School reform for positive behaviour support through collaborative learning: utilising lesson study for a learning community

Recent research has emphasised educating children about positive behaviours to overcome delinquency issues, but there is little clarification of what factors lead to positive behaviours. This study analyses factors that led to children’s positive behaviours at a junior high school in Japan, which experienced a dramatic turnaround after implementing school reform using Lesson Study for Learning Community (LSLC). In this study, the results of a mixed-methods analysis show that if children receive psychological support they are likely to psychologically support others and, similarly, those who receive concrete help tend to offer concrete help to others. To foster learning cultures in which this happens, it is critical to engage the entire school in appropriate changes: for example, teachers’ positive attitudes towards children and learning are important factors encouraging children to support others.     

道德教育共同体:学校道德教育的公共性建构

教育的公共性与道德的公共性要求将道德教育置于公共性的视域下进行考量.从公共性的视域审视学校道德教育,其在价值导向上面临个人德性对公共德性的遮蔽,在主体关系上面临主体性与主体间性对公共性的排斥,在交往实践上面临私人交往对公共交往的削弱等困境,从而构成了学校道德教育共同体的出场逻辑.学校道德教育共同体作为现代性视域下意义重建的共同体,秉持公共价值优先的德育价值导向,倡导公共性的德育主体间关系,构筑公共交往的德育实践情境,在理论上有助于解决学校道德教育的公共性困境.学校道德教育要遵循公共性的运思逻辑,由内而外在激发多元主体的内生动力,引导多元主体参与学校公共生活,推动学校参与社会道德治理等层面对道德教育共同体进行当代建构.     

Outcome evaluation of a community center-based program for mothers at high psychosocial risk

OBJECTIVE: This study reported the outcome evaluation of the "Apoyo Personal y Familiar" (APF) program for poorly-educated mothers from multi-problem families, showing inadequate behavior with their children. APF is a community-based multi-site program delivered through weekly group meetings in municipal resource centers. METHOD: A total of 340 mothers referred by the municipal social services of Tenerife, Spain were assessed; 185 mothers participated in the APF program that lasted 8 months, and 155 mothers were in the control group. Pre-post test comparisons for the intervention group and post-test comparisons with the control group on self-rating measures of maternal beliefs, personal agency and child-rearing practices were performed. Multivariate tests, t tests and effect sizes (ES) were calculated to determine the program effectiveness on the outcome measures. RESULTS: Mothers' support of nurturist and nativist beliefs and the reported use of Neglect-permissive and Coercive practices significantly decreased after program completion whereas the reported use of Inductive practices significantly increased. Increases in self-efficacy, internal control and role difficulty were also significant in relation to those of the control group. The program was especially effective for older mothers, with fewer children, living in a two-parent family, in urban areas and with either low or medium educational levels. CONCLUSION: The program was very effective in changing the mothers' perceived competences and modestly effective in changing their beliefs about child development and education and reported child-rearing practices. Changes in personal agency are very important for at-risk parents who feel helpless and with no control over their lives.     

The significance of context for the emergence and implementation of research evidence: the case of collaborative problem-solving

One of the fundamental purposes of educational research is to provide evidence to facilitate effective practice. However, the evidence itself does not have much value for practitioners unless key information about the context from which the evidence was generated is also provided. In this paper, we use the word ‘context’ to refer to factors that are relevant for learning, including the interactions that learners experience with multiple people, artefacts, and environments. Unfortunately, in many educational research studies, either these factors do not get the required attention or information about them is presented in an incoherent structure. The resultant lack of information leads to two significant drawbacks. First, it creates confusion among practitioners who want to apply research evidence in their practice. Second, it leads to research studies that on the face of it are similar, but that in reality have resulted from evidence that has been collected in significantly different contexts being included under the same categories in reviews, meta-reviews, and best-evidence syntheses. In this paper, we draw on the concept of ‘relatability’ of evidence and present taxonomy for collaborative problem-solving (CPS) that can be used to provide the valuable information against which research evidence can be indexed. By addressing the need for more detailed information about the contextual factors from which the evidence is generated to bridge the gap between research and practice in CPS research, we aim to exemplify the approach that is needed in educational research more generally.     

Evolution of a community program for the dying and their families

A direct outcome of the death and dying movement has been the establishment of community programs designed to provide intervention services, support and education for the dying and their families and for the community at large. This paper discusses the evolution of such a program. Included in the discussion is a brief history, the nature of the program that evolved, problems related to community acceptance, and the current status and future of the program. Although the experiences of this program are to a degree unique, issues are raised that are likely to be common to many such community programs.     

Preparing Students for College: The Implementation and Impact of the Early College High School Model

As implemented in North Carolina, Early College High Schools are small, autonomous schools designed to increase the number of students who graduate from high school and are prepared for postsecondary education. Targeted at students who are underrepresented in college, these schools are most frequently located on college campuses and are intended to provide students with 2 years of college credit upon graduation from high school. This article reports on preliminary 9th-grade results from 285 students in 2 sites participating in a longitudinal experimental study of the impact of the model. These early results show that significantly more Early College High School students are enrolling and progressing in a college preparatory course of study. This expanded access, however, is associated with somewhat lower pass rates for some courses, suggesting the need for strong academic support to accompany increased enrollment in more rigorous courses. Implementation data collected on one school indicate that it is successfully implementing the model's components.     

Grounds for Design: The Improvement of School and College Grounds

A number of national initiatives have encouraged the development of school and college grounds as an improved resource for recreational and educational purposes. This report outlines art and design activities which have been taking place at St Andrew's College, promoting interaction with the immediate environment and encouraging the use and improvement of existing resources by students, staff and visitors. It also provides examples of work carried out in partnership with artists, architects and industry and how this has assisted liaison with schools in the process of change through the development of their grounds. It concludes that our future lies in encouraging a greater concern for and a deeper understanding of nature through design education, therefore, it is essential that young children have stimulating outdoor environments in which to grow and learn     

高校公共体育教学改革及大学生安全保障问题探析

本文全面细致分析了当前高校公共体育教学改革工作实施情况,并针对高校体育教学中大学生安全保障工作的问题进行详细阐述,认为高校在公共体育教学改革工作还需要采用更为科学可行的方式,切实有效的保障大学生安全,又试着提出了一些推进高校公共体育教学改革及大学生安全保障工作顺利实施的建议,即通过建立健全安全保障制度,加大安全保障基础设施投资力度,强化体育活动场所安全管理等方面,期望能够为提升高校公共体育课程教学水平提供一定参考。     

School and out-of-school science: a model for bridging the gap

Contemporary policy statements from government and reforms to science curricula in schools emphasise the importance of educating a scientifically literate public for democratic participation in science and technology. While such an aspiration is seemingly uncontentious and appears consistent with progressive educational thinking, the reality of democratic participation is problematic. I propose four frameworks for describing democratic participation in schools. The first two – deficit and deliberative democracy – fulfil a limited role for democratic participation. ‘Science education as praxis’ and ‘science education for conflict and dissent’ present more radical programmes but reflect tensions with the dominant discourse of scientific literacy and citizenship as reflected in school curricula. To operationalise aspects of democratic participation, teachers need to make explicit the role of scientific knowledge and decision‐making within each framework. While radical change is likely to meet with resistance, this process will in turn generate new discourses about the problems and opportunities of democratic participation.     

Transition Services for Students with Intellectual Disabilities: A Case Study of a Public School Program on a Community College Campus

Students with intellectual disabilities aged 18–21 are increasingly receiving transition services on college campuses during the last years of public schooling. These students may attend college courses, work in the community, access community recreational activities, and engage in age-appropriate experiences with peers without disabilities. However, there is little research that documents the types of practices included, the perspectives of consumers, or the outcomes of these transition services. Results from this case study depict how one public school program on a community college campus incorporated recommended transition practices and how students with intellectual disabilities and their families perceived these practices.     

学生在校受到伤害的学校责任

该文旨在分析学生在校受到伤害的学校责任。学校并不是未成年学生在校期间的监护人,学校是学 生在校期间的保护人,学校对学生在校受到伤害的责任是过错责任。     

高中与大学过渡期教学实践方法的思考

高中教育与大学教育因为教学对象不同,因此教学理念相差很多。很多学生进入大学后因教育体制发生改变而感到一种不适应。本文针对大学教育初期,学生对专业理解的片面性、对高中到大学过程后的疲惫性进行了深入地剖析,因势利导地提出采用"过渡继承法"、"顺势尽兴法"以及"连贯施教法"来保证高中与大学教育的连贯性与一致性,尽可能保证学生的学习兴趣与学习持久力,最终确保教育成果的最优化。     

大学新生的实验室安全教育

实验室的安全教育是为了确保师生员工的人身安全和避免学校的财产损失。它是大学新生始业教育的重要组成部分,可以有效地减少实验室事故发生的机率。结合化学实验室、生物实验室上的管理经验,阐述实验室在防火、防水、防中毒、防触电和防烫伤教育方法及内容,重点论述实验室火灾产生的原因及火灾发生后的处理方法。     

基于学校属性的现代学校制度设计

学校性格决定了现代学校制度构建的基本方向和总体架构。现代学校各项制度的构建都可以从学校的属性中找到依据,或者说,学校属性是现代学校制度建设正当性的依据。由于学校的性格呈现多元化,或者说学校应具有的价值追求存在多元化,因此现代学校制度应是一个包容多元价值的结构。     

柱锥体截切的虚拟实验算法研究及实现

针对工程制图中截交线虚拟实验中的柱、锥截切的特点,确定了模型的点、边、面形式的数据结构,并定义了模型数据类;通过比较判断平面与线段相交的算法和判断平面与立体相交的算法,确定了将其转换为平面与线段相交求解的新算法,并以此算法为理论基础,研究开发了此类实验的系列应用程序.在实际应用中,该虚拟实验的反应速度和适时显示的流畅性得以显著提高,为进一步提高工程图学虚拟实验的实用性提供了技术支持.     

A Framework for School Safety and Risk Management: Results From a Study of 18 Targeted School Shooters

Targeted violence continues to pose a threat to school safety. Reported here are the results of a study of 18 cases of school shooters from 1996 to 2012. Variables examined are individual factors and behaviors, family dynamics, and triggering events. Results indicate the need for expanded school-based mental health services, threat assessment, and prevention programming to meet the needs of students at risk of violence. Recommendations for implementing services are included.