Teacher salaries in Latin America: A review

In this paper we use data from household surveys of 12 Latin American countries to assess how teacher salaries compare to workers in other occupations. The results show great variability from one country to another, ranging from an apparent underpayment of teachers in Bolivia by 35% relative to the control group, and a respective overpayment of 65% in Colombia. However, when statistical controls are introduced for the differential education, hours worked and gender composition between teachers and the comparison group, much of the earnings differential between the two groups disappears. On the basis of this finding, we cannot support the position that teachers are either overpaid or underpaid.     

Perceptions of Retirement Affect Career Commitment: The Mediating Role of Retirement System Satisfaction for Two Teacher Age Groups

This study investigated a sample of California elementary, intermediate, and high school employed teachers (N = 247) to assess the effects of retirement perceptions on career commitment among teachers who are in different age groupings. Using path analysis, the influence of five retirement perceptions variables was examined: concerns about retirement benefits, understanding of the retirement system, perceived need for system change, control over the retirement plan, and satisfaction with current salary. The results indicated that the pattern of results differed for younger and older teachers. For the younger (age 21–45) group, concerns about retirement benefits (such as losing or reducing benefits through geographic mobility) and control over the retirement plan had significant, large, and direct effects on career commitment. For the older (age 46+) group, retirement variables had a significant effect on career commitment via the mediator of satisfaction with the retirement system. Given these findings, for younger teachers, strategies might focus on providing greater control over the retirement plan, such as in offering choice in how their retirement monies are invested. Older teachers need to feel safe about retirement in the sense of being satisfied with the system and its benefits to commit to their jobs.     

老师开好自己的健康快车

近年来,中小学生的心理健康教育越来越受到重视,各地正在采取多样化的教学方式用于加强学生的心理健康教育工作,这十分必要.但是,教师的心理健康问题却一直未能引起足够的重视.现代化教学要求教师做到高效率、高质量、快节奏,所以很多教师都是在超负荷的状态下工作,时常感到疲惫、失眠、心情烦躁等.教师的工作时间往往延伸到八小时以外,这必然加剧了教师的工作负担;职业的特殊性决定了教师心理所承受的超负荷性,因此,教师的心理问题就会逐步累积,从而表现出一种不健康或亚健康状态.     

Exemplary Teacher Induction: An international review

Whereas present theories of transformative learning tend to focus on the rational and reflective actor, in this article it is suggested that spontaneous action may play a decisive role in transformative learning too. In the spontaneity of action, novelty finds its way into life, gains momentum, is respected by others and reflected by the actor. Such transformation processes are investigated both with the means of theoretical reflection and of empirical inquiry. Based on nine narrative interviews typical phases of transformative learning processes are identified. Owing to the comparative nature of the study, it was also possible to develop an age‐related typology that overlaps certain phases of the transformation process. These empirical findings constitute the background against which the nexus of spontaneous action and transformative learning is reflected theoretically. Theories drawn upon include John Dewey's Pragmatism and George Herbert Mead's Social Pragmatism. Both scholars provide rich theoretical concepts for reflecting on the nature of that what so often eludes from the control of both educators and learners: the spontaneity of the beginning.     

成人依恋与心理健康问题研究

本文回顾成人依恋在心理健康领域取得的相关研究成果,即成人依恋与抑郁、人格障碍和精神病等的关系,以及依恋与昼问题之间的联系机制,并探讨该领域将来需要深入研究的问题。     

不良家庭类型与子女心理健康

国内外研究表明。不良家庭类型对儿童的心理发展及健康极为不利。常见的不良家庭类型有危险性家庭、社会经济地位低下的家庭以及婚姻状况不良的家庭,这些类型的家庭对儿童情绪、社会性、性格等都具有不良影响。     

影响大学生健康的不良生活习惯的调查研究--以湖南省16所高校1600名大学生为例

采用文献资料、问卷调查等方法,对湖南省16所高校1600名大学生的生活习惯进行调查研究．结果表明,有7种不良生活方式严重地影响着大学生的健康和学习．建议各高校要严格管理制度,加强思想教育,注重健康教育和体育卫生保健工作,使学生认识到其危害性,采取预防措施,防止不良生活习惯的蔓延和泛滥．     

Teacher assessment literacy: a review of international standards and measures

Assessment literacy is a core professional requirement across educational systems. Hence, measuring and supporting teachers’ assessment literacy have been a primary focus over the past two decades. At present, there are a multitude of assessment standards across the world and numerous assessment literacy measures that represent different conceptions of assessment literacy. The purpose of this research is to (a) analyze assessment literacy standards from five English-speaking countries (i.e., Australia, Canada, New Zealand, UK, and USA) plus mainland Europe to understand shifts in the assessment landscape over time and across regions and (b) analyze prominent assessment literacy measures developed after 1990. Through a thematic analysis of 15 assessment standards and an examination of eight assessment literacy measures, results indicate noticeable shifts in standards over time yet the majority of measures continue to be based on early conceptions of assessment literacy. Results also serve to define the multiple dimensions of assessment literacy and yield important recommendations for measuring teacher assessment literacy.     

Teacher burnout—Solutions for the 1980s: A review of the literature

In recent years, popular, professional, and scholarly journals and periodicals have carried a significant number of articles concerning the teacher burnout phenomenon. This phenomenon is described as physical, emotional, and attitudinal exhaustion and results in a significant decrease in teacher job satisfaction and performance. It is caused by high levels of stress related to inordinate time demands, inadequate relationships, large class sizes, lack of resources, isolation, fear of violence, role ambiguity, limited promotional opportunities, lack of support, etc. In addition to resulting in a number of emotional and physical illnesses, burnout manifests itself in increased job turnover and absenteeism, reduced job satisfaction, mental and physical withdrawal and detachment, increased inter- and intraindividual conflict, and a general reduction in individual and ultimately school performance. Some solutions which hold considerable promise for reducing this phenomenon are improved teacher status; rewarding ambition, commitment, motivation, and performance; job enrichment or redesign; preservice stress preparation; teacher conditioning; improved supervision and support; implementing quality circles; joint student-parent-teacher problem solving; and participatory team leadership.     

自由职业教师:一种新型教师模式

由于人事体制、法律法规方面的原因,我国社会上的专家型能工巧匠难以成为高职院校的师资力量。“自由职业”教师是深挖社会职教师资潜力的产物,他们可以在各个学校从事专业教学或课程研发工作,却不占编制,且教学时间有保障,待遇较好,工作热情高。虽然“自由职业”教师的聘用、报酬、考核和课程编排会带来一些新问题,但相对容易解决。     

教师聊天,教师发展：一个教师学做科研的行动研究报告

鼓励普通教师积极参与科研是目前国内外教师发展的主题,通过一个教师第一次开展一个行动研究的过程记录,详细报道了此教师如何通过同事间私下聊天这种交流方式消除职业孤独、增强反省和解决教学问题的能力,成为善于合作的自信积极的人。通过系统对比分析专业研究者和普通教师研究者的科研条件和目标的区别,提出教师研究、教师发展的运动必须尽快树立教师友善的研究评估标准,以确保科研不会变成教师肩上的新负担、真正促进教师职业发展。     

Teacher capacity for and beliefs about data-driven decision making: A literature review of international research

Data-driven decision making continues to be a growing educational reform initiative across the globe. The effective use of data requires that teachers develop the knowledge and skills to analyze and use data to improve instruction. The purpose of this article is to examine teachers’ capacity for and beliefs about data use. These issues are examined through a review of research in the past decade. We find that teachers’ beliefs about and capacity for data use are often not connected within the literature or in practice, but we argue they are the heart of the connection between data and instructional change. Teachers’ capacity to use data and their beliefs about data use are shaped within their professional communities, in training sessions, and in their interactions with coaches, consultants, and principals. However, efforts to develop teachers’ capacity for data use often fall short of their goals. Correspondingly, teachers have varied beliefs about data use, and some feel they lack the ability to use data to inform instruction. In order to be more successful, capacity building should directly address teachers’ beliefs, and data use must be decoupled from external accountability demands and involve a variety of information on student learning.     

Teacher Testing: A symptom

Teacher testing, as it is currently construed, is a symptom of what is wrong with American public education. The fervor for ever-higher stakes associated with teacher testing illustrates how deeply entrenched and outmoded our wrong-headed approach has become. With the inception of Title II of the Higher Education Act, the federal government has begun a process of employing such tests not only for entry to the classroom by individuals, but for determining which institutions of higher education will have the right to prepare candidates for licensure. Emerging from legitimate origins and egalitarian motives, the uses of standardized tests have moved into increasingly dangerous political waters including attacks on public education. In America, these punitive and unscientific applications are reaching their apotheosis today in high-stakes K-12 student and teacher testing, with consequences that affect the foundations of public education with broad consequences for United States society.     

教师心理健康的自我维护

心理健康是教师生活、学习和工作积极性的基础,是教师完成工作职责的前提条件,是教师素质的重要组成部分。教师应该做好心理健康的自我维护。     

谈幼儿教师的心理保健工作者角色及其扮演

关于教师在幼儿园教育活动过程中应该扮演什么角色,已成为近年来幼儿研究的一个热点,有的研究指出,教师应该是为孩子发展提供指导的“指导者”、促进孩子发展的“促进者”,教育活动过程中的“组织者和管理者”、教育活动过程中的“反思者和研究者”、能和孩子们平等互动的“同伴”……     

教师评价研究述评--兼论我国高校教师评价研究的迫切性

通过梳理教师评价研究的历史脉络,并对教师评价研究的总体状况进行评析,认为:教师评价研究的对象主要是中小学教师,由此也导致教师评价研究的内容多局限于教师教学水平评价,忽略了高校教师评价的特殊性;我国高校教师评价研究已经远远落后于现实要求,迫切需要从理论与实践两个层面进行拓展。     

教师专业认同：教师教育改革的新视角

教育理论研究的深入和教育实践的迫切需要使得对教师专业认同的研究成为当今教师研究的重点之一。教师专业认同具有动态发展性、个体性和能动性,是提升教师生命意义的内在基础。我们应从关注教师的自我认同、注重职前专业学习和初任教师实习的经历、注重教师的实践性知识三方面反思和改善教师教育。