Burnout,Job Satisfaction and Instructional Assignment‐related Sources of Stress in Greek Special Education Teachers

In the literature concerning Greek special education teachers, there is little evidence regarding the perceived levels of burnout, job satisfaction, and job‐related stress factors. The present study focused on the above issues. A sample of 127 Greek special education teachers at the primary school level was tested with the Maslach Burnout Inventory, the Employee Satisfaction Inventory, and the Inventory of Job‐related Stress Factors (an instrument created for this study). Results indicated that Greek special education teachers reported average to low levels of burnout. They reported moderately high levels of satisfaction with their job, the principal, and the school organisation as a whole; they also reported average satisfaction with work conditions and low satisfaction with prospects of promotion and pay. Four factors were identified on the job‐related stress factors: teaching in a multi‐category classroom, programme organisation and implementation, assessment of students, and collaborations with other special education experts and parents. The special education teachers perceived none of these issues as particularly overwhelming. Moreover, few significant effects of age, gender, and family status were identified. The above results are consistent with other studies that have focused on Greek regular education teachers, which have indicated that, in general, this group do not experience high levels of occupational stress.     

如何引导中学生由基础教育向职业教育过渡

本文阐述了中学和职校学生的主要特点,以及如何在教学中引导学生在学习方法上由中学向职校过渡,从而培养合格的高技能人才.     

The questionable role of higher education as an occupational screening device

Employers optimally pursue activities which facilitate the coordinating of employee characteristics and the requirements of the job. One allegedly important employee characteristic is the level of education. Employees with higher levels of education are rewarded with higher wages than employees with lower levels. This may occur if higher levels of education make an employee truly more productive or if because of an employer's beliefs only those individuals with higher levels of education are allowed to enter the higher paying positions (occupational screening).The above propositions are testable, depending crucially upon the theoretical model employed for determining occupational choices. We shall compare the implications of two possible occupation choice models: (1) enter the job which offers the highest lifetime income, (2) enter the job which offers the highest level of overall satisfaction. We estimate these two models using the NBER-TH data sample. By distributing our estimated results and the actual distribution of occupations over the education levels of high school, some college and BA we can see if more or less people are expected to enter specific occupations at each education level. Support for screening exists if more people are expected in high status occupations at low education levels than are actually in those occupations.When comparing the estimated results for each model we see different outcomes emerge. The latter indicates that screening does not exist while the former does. We present arguments as to why we feel that the second model is the more correct and appropriate and, consequently, why we feel that education is not an effective screening device.     

SENCOs: vanguards or in vain?

In Sweden today, special educational needs coordinators (SENCOs) are educated at universities to help resolve educational problems related to children in need of special support at three levels, that is, the organisational level, the classroom level and the individual level. Before the education of SENCOs was created in the early 1990s, special teachers were the occupational group that worked primarily on an individual level. Children's school problems were then seen as individual deficits. SENCOs can be seen as vanguards in changing an educational system from primarily focusing on an individual perspective to a broader focus on the entire learning environment. How has the occupational role of SENCOs affected schools? The overall aim of this study is to investigate possible changes within a school system when the introduction of a new occupational group, SENCOs, challenges established structures. More specifically, this paper studies how different occupational groups view where and in what ways SENCOs work and should work. Three different questionnaires are the basis of this analysis of SENCOs' present situation within the Swedish educational system. A number of interesting findings were detected in this study. For example, several occupational groups respond that SENCOs should work with individually taught special education. Meanwhile, a pattern emerges in which SENCOs seem to have partly established a new work role. However, little is known about how these changes affect children in need of special support.     

整合职业教育资源 培养高素质技能型职业人才——关于新乡市每年10万中学毕业生转化为人力资源的思考

整合职业教育资源，从职业教育整体发展的角度进行研究，是解决新乡市每年10万中学毕业生就业问题的一个重要方面。为此，应树立每年10万中学毕业生是巨大人力资源的观念；大力培养高素质、技能型职业人才；以市场为导向改革办学体制，整合职业教育资源。     

The effects of civic education on political knowledge. A two year panel survey among Belgian adolescents

Traditionally political knowledge was regarded as an important potential outcome for civic education efforts. Most of the currently available research, however, tends to focus on non-cognitive goals, despite the fact that studies repeatedly have shown that political knowledge is an important resource for enlightened and engaged citizenship. In this article, we investigate whether civic education efforts at school contribute to political knowledge levels. The analysis is based on the Belgian Political Panel Survey, a 2 year panel study among 2,988 Belgian late adolescents. The analysis shows that experiences with group projects at school contribute significantly to political knowledge levels 2 years later on. Furthermore, we can observe an interaction effect as those who are already most knowledgeable about politics, gain most from these group projects. Classes about politics, on the other hand, did not have an effect on knowledge levels. In the discussion, it is argued that civic education can have strong cognitive effects, but that these effects are not always related to classical civic education efforts and we discussion the policy implication for civic education.     

Educational choice and achievement: The case of secondary schools in the Arab Republic of Egypt

Before 1952 university education in Egypt was generally for the wealthier classes because the universities charged fees and only the richer families could pay those fees. For less wealthy families payment was more difficult, not only because of the direct cost of higher education, but also because of the high opportunity cost of sending children to study. After the 1952 revolution the Egyptian government introduced free education at all levels and encouraged those who wanted to further their education to enter universities. Thus elitism was eradicated from Egyptian higher education. This paper uses data from a sample of Egyptian university students and analyses the determinants of secondary school choice and the factors likely to affect secondary school certificate marks. In particular we are interested in the effect of family background, represented here by father's occupation.The results suggest that individuals with fathers in higher occupational categories tend to go to private schools rather than public schools. They also tend to choose general schools rather than technical or Koranic schools. In turn, high social background as well as attendance at a private school, have a positive and significant effect on examination marks. These findings are alarming because Egypt has a rate of increase in population of over 2% and the supply of university places will therefore have to be rationed. The most likely screening factor would be examination results and as a consequence Egyptian universities may in the future become elitist once more.     

Higher Education,College Degree Major,and Police Occupational Attitudes

Existing police research has produced mixed results regarding the benefits of college education on the outlooks of officers. In addressing many of the well-documented methodological concerns of prior research, the current study augments the existing police education-occupational attitudes literature by examining the impact of varying levels of education (i.e. high school, some college, and bachelor’s degree and higher) on officers’ job satisfaction, views of top management, and role orientation(s). In addition, among those with a bachelor’s degree, the relevance of degree major on officers’ occupational outlooks is assessed. Our results address and inform advocacy efforts to make college education a bona fide occupational qualification.     

中国就业教育的演变趋势及其导向作用

就业教育是指在学校教育的最后阶段,以实现就业为目标,通过系统的专业教育,使学生具备一定的专业知识和相关技能,并由国家职能部门派遣直接进入社会各个职业领域且能初步胜任岗位工作的学历资格教育。其演变趋势表现在：教育思想和就业观念不断更新;就业教育的层次结构逐步提高;就业渠道和就业形式趋向多元化等。就业教育是整个教育事业发展的“龙头”,对整个教育事业的改革与发展起着巨大的导向作用     

Predicting Student Growth in Mathematical Content Knowledge

Abstract

Using national longitudinal data, the authors investigated factors related to student learning or growth in statistics, algebra, and geometry in middle school and high school. The authors used hierarchical linear models to model variation in student rate of growth with factors associated with student characteristics and instructional and environmental factors. In addition, the authors designed the study to identify factors that differentially affect student growth at different levels of secondary school (middle school vs. high school) and for different mathematical content areas (statistics, algebra, geometry). Results indicated substantial growth in all 3 content areas in both middle school and high school. Factors related to student learning were identified and found to differ by level of secondary school and content area.     

突出师范性,加快高师音乐教育改革步伐

教师的职业特点决定了我们的高师音乐教育永远具有师范性的特点,培养合格的中小学音乐教师是高师音乐教育的目标。与时俱进不断改革创新,在树立教育理念和教学活动过程中坚持高师音乐教育的师范性原则,是我们培养具有教学综合能力的教育者的重中之重。     

德国中小学教师职业准备教育及其新发展

德国中小学教师职业准备教育包括理论知识学习为主的修业阶段和实践能力培养为主的实习阶段。德国中小学教师职业准备教育能够顺利且有效开展,得益于其完备有效的支持系统。为弥补原教师职业准备教育制度设计的不足,德国教师教育界推行了一些新举措。     

GIFTED YOUTHS’ SCHOLASTIC AND OCCUPATIONAL ACHIEVEMENTS

A longitudinal study between 1970 and 1988 of scholastic and occupational achievements of intellectually gifted youths from the Sisak‐Banija region (SR Croatia, Yugoslavia) had four stages: (1) identification (organized during the final classes of the primary school period), (2) first phase of follow up (monitored during the period of secondary school education), (3) second phase of follow up (monitored during the period of higher education), (4) third phase of follow up (monitored during the first few years of employment). Results until now show that the intellectual status of subjects has remained constantly high; all subjects completed secondary school education and 67 percent continued their studies; a high proportion of them were oriented to engineering and science; they attained much higher levels of school achievement than average; many of them were interested in scientific research and different activities in arts and sport; many of them published their works. However, the study has drawn attention to negative consequences of the absence of a social support system for gifted youth in our country.     

如何做好小学低年级班级管理工作

在学校教育工作中,班级管理起到了至关重要的作用。教师是否能够有效的落实班级管理工作,将会直接决定学生的发展状态以及成长状态的好坏,也会关系到学校的教育成果。很多小学生都不具备较高的自我管理能力以及保护自身安全的能力,所以作为小学低年级的班主任,一定要做好全面的管理工作。     

Contributions of Cooperative Education in Preparing At-Risk Students for Post-High School Transition

Work-based learning interventions, particularly cooperative education, are a viable way to support the post-high school transition process, enhance work-related cognitive development, and increase the occupational engagement of at-risk youth. Using propensity score matching to analyze data from the Educational Longitudinal Study of 2002 (ELS:2002), the impact of participation in cooperative education on two indicators of postsecondary transition readiness, including postsecondary education plans right after high school and importance placed on work, were examined for students deemed at risk of high school failure. Participation in cooperative education had a significant positive effect on at-risk students' postsecondary education plans right after high school. However, no significant effect was detected for the importance students placed on work.     

Occupational wellbeing in a school community—Staff's and occupational health nurses’ evaluations

This study is part of an action research project titled Promotion of School Community Staff's Occupational Wellbeing in Co-operation with Occupational Health Nurses (2001–04), which aims to promote occupational wellbeing by actions that maintain the staff's ability to work in 12 school communities in Eastern Finland. This paper describes occupational health nurses’ and school staff's evaluations of the occupational wellbeing of school community staff and some factors related to it. The study is part of the extensive European Network of Health Promotion Schools (ENHPS) programme, where one aim is to improve staff health and wellbeing in school communities. In any effort to establish and promote occupational wellbeing, it is central to see empowerment as a social and an individual process. It is also important to develop the school culture and to encourage choices that make empowerment possible, but also to recognise the significance of leisure time and family as social capital.     

Making the connection: The role of social and academic school experiences in students' emotional engagement with school in post-secondary vocational education

This study examines the emotional engagement with school of a diverse sample of 909 students in post-secondary vocational education in the Netherlands. Using multilevel regression analysis, we assess the role of students' background characteristics and school experiences, and their interaction, in students' emotional engagement with school. At-risk students do not report lower levels of emotional engagement, except for students using (soft)drugs. While Dutch dropout prevention focuses on fostering a sense of belonging through enhancing teacher–student relationships, we do not find a significant role of perceived support from school staff in students' sense of belonging. A good relationship with classmates is more important to engage students in post-secondary vocational education. Perceiving an academic fit is most prominently related to the emotional engagement of vocational students, indicating that a sense of belonging should not only be defined in social, but also in academic terms.     

Socioeconomic school segregation in a market-oriented educational system. The case of Chile

This paper presents an empirical analysis of the socioeconomic status (SES) school segregation in Chile, whose educational system is regarded as an extreme case of a market-oriented education. The study estimated the magnitude and evolution of the SES segregation of schools at both national and local levels, and it studied the relationship between some local educational market dynamics and the observed magnitude of SES school segregation at municipal level. The main findings were: first, the magnitude of the SES segregation of both low-SES and high-SES students in Chile was very high (Duncan Index ranged from 0.50 to 0.60 in 2008); second, during the last decade, SES school segregation tended to slightly increase in Chile, especially in high schools (both public and private schools); third, private schools – including voucher schools – were more segregated than public schools for both low-SES and high-SES students; and finally, some market dynamics operating in the Chilean education (like privatization, school choice, and fee-paying) accounted for a relevant proportion of the observed variation in SES school segregation at municipal level. These findings are analyzed from an educational policy perspective in which the link between SES school segregation and market-oriented mechanisms in education plays a fundamental role.     

对我国高中阶段教育发展的思考:基于美国综合高中的比较

美国综合高中制度以其丰富多样的课程设置、个性化的选课机制和全人培养的教育思想,在国际上受到广泛推崇和学习仿效。在高中阶段教育的普及化发展背景下,我国必须研究具有全局性和实质性的高中阶段教育发展思路。一方面,要通过建设高水平的职业学校,实施专业化高质量的职业教育;另一方面,还应在普通高中设置“技术与职业教育”课程,实施普通教育与职业教育相融合,形成立足中国国情、具有中国特色的高中阶段教育普职“分”“合”结合的教育体制,实现比美国综合高中单轨制更有效的教育民主与自由。     

Predicting teacher burnout as a function of school characteristics and irrational beliefs

Irrational beliefs have been linked to negative unhealthy emotions that can contribute to occupational burnout. Maladaptive cognitive schemas, such as irrational beliefs, are theorized to interfere with an appraisal of the perceived balance of resources and demands. The aim of the current study is to investigate the extent to which irrational beliefs account for occupational burnout among high school teachers when considering school resources, job demands, and teacher characteristics. A sample of 79 high school teachers, primarily from New York and New Jersey, completed self‐report questionnaires measuring burnout, the perception of school demands and availability of resources, and irrational beliefs. Among school‐based characteristics, correlational analyses indicated that burnout was positively related to school demands (i.e., student disrespect and student lack of attentiveness) and negatively related to school resources (i.e., support from the administration and colleagues), supporting previous research findings. Among teacher characteristics, burnout was negatively related to self‐efficacy and positively related to irrational beliefs. Results from regression analyses indicated that, whereas irrational beliefs were predictive of teacher burnout, they did not moderate the relationship between demands and burnout. Implications, limitations, and directions for future directions for research are discussed.