听证制度——高校处理违纪学生的程序保障

高校学生管理的法制化要求高校处分违纪学生应遵循正当程序原则.高校处分违纪学生听证制度的建立,不仅符合我国现行的法律规定和高校实践,也有利于公正处理违纪学生和教育其他学生.同时,为了规范听证制度的实施,在听证范围、听证人员组成及听证顺序等方面应当予以明确和细化.     

听证:高校管理的制度创新

听证制度是行政程序法律制度的核心。听证制度适用于高校管理有着显明的依据。高校内部的管理规章制度、重大改革举措以及关系到教师、学生权益的奖惩决定等，都有必要经过听证程序的检验。具体操作过程中，高校听证程序应注意处理好听证主持人、听证参与人的选定，听证结果的效力等问题。     

高校内部行政管理引入听证制度的研究

随着依法治校进程的加快,高校听证制度的实践也越来越受到高校师生和学者的关注。目前,听证制度实施还存在着适用范围较窄,效力欠缺的不足。笔者提出应从培育法治意识、扩大听证程序适用范围、完善听证的程序加以改进。     

处理违规违纪学生应遵循的十大原则

教师对学生的体罚与变相体罚是一个屡禁不止的现象,这既会在孩子们幼小的心灵深处埋下黑暗的种子,又严重破坏了教师的师表形象。究其原因,有着深层的思想根源和社会根源。笔者认为,处理违规违纪学生应当遵循十大原则,从而从根本上杜绝体罚与变相体罚行为的发生。     

学生违纪管理民主听证制度的探索与实践

给予违纪学生一定的纪律处分,是我国教育法律法规赋予学校的一项法定权利。这一权利对创建和谐的校园环境起着重要作用。但如果处分不当,其所产生的负面效应也是显而易见的。处分是为了更好地教育学生,然而在实践操作过程中,处分的教育意义往往没有完全发挥出来,有时还会因为学生和家长的情绪抵触使得教育工作难以顺利展开。我们认为,     

试论高校处分违纪学生的法治原则

法律虽规定高校有处分违纪学生的权力，但并未明示具体如何处分学生。诸多学生告母校的诉案表明，高校的处分行为必须纳入法治的轨道，必须受如下基本原则的统率与指导，即：处分法定原则，公平公正原则，处分慎重、重在教育原则，权利保障原则等。     

高校管理中实施听证制度存在的问题及对策探析

我国部分高校在某些问题上已经开始实施听证制度,但在应用的过程中却存在许多不足。如何改进和弥补不足,使听证制度达到应有的效果,从而推进高校的管理是我们应该解决的问题。     

对中职学生违纪问题处理的思考

近几年来,随着中职学校招生形势的困难,学生管理也出现了许多问题,一些中职学校在对待违纪学生时出现了“睁只眼闲只眼”的现象,在处理违纪学生时有后顾之忧,处分力度不够,处分不及时,导致了学生质量的下降.随着国家对中职教育的重视,中职学校必须从“重视招生数量”转移到“重视培养质量”,严肃对待处理违纪学生.     

构建和谐高校视角下学生听证制度的思考

听证制度所彰显的公平与透明法则,对高校学生管理工作有较强的启示作用。在阐述听证制度内涵的基础上,列举典型案例,认为其公开与透明的本质适用于高校学生管理工作,并阐释了听证制度对构建和谐高校的必要性与可行性,最后针对高校学生管理中听证制度的运作模式进行了思考。     

论人身自由罚适用听证程序的必要性

听证程序的准司法性质决定其有利于保证行政处罚的公正,保障行政相对人的合法权益.我国行政处罚法首次规定了该制度,标志着我国民主法制建设的巨大进步.但是,该法没有规定人身自由罚适用听证程序,治安处罚法也未能弥补这一缺陷.在人权保护日益受到关注的今天,讨论人身自由罚适用听证程序的必要性显得尤为重要,以期对行政处罚法的修订和行政程序法的立法有所裨益.     

高等教育助学贷款失信惩罚机制构建分析

助学贷款是由金融机构提供的,用来满足消费者在教育方面的货币需求的一种贷款,是利用金融手段帮助贫困学生完成学业的一种助学机制,也是发达国家的通行做法。助学贷款在我国从1998年提出,1999年试点,到2000年全面铺开,至今已历时5年,但一直进展缓慢,甚至出现了银行惜货和受信学生高违约率的“两难困境”。究其原因是我国信用缺失条件下助学贷款的高违约率和高风险所造成的,因此建立起助学贷款失信惩罚机制是大力发展我国高等教育助学贷款的必要前提。     

论死刑复核程序的改革与完善

死刑复核程序作为独立于两审终审以外的特别程序,是中国司法制度之特有。随着审判方式改革的推进,死刑复核程序之弊端日益凸显。在最高人民法院收回死刑核准权之际,重新认识死刑复核程序的性质,从程序的启动及具体审理方面完善死刑复核程序。     

Three suggested teaching strategies for students who are deaf or hard of hearing

This paper addresses current issues in deaf education including poor academic progress and employment outcomes of individuals who are deaf and hard of hearing (D/HH) as well as provides suggestions for improving overall academic achievement of this population. Specifically, three instructional strategies are recommended for teachers: choral responding, response cards, and peer tutoring. These three strategies have been shown to increase active student responding in classrooms for children who are typically developing and children who have disabilities. For international deaf students in countries that may rely on volunteers who lack basic requisite skills these general education teaching strategies are easy to use even by novice teachers. Recommendations are tendered for how teachers can include these simple teaching strategies in classrooms serving students who are D/HH.     

大学教育惩戒的人文关怀

当前中国大学行使教育惩戒权时有行政化作风倾向,对法律赋予的让渡权产生异化。新时期,大学教育惩戒要摆脱工具理性,要以大学生的发展为旨归,体现应有的人文关怀。而体现人文关怀因素的教育惩戒路径主要有：惩戒制度的制订和内容体现大学生＂人＂的因素、惩戒制度的执行体现＂伦理道德＂因素、惩戒组织机构体现人性化架构和大学生自治组织的自律教育惩戒。     

Inquiry-based science instruction and performance literacy for students who are deaf or hard of hearing

Deaf and hard of hearing students, who cannot successfully access and utilize information in print, experience various difficulties in conventional science instruction, which heavily relies on lectures and textbooks. The purpose of the present review is threefold. First, an overview of inquiry-based science instruction reform, including the so-ciohistorical forces behind the movement, is presented. Then, the author examines the empirical research on science education for students who are deaf or hard of hearing from the 1970s to the present and identifies and rates inquiry-based practice. After discussing the difficulty of using science texts with deaf and hard of hearing students, the author introduces a conceptual framework that integrates inquiry-based instruction and the construct of performance literacy. She suggests that this integration should enable students who are deaf or hard of hearing to access the general education curriculum.     

Math in motion: origami math for students who are deaf and hard of hearing

This article aims to provide an overview of the use of origami in teaching mathematics to deaf and hard-of-hearing students. The author posits that in both the general and special education settings, origami can be very useful for students who are deaf and hard of hearing as many of them need to see and feel to learn and are likely to be concrete learners. Suggestions about how to conduct an origami math lesson for deaf and hard-of-hearing students are included in this article.     

论大学学术诚信制度建设

诚信是我国当今时代呼唤的主题。社会各界都需要诚信，学术领域亦然。学术领域大量的学术越轨及大面积学术腐败的产生与学术诚信制度建设滞后不无关系。章以大学这一学术组织为例来探讨如何建设学术诚信制度问题，并认为，政府规制是学术诚信制度建设的关键。     

Collaborative consultation: a method for improving educational services for mainstreamed students who are hearing impaired

As a result of well-known recent federal mandates for appropriate special education to all disabled students, the majority of children who are hearing impaired currently are educated in public school settings, along with hearing students. Consequently, teachers of students who are hearing impaired have expanded their role to include the provision of ongoing support to regular classroom teachers, speech-language pathologists, paraprofessionals and administrators. One model for delivery of these services is that of collaborative consultation. The purpose of this paper is to provide an overview of collaborative consultation, and to delineate some principles that merit consideration by regular and special educators who are involved in the education of students who are hearing impaired.     

建立大学教育质量保证机制的探讨

建立高等教育质量保证机制是世界各国保证和提高高等教育质量的共同作法。在建立大学教育质量保证机制时，全面质量管理思想和原则值得引入，要建立学校内部教育质量保证系统和外部教育质量保证系统相结合的教育质量保证大系统，围绕大学教育的各方面、全过程，建立教育质量保证的相应系统和运行机制。