations. The paper provides a brief overview of existing VR research on training and transfer, education, and procedural, cognitive and maintenance training.     

Let the children have their say: children with special educational needs and their experiences of Physical Education – a review

This paper reviews literature examining the perspectives of children with special educational needs related to their experiences of Physical Education (PE). The extent to which literature addresses inclusion in PE was determined and emerging themes arising from consultation with children with special educational needs regarding PE were examined. Qualitative studies, concentrating on consultation with special educational needs children, were reviewed and six key themes were identified: children's experiences of PE; their experiences of PE teachers; discrimination by others; feelings of self‐doubt; barriers to inclusion; and empowerment and consultation. Findings indicate children with special educational needs enjoy PE when fully included; however, participation is restricted by discrimination, limited teacher training and material barriers to inclusion. Consequently, teacher training in special educational needs and the education of non‐disabled children about special educational needs requires extensive consideration.     

Reframing HRD: insights from research on the development of exemplary managers

This article questions the common wisdom of the HRD profession by comparing it to the results from six studies on the important developmental and learning experiences of successful managers. Managers in the studies tell us that although planned formal and informal employer‐based training and school‐based training contributed to their development, much of their learning occurred outside of the areas of planned institutional control. Instead such factors as challenging job experiences and assignments, relationships with peers and bosses, learning in the community, family upbringing, personal life experiences, characteristics of the organisational environment, and specific strategies for learning from experience were named as contributors. According to these findings, we are investing all of our targeted resources in only apart of managerial learning and development. Weargue that it is difficult to address these other areas because we view humans as a resource to control for the purpose of maximising profit and enhancing economic development. The result of this reductionistic view of human resources is that our practice is neither cost nor time effective. The implications for HRD practice and research are discussed.     

关于开封市中小学班主任培训工作成效的调查

为深入贯彻落实《教育部关于进一步加强中小学班主任工作的意见》,切实实施好中小学班主任培训计划,避免出现以往培训流于形式等问题,为后继的班主任培训提供经验和教训,为班主任培训专业化、制度化提供参考和依据,采用定量分析与定性分析相结合的方法,对参加培训前后的班主任进行对比性调查,以期得到培训的实效性结果和建设性意见。     

Using social theory in educational research: a practical guide

In Flanders, action research as a means of enhancing quality in initial teacher training and in teaching practice is not as widespread as in some of the neighbouring countries. In this article the authors argue for trainees and qualified teachers setting up and conducting research in their teaching practice. Rather than perceiving this as an additional assignment for the parties involved, this is put forward as an inherent part of the profession, just as it is the general medical practitioner’s duty to keep up with the latest scientific developments, implement new approaches, and confer and exchange experiences with confreres. The authors suggest that such an approach could contribute to a stronger tie between theory and practice in teacher training itself, and to a reinforcement of the knowledge basis in the teacher training curriculum and the teaching profession. They discuss how research can be conceived in the teacher training curriculum and subsequent professional setting, and propose establishing a narrow link between action research and the learning cycle intrinsic to experiential learning. The article draws on the authors’ experiences at the Department of Teacher Training of the Vrije Universiteit Brussel (Free University of Brussels), where action research is a compulsory subject in the curriculum.     

完善教学环节提高学生理论学习能力

理论学习能力是大学生必须养成的基本能力之一，这一能力的培养需要教师的积极指导与科学引导。文章根据作者从事管理学教学的经验和习得，从加强科学理论基本知识教育、加强科学方法论教育两个方面探讨了如何完善教学环节以提高学生理论学习能力。     

篮球运动中的篮板球技术

运用文献资料综述法,并结合教学以及本人经验等对拼抢防守篮板球的技术进行分析及对其训练方法进行介绍,旨在从各方面透析防守篮板球的技术,以便更好的发展篮球运动技术的教学与训练水平.     

Social Justice Training in School Psychology: Applying Principles of Organizational Consultation to Facilitate Change in Graduate Programs

Scholars and professional organizations have called for an increased emphasis on social justice training in applied psychology graduate programs, including school psychology programs (SPPs). During the past decade, emerging research has identified some features of high-quality social justice education, including a clear program mission statement and relevant field-based experiences. However, relatively little literature has described how faculty can pursue comprehensive change in their graduate programs to move training toward a social justice orientation. The purpose of this article is to describe how principles of organizational consultation can be applied to cultivate a program-wide emphasis on social justice issues in school psychology training. In particular, this article reviews relevant literature on social justice education and describes an adapted 5-stage model of organizational consultation for coordinating cohesive program change. Specific recommendations for implementing high-quality social justice training are provided, and directions for future research are discussed.