Perceptions of the educational counsellor's role in Kuwaiti secondary schools

The counselling literature has frequently reported problems of conflict and ambiguity within the counsellor's role, and its possible dysfunctional effects. Early studies in Kuwaiti secondary schools have suggested that conflicting perceptions of the educational counsellor's role may exist, which need to be addressed if the guidance programme is to be improved. This study examined differences in perceptions of the role of educational counsellors held by students, teachers and counsellors themselves. Questionnaires were completed by a sample of 300 students, 300 teachers and 30 educational counsellors located across Kuwait's five educational zones. Their ratings of the importance of 20 counsellor activities revealed differences in perceptions between the three groups of respondents, indicating that role conflict and ambiguity may indeed be a problem. Possible reasons for this, with specific reference to the Kuwaiti context, are discussed.     

试论高职辅导员队伍职能化发展探析

辅导员在职业教育发展中占据着重要地位,然而如何体现和发挥辅导员职能化便成为职业教育发展的关键。因此,高职辅导员队伍建设应从职能定位,职能素养和职能研究三个方面着手,以促进辅导员队伍在高职教育发展中的职能化建设。     

Raising achievement with adolescents in secondary education—the school counsellor's perspective

This qualitative study used data from semi‐structured interviews with eight school counsellors working with adolescents in secondary education and asked them how they perceived counselling interventions as helping to raise achievement. The present context in secondary education is perceived as results led. This adheres to government policy as manifested in the National Curriculum and the examination system. However at a grass roots level there is a growing acceptance of having counsellors working in schools to support the emotional and psychological needs of children and adolescents. The counsellors identified three areas in which they felt their clients' achievement was raised through a counselling intervention: developmentally, socially and less directly, academically. Further study is called for to explore what effect applying a complementary integration and understanding of counselling and educational philosophy might have on raising achievement with adolescents in secondary education.     

浅谈学具操作在小学数学课堂教学中的作用

学具操作对小学数学课堂教学非常重要。近几年的教学实践证明,在小学数学课堂教学中,适当地引导学生动手操作,让学生通过学具操作参与知识的形成过程,对唤起学生的求知欲、帮助学生理解算理和掌握数学概念、培养学生的探索能力都起着非常重要的作用。     

Testing virtual classroom in the school context

The development of information and communication technologies has made it possible for schools to establish inter‐institutional electronic networks to enhance the quality of education in small schools in sparsely populated countries like Finland. Along with this development, new kinds of virtual classrooms have emerged in symbiosis with conventional schools. A virtual classroom in a school context is a new, mostly uninvestigated, phenomenon. In this article we discuss some theoretical aspects of a virtual classroom in the school context. We also report results of a Finnish project which links two lower secondary school classrooms with the use of video‐conferencing.     

试论中学语文课堂提问的有效性

现阶段提倡课堂有效性的研究,而课堂提问是一种最直接的师生双边活动,是课堂教学的主要形式,对提高课堂有效性有着不可忽视的作用。著名教育家陶行知先生说:"发明千千万,起点是一问"、"智者问得巧,愚者问得笨"。本文就如何实现语文的有效性这一问题进行了探讨。     

Observing justice in the primary school classroom

Justice-related situations are a part of students? everyday life. In order to test the antecedents, correlates, and consequences of (in)justice in school, valid measures of justice are needed. To our knowledge, this is the first study to develop an observer low inference rating instrument that can be applied to measure justice in the primary classroom. In two pre-studies, justice-relevant situations in the classroom were extracted and observable indicators for these situations were developed. In the main study, this instrument was used to observe 208 primary school students with regard to their experiences of justice or injustice. In addition to this, other measures of justice were developed to examine the convergence between observer low inference ratings of classroom justice and high inference rating instruments for teachers, students, and external observers.Factor analyses and correlations between the different indices of the observer low inference rating and the high inference rating items suggested that incidents of justice and injustice in the classroom do not tend to co-occur frequently. Teachers do not appear to have a general tendency to treat a child more or less justly across a large number of situations.The findings suggest that a comprehensive assessment of classroom justice requires a multi-method approach where the justice ratings of students, teachers and external observers are all taken into consideration.     

The effects of counsellor's experience and tendency to elicit disclosure on perceptions of individual counselling in school settings

To investigate counsellors' perceptions about the counselling of individuals, we collected data from 123 Israeli school counsellors with varying degrees of job experience and tendency to elicit intimate disclosure from others (measured subjectively). In general, in line with previous findings in the American educational system, counsellors reported that pupils approached them mainly in regard to scholastic issues and that time constraints are the main obstacle to performing the task of individual counselling. Moreover, the counsellor's ability to open up other people was positively correlated with a tendency to be approached by pupils and with the appraisal of greater pupil needs for individual counselling. Experienced counsellors were more inclined, than less experienced ones, to perceive a greater need by pupils for individual counselling, especially in junior high school students; to consider pupil unwilling ness to approach them as a major impediment; to not view individual counselling as a central aspect of their job; and to recommend innovative means of increasing contact with pupils, such as self-presentations in the classroom. The study suggests that time constraints and changing organisational trends are leading counsellors to reassess their roles and images.The research was funded by the Z. Aranne Foundation and conducted under the auspices of the NCJW Research Institute for Innovation in Education at the School of Education, the Hebrew University of Jerusalem.The article is based on a paper presented at the American Counselling Association World Conference, Pittsburgh, 20–23 April 1996.     

辅导员在第二课堂活动中的推动作用

随着市场经济的发展,人才竞争也变得越加激烈,这对教育体制的改革,学校教育方式的创新也提出了新的要求。在高校学习中,学习专业知识是第一课堂,而引导学生参与各种活动则是学生学习生涯中不可或缺的第二课堂。第二课堂不仅是第一课堂的延生和补充,更是学生实践的"试验田"以及发挥个人作用的"自留地"。本文在基于对辅导员有关工作的研究分析中,探讨辅导员在学生第二课堂中发挥的作用。     

The role of target students in the science classroom

This study investigated whole class interactions in 200 science lessons involving 15 teachers and students from grades 8 to 12 in two urban Australian high schools. A relatively small number of 3–7 “target students” monopolized whole class interactions. In most instances target students were male. Compared to others in the class, target students asked more questions of the teacher, were called on to respond to higher cognitive level questions, and received higher quality feedback. Two types of target student were identified. The students who actively participated in classroom interactions in a self-initiated manner tended to accept responsibility for their academic achievement and for interactions with others. The second type of target student, who participated as a consequence of being selected by the teacher, tended to have higher formal reasoning ability and achieve at a higher level than others in the class.     

美国小学课堂纪律管理的历史沿革

美国的小学课堂纪律管理经历了一个较长的沿革过程。19世纪中期至19世纪末期,受教会学校的影响,美国小学课堂纪律管理比较重视对学生言行的约束;进步主义教育时期,小学课堂纪律管理较为宽松,强调"人本化"的管理理念;二战后,美国小学课堂纪律管理出现摇摆现象,前三十年里,课堂强调纪律的严格;20世纪八十年代以后,课堂遵循着"人本化""民主化"的教育理念,课堂纪律宽松。分析美国小学课堂纪律管理的历史沿革对清晰地理解美国现代课堂纪律管理状况有着重要意义。     

The role of the teaching assistant: Female role models in the classroom

We use a dataset of first-year engineering students from a selective research-intensive public university to examine the impact of same-gender teaching assistants on course grades and major field choice. Our sample consists of students who were randomly assigned to a section of an introductory engineering course and a graduate teaching assistant. Results suggest there may be small positive effects on course grades and the probability of majoring in a high-earning field for female students assigned to a female teaching assistant. Although the difference is marginally significant, the impact of a teaching assistant gender match for female students’ choice of a high-earning field is more pronounced in classrooms with a female instructor and above-median representation of female peers. Our results show limited evidence that female teaching assistants can provide the same benefits of a female instructor in STEM fields.     

影响高校辅导员稳定工作的现实因素分析及对策研究

高校辅导员队伍是一支非常重要的生力军,党和国家领导人都高度重视其在意识形态领域的战斗性和堡垒性的作用。但是,目前高校辅导员队伍建设中任然存在一些不足,辅导员队伍的频繁流失现象较为严重。本文从现实角度出发,从观念偏差,编制欠缺,心理压力,婚恋问题,事务繁重,晋升受限等角度细致剖析了影响辅导员安定稳定工作的几大因素。针对这些因素,本文提出了相应的意见建议和整改措施。     

浅谈初中英语课堂上的学案导学

在初中英语教学中英语是一门主要课程之一,但是在应试教育体制的背景之下,初中英语课堂往往是以教师为中心的传统教学模式为学生的全面发展带来了许多弊端。本文通过对初中英语课堂上学案导学式教学的研究,为初中英语教学的发展提供理论和实践的支撑。     

Students’ experiences of home–school dissonance: The role of school academic culture and perceptions of classroom goal structures

This paper examines stability and change during the elementary-to-middle school transition, focusing on adolescents’ experiences of home–school dissonance because of real or perceived differences between home/self and values within the school context. Relationships were hypothesized between exacerbation and amelioration of dissonance, middle school mastery and performance goal practices, and students’ perceptions thereof. The sample consisted of 274 African-American and 284 European-American (49% female) students. Middle school teachers (N = 236) provided data on school academic practices. Multilevel growth curve analysis indicated significant variance among the 10 middle schools regarding change in dissonance. Both mastery-focused middle school practices and students’ perception of middle school classrooms as more performance and less mastery focused than elementary classrooms were significant predictors of change in dissonance. Path-analyses evidence pointed to the mediational role of school belonging on the relationship between perception of classroom mastery goals and dissonance. Path analyses revealed direct and indirect effects of perception of classroom performance goals on dissonance and school belonging. This paper highlights the importance of creating inclusive learning environments that minimize social comparison saliency and validate students for who they are.     

小学数学课堂教学设计与反思

教师在课堂教学前进行合理的教学设计,教学就已经成功了一半,同时,教师教学设计的好坏也直接影响学生的学习效果和学习能力的锻炼,因此课堂教学设计显得尤为重要。教学设计中,教师要努力为学生提供一定的动手素材和思想素材,同时把数学问题生活化,贴近学生生活实际,不仅使学生的思维能力得到训练,而且还可减少学生对数学的畏惧感和枯燥感,以便更好地激发出学生学数学的兴趣。