Dividing at an early age: the hidden digital divide in Ohio elementary schools

Computers are now a ubiquitous part of US elementary school education. With policy reports suggesting that inequities in information and communication technology (ICT) access across US schools are a thing of the past, investigating how such resources and their use may nonetheless continue to vary becomes all that much more important. Through a survey of a statistically representative sample of teachers in Ohio, this research examined computer use among third grade students, including in relation to an array of ICT resources and other key factors. The results indicated that such use was more sophisticated among students in affluent suburban schools when compared to students in all other locations, including various rural and urban locations. These differences were correlated with numerous ICT resource discrepancies. Overall, the discrepancies in ICT use and resources can be understood as not only symptomatic of persistent, broader social inequalities, but also factors that reinforce such inequalities as well.     

Teachers’ views on risk factors for problematic school absenteeism in Swedish primary school students

In the present online survey, 158 teachers in regular and special education teaching in grades six to nine were asked to rate the importance of probable reasons for problematic school absenteeism. On average, the teachers estimated that among their students, 19 students had presented with problematic school absenteeism over the last five years. Teachers viewed school absenteeism as a multifactorial problem. Family factors were considered to contribute most and low mood or depression were rated as one of the five most contributing factors. Teachers in special education viewed school factors as more influential than teachers in mainstream education did (t₁₅₆ = ?3.94, p < 0.05). The current findings stress the importance of collaboration between the school, parents and the student to be able to address all factors that may lead to problematic school absenteeism.     

论和谐人机情感交互的网络远程教育系统构建的理论依据

针对网络远程教育因教学行为上的时空分离,存在师生双向交互困难及情感交流缺失,严重影响学习者的认知学习能力的发展,甚至对心理健康产生危害等难题,根据建构主义和自主学习理论以及元认知理论的基本内容,针对网络远程学习者的有效学习方法、学习环节及学习策略等三方面,设计与构建"和谐人机情感交互的网络远程教育系统"的理论依据,并从系统开发与应用实际,给出了这些理论如何科学地指导"和谐人机情感交互的网络远程教育系统"研发的具体思路。     

新课程背景下北京市中小学科学教师队伍结构的调查研究

本研究对新课程背景下北京市中小学科学教师队伍结构进行了调查研究。调查发现:北京市中小学科学教师队伍在均衡发展的同时还存在着一定问题,具体表现在:存在教非所学、教师兼职情况,师资配备存在地区差异;这些影响了科学教学的质量和水平。地区经济条件的差异和学科受重视程度的差异可能是导致这些问题的原因。     

高职院校计算机应用技术专业教学改革探讨

为深入了解当前高职院校计算机应用技术专业人才培养工作存在的突出问题，以某高职院校为例，对该校部分毕业生及用人单位进行了专项调查，在深入分析调查结果的基础上，指出了当前高职院校计算机应用技术专业培养中存在的教学内容陈旧等三大问题，并针对这三大问题提出了进行正确的专业定位、加强师资队伍建设、提高实践性环节的培养质量、加强对学生的企业文化教育的具体改革措施。     

Education Assistant Support in Inclusive Western Australian Classrooms: Trialling a Screening Tool in an Australian Context

Education assistants (EAs) who support students with disability in general education classrooms often find themselves in difficult situations. Caught in the firing line between their personal sense of duty, expectations of the classroom teachers, and the challenges that inclusion presents, their roles as primary support agents are anything but clear. In the following article the authors describe the findings from a modification of screening tool on the over-utilisation of paraprofessionals. The 16-item electronic survey focused on factors associated with EA support, conducted in a variety of Western Australian schools. The findings revealed that school community members such as EAs, classroom teachers, administrators and parents observed aspects of EA support that appear counter-productive towards more inclusive pedagogy.     

关于双语教学模式的调查分析与思考

双语教学在中国高等教育中尚处于发展阶段,因而部分师生对双语教学这一模式还存在很多模糊认识。因此,如何从理论和实践上定位双语教学模式,为高校的双语教学改革提供实施方案,是本文试图解决的问题。笔者通过对本科生双语教学情况的调查分析,指出了影响双语教学的症结所在,从而为正确开展双语教学提供了理论和实践依据。     

高职学生职业道德教育存在的问题及对策--以上海为例

本研究以上海为例,对上海市7所高职院校1200余名师生、5个不同行业的10家单位开展学生职业道德教育问卷调查和访谈。调查结果表明,当前高职院校学生对职业道德认知并不科学,对所在学校职业道德教育现状总体评价并不满意,企业对高职毕业生职业道德状况评价也不太高。大学生职业道德教育存在重视程度不够、目标模糊、课程体系不健全、师资力量薄弱、方法与途径欠佳等问题。研究基于现状调查结果,提出了有针对性的解决对策。     

营造和谐的教育及社会环境,加强大学生心理卫生教育——1139名大学生心理健康自我描述分析

对我省7所高校1139名大学生的调查表明,统计差异均非常显著,较为突出地表现为强迫症状、人际关系、忧郁,学校间差异显著,性别分析和对师范生的分年级研究表明,主观的身体不适感以及焦虑的其他躯体表现、精神病性得分也较高,反映为大学生人格障碍的发展先兆。应多因素多管齐下,采用教育模式,减少应激源,加强理解与有效管理,净化、优化成长育人环境,同时加强教师效能研究培训,改善大学生心理问题,培育其健康心理。     

Implementing inclusion in disabling settings: the role of teachers’ attitudes and practices

Teachers’ attitudes towards disabled students seem to define the extent to which teaching practices are inclusive. Aiming to explore Cyprus secondary education teachers’ attitudes and practice, and the consequent implications for the future of disabled students and inclusive education, we conducted mixed methods research. Our research typology was sequential and integrated. First, we conducted a survey, during which we received 536 questionnaires from our randomly selected stratified sample of Cyprus secondary education teachers. The survey was followed by interviews with 21 Greek Philology teachers that enriched the findings from the quantitative phase. Data analysis revealed that even though Cyprus secondary education teachers have a rather positive attitude towards disabled students, they have low expectations from them and do not employ inclusive teaching practice. In addition, they tend to categorise students based on abstract notions about ability. Stereotypes and prejudice are more evident regarding students with cognitive disabilities. Despite the observed disabling practices, participants postulated that there is hope to implement inclusive education, if teachers are trained for inclusion and thereby begin to see the person and not the disability.     

贫困地区小学校长心理健康观及心理健康教育观的调查报告

运用问卷调查法调查云南贫困地区小学校长和师范大学生的心理健康观与心理健康教育观，并与内陆山区重庆等地中小学教师的调查结构进行比较，结果发现：（1）贫困地区小学校长和师范院校大学生已具备现代心理健康教育观，与内陆山区的中小学教师的观念差别不大，并无明显滞后。（2）在对躯体疾病与心理问题的关系，心理健康的标准，学生的心理行为问题，心理健康的影响因素以及一些具体的维护心理健康的方法的认识上与内陆山区的小学教师的认识还存在一定的差别。     

The Attitudes of Physical Education and Sport Students towards Information and Communication Technologies

Studies that examine the attitudes toward information and communication technologies (ICT) among physical education and sport students, pre-service teachers and teachers are fairly limited, even though the investments in information and communication technologies at schools and universities have reached an efficient level. This study investigates the attitudes of physical education and sport students and pre-service teachers towards ICT, and the relationship between their attitudes and certain variables such as age, gender, departments, computer familiarity, frequency of computer use and computer ownership. Computer attitude scales were administered to 337 students and pre-service teachers of physical education and sports, and the data collected were analyzed statistically. It was found that the students and pre-service teachers of physical education and sports have positive attitudes toward information and communication technologies, and there are significant correlations between their attitudes and certain variables such as gender, grade, computer ownership, and computer instruction. Recommendations are provided.     

小学教师关于理想学生形象的内隐观研究

采用形容词核查法对390名小学教师关于理想学生形象的偏好进行调查,发现：小学教师对理想学生形象的评定存在内隐偏好;小学教师内隐的理想学生形象主要由好学-敢为性、主动-亲和性、坦诚-纯朴性、善良-传统性、果断-自律性、爱国-礼貌性组成,其中坦诚-纯朴性的喜好程度高于好学-敢为性;小学教师的理想学生形象内隐观主要受性别、学历层次、教龄、职称以及任职学校所在区域的经济发展程度的影响。     

影响成教质量的主要因素分析及其对策思考

影响成教质量的因素极为复杂，但其中最主要的因素无疑就是“人”的因素。成教系统中的“人”主要包括办学单位的决策者、管理人员、教师、学员，他们中存在一些问题是成教质量下降的主要原因，提高成教质量主要应该从这些“人”的因素入手。     

Computers in 2001: Preparing educational administrators

Conclusions These findings are important to educational leaders, especially those in higher education, who are responsible for allocating resources for microcomputers. Recommendations for the selection of appropriate hardware can be derived from this analysis of current computer use and of expected changes. That computer facilities need upgrading in the next decade is clear. The purchase of new Macintosh and MS-DOS microcomputers would fit the needs of a majority of educational administration students. Of the program coordinators and professors with computer expertise who responded to the survey, 43 percent believe that their graduate students are gaining more access to computers in places other than the university. College of Education computer laboratories should be more open to students in educational leadership programs, and these programs should make the availability of appropriate hardware and software a priority. Understanding the extent to which educational administration programs train their students in computer use is of paramount importance in assessing curriculum development and its concomitant hardware demands. She has published reviews and articles on various aspects of computers in education.     

大学生职业生涯规划现状调查与分析

当前大学生职业规划存在诸多问题,通过对扬州某大学400名大学生生涯规划现状的问卷调查发现,主要有规划意识弱、自我认知不足、对职业了解甚少等问题。问题的产生既有教育和社会的因素,也有学校、学生和性别、地域等因素。提高大学生职业生涯规划水平有助于大学生就业,而高校和学生作为规划的主体更应积极采取行动以提高职业规划水平。     

新冠肺炎疫情下全球教育体系的应对与在线教育的挑战——基于OECD全球调研结果的发现与反思

在新冠疫情的影响下,各国的学校关闭政策已影响数亿儿童及青少年的福祉。2020年3月,经济合作与发展组织在全球范围调研了教育系统如何应对疫情以及大规模在线教育面临的挑战情况。在梳理调研结果的基础上结合PISA 2018和TALIS 2018数据结果,对目前受疫情影响较为严重的国家开展在线教育上的资源及能力进行国际比较。研究发现:数字鸿沟正在加剧教育的不公平;教师的角色不会被人工智能替代,相反疫情下凸显了学校的社会功能并对教师期待提出了更高的要求;中国在开展在线教育上的学校资源和教师专业准备上占有一定优势,但学生个体之间的资源分布存在不均衡的情况。此外,学生的信息素养和情感教育也是当下全球教育体系普遍关注的议题。     

Elementary teachers’ use of content knowledge to evaluate students’ thinking in the life sciences

Science learning environments should provide opportunities for students to make sense of and enhance their understanding of disciplinary concepts. Teachers can support students’ sense-making by engaging and responding to their ideas through high-leverage instructional practices such as formative assessment (FA). However, past research has shown that teachers may not understand FA, how to implement it, or have sufficient content knowledge to use it effectively. Few studies have investigated how teachers gather information to evaluate students’ ideas or how content knowledge factors into those decisions, particularly within the life science discipline. We designed a study embedded in a multi-year professional development program that supported elementary teachers’ development of disciplinary knowledge and FA practices within science instruction. Study findings illustrate how elementary teachers’ life science content knowledge influences their evaluation of students’ ideas. Teachers with higher levels of life science content knowledge more effectively evaluated students’ ideas than teachers with lower levels of content knowledge. Teachers with higher content exam scores discussed both content and student understanding to a greater extent, and their analyses of students’ ideas were more scientifically accurate compared to teachers with lower scores. These findings contribute to theory and practice around science teacher education, professional development, and curriculum development.     

Book Reviews

The present study explored the relationships of preservice teachers’ levels of commitment to teaching and their beliefs and perceptions of teaching as a career. Participants were undergraduate students enrolled in a teacher education program at a major university in the southeast. Sixty‐seven preservice teachers completed a survey in which they rated the importance of 20 factors for influencing their choice of career. Additionally, among the survey respondents, nine students were selected from three groups of preservice teachers for in‐depth interviews: (1) students who were currently considering teaching as a career choice, (2) students who were undecided about their future teaching career, and (3) students who were no longer considering teaching as a career. Overall, findings from this study revealed that preservice teachers’ understanding of their goal of becoming teachers and interpretations of their motivation for teaching were unique, yet the types of influences on their career choices were similar across participants’ stories.