中小学学生教师家长心理压力分析

“减负”政策出台以后,是否从根本上降低了师生及家长的心理压力?本研究通过书面和网络调查及面访,调查了67名中小学生,100名家长,956名教师,25名中小学校长,结论是:“减负”政策出台以后并没有降低师生的心理压力,与教育相关的人群都处在严重的焦虑中,压力与现行的教育管理模式密切相关。     

文化知识型视域下的乡村教师文化使命

当前,文化知识型的到来敦促人们将目光投向生活中的知识,乡土知识就是其中之一。乡土知识是在特定的农耕文化背景下,由当地人民经过长期的生产、生活积淀而成的智慧总和,是一种非正式的、局部合法的知识。乡土知识具有独特的教育价值,可以促进儿童"文化之根"的归属认同,促使教师深度体认文化、理解课程,规约与教化村民,建立一个尊重乡土知识的文化氛围。乡村教师具有公共知识分子的重要身份,理应承担乡土知识守护者、践履者、传播者、革新者的角色,并从立法、立心、力行三个维度提出建议。     

新课程背景下对高中英语教师的培训初探——对宜宾市高中英语教师的调查分析

目前,我国基础教育课程已经经历了八次改革。在推行新课程改革的过程中,教师的地位和作用不能忽视。本文根据基础教育课程改革和高中英语新课程标准的要求,对宜宾市高中英语教师关注的热点以及其所在中学改革的现状和难点进行了抽样调查,分析得出目前教师们急需培训的几个方面,以帮助师范院校对高中教师进行更有针对性的师资培训,推进基础教育课程改革更顺利地进行。     

Parents and Schools: Partnerships That Count

Children with limited English proficiency are known to be at higher risk of school failure than their peers. Risk starts early, and the achievement lag of these children often widens with age and progression in the educational system. This study attempted to determine the effects of a 2-way bilingual education program on the literacy development of at-risk kindergarten students who had lower English proficiency and were in a higher failure risk bracket than a comparison group who had higher initial English competence and participated in regular education. Students in the experimental group were instructed in English approximately 70% of the time and in Spanish approximately 30% of the time. At the end of the 1st grade, no statistically significant differences were found between the 2 groups on the Scholastic Reading Inventory (SRI) or a combination of 6 other indicators of English literacy development.     

From Cultural Dissonance to Diasporic Affinity: The Experience of Jamaican Teachers in New York City Schools

This phenomenological study was designed to investigate the experience of Jamaican teachers recruited to serve in elementary and high schools in New York City. The study explored three broad questions: (1) What was teaching like for the participants before they assumed their assignments in the US? (2) What is teaching in the US like for them? and (3) What meanings/insights do they derive from their experience teaching in the US? The findings indicate that the immigrants’ experienced profound cultural dissonance in the classroom as their experiences in the US differed significantly from their previous experience in Jamaica. This dissonance was illustrated by four prominent themes that emerged from data collected through in-depth interviews: (1) lack of respect for teachers and other adults; (2) disregard for teacher authority; (3) lack of student appreciation for the teacher’s work; and (4) student apathy towards education. The cultural dissonance immigrants experienced made them more sensitive to the condition of African American and other minorities, disrupted their strong sense of nationalism, and engendered a growing allegiance to the black Diaspora.     

Dismay and Disappointment: Parental Involvement of Latino Immigrant Parents

Parental involvement in schools has become more popular over the past decade due to Goals 2000 and research suggesting that student academic success increases when parents are included in the education of their children. Although researchers have examined the issue of parents and schools, limited research on parental involvement has been conducted within immigrant communities. Latino immigrant parents within a predominantly Latino community in California were interviewed. Although the community has strong Latino roots, these immigrant parents believed the schools do not listen or care to listen to their needs as parents. The parents in this study desired to be a part of their children's education, but forces within their children's school prevented them from doing so. The parents wished that teachers would be available to speak about grades, be able to find interpreters during open house and at other times throughout the school day, and communicate with the parents when their child is in need of assistance. Due to the apparent walls that had been established within the school's structure, the parents in this study felt abandoned and helpless while trying to gain information regarding their children's education. Parents in this study were so passionate about their stories that they pleaded with the researcher to let their story be heard in the researchers' teacher education courses so future teachers would know how immigrant parents felt.     

Parents and Teachers: Partners in Improving Reading Skills

How do we know when students have learned? is an important question. By way of a narrative example of a classroom lesson, the Essentialist philosophy is described. This philosophy is teacher-directed and lacks any inherent requirement for student understanding. Rather, a teacher delivers the required information, and students absorb then give back what was delivered. Five missing characteristics of learning—understanding, thinking, problems, questions, and feedback—from the narrative classroom are briefly discussed, and a student-centered philosophy is presented, which has the ability to support and sustain learning that is rich, substantial, and meaningful.     

Dialogic Pathways to Manage Uncertainty for Productive Engagement in Scientific Argumentation

Science & Education - Scientific knowledge is advanced because scientists manage uncertainty. Although managing uncertainty is an essential practice of science, transferring it from expert...     

父母教育期望与留守儿童的学习投入:父母教育卷入和自我教育期望的中介作用

为系统考察父母教育期望与留守儿童学习投入的关系,以及父母教育卷入和自我教育期望在其中的双重中介作用,采用父母教育期望问卷、自我教育期望问卷、父母教育卷入问卷以及学习投入问卷,对我国河南、四川、贵州、山西等地1535名留守儿童进行了调查研究。结果发现:(1)单亲外出和双亲外出留守儿童知觉到的父母教育期望、自我教育期望、父母教育卷入和学习投入得分均显著低于非留守儿童,而单亲外出和双亲外出留守儿童之间差异未达显著性水平;(2)父母教育期望和留守儿童学习投入呈显著正相关关系;(3)父母教育卷入与自我教育期望在父母教育期望和留守儿童学习投入之间起到双重中介作用。因此,父母教育期望既直接影响留守儿童的学习投入,又通过父母教育卷入和自我教育期望的中介作用影响留守儿童的学习投入。     

Using Rituals and Traditions to Create Classroom Community for Children, Teachers, and Parents

This article addresses the value of teachers establishing rituals and traditions in early childhood classrooms. Using the lens of a particular preschool classroom, where one of the co-authors taught for many years, the article describes specific traditions that have been established over the years and how these rituals, activities, and events helped to create community among the teachers, parents, and children. The article concludes with questions designed to encourage teachers to reflect on their own memories, values, and interests to create their own rituals and traditions within their classrooms.     

新世纪的教师、学校和师资培训

中小学教师特别是从事中小学师资培训的培训教师,其思想素质、工作水平、专业知识能力等不但直接关系到中小学教师队伍的建设和教育质量的提高,而且对继续教育的培养质量、社会认同的取得,培训机构的生存与发展都起着举足轻重的作用。因此,要培养符合新世纪发展要求的合格师资及培训教师,首先必须从师资教育中存在的问题着手建立完善的师资和培训教师的培养体系和任职标准,探讨中小学教师、学校与培训教师间的关系。     

Parental and Stakeholder 'Voice' in Schools and Systems

With the expansion of education, the growth of the middle class and their awareness of the nexus between educational opportunities and socio-economic success, countries have come to perceive parents as stakeholders in, not just the recipients of, education. With the growing stakes involved, the need to have parental agreement on the broad lines of educational reform has become a more pressing political objective. This article suggests that it is important to examine 'voice' in the context of these broader trends as well as in the specific context of assessing whether education is becoming more 'demand-led'. It examines the exercise of 'voice' in schooling at the 'micro' level of schools and more broadly in the extent to which school systems at the macro level encourage the expression of diverse educational demands.
Alongside the formal opportunities and encouragement of parental participation, the practice reveals problems and limitations. In some countries parents tend to believe that the issues on which their engagement is sought are the relatively simple, practical ones rather than fundamentals, and that there may even be active discouragement of parental involvement. Evidence in some countries worryingly suggests that the level of parental interest is not high. There are the familiar equity questions to consider arising from inequalities in parental interest/involvement.     

教师发展学校:理念及特点

教师发展学校是从事教师教育的大学与中小学合作建设的，以有效促进教师专业发展为目的，以现有中小学为基地。其教育理念是：教师持续、有效的发展是学生发展的基础；大学与中小学合作是教师专业发展的保证；中小学应具有促进教师专业发展的功能；中小学是教师专业发展的理想场所；教师持续不断的研究是教师专业发展的有效途径。其实践特点是：合作性、生成性、研究性、主体参与性。     

Attitudes of Parents and Teachers toward Mainstreaming

A questionnaire measuring attitudes toward mainstreaming was completed by teachers and parents at two primary schools, one of which had initiated a mainstreaming program in Year 1 classes. Results indicated that attitudes of parents and teachers at this school were more negative than those of their counterparts at the school with no mainstreaming program. Despite this apparent relationship between contact with disabled children and a negative attitude towards mainstreaming, a significant association was found between amount of experience with disabled children and a positive attitude towards mainstreaming. Among explanations proposed for these discrepant findings is the suggestion that attitudes expressed prior to experience with mainstreaming may not be an accurate guide to views held after its implementation.     

教师如何处理与幼儿家长的关系

幼儿教师面对的不仅是千差万别的孩子,而且还有千差万别的幼儿家长.每个幼儿不仅有直接的家长"父母",还有与之有密切关系的许多"家长",象爷爷奶奶、姥姥姥爷等等,可以说一个幼儿有多位家长.幼儿教师要与这么多的幼儿家长相处确实是很重要的事情.而且幼儿教师比中小学教师与家长的接触频率要高得多,幼儿教师每天至少要与幼儿家长见两次面,这是必不可少的程序.教师在与幼儿家长相处过程中容易发生哪些分歧,又应该如何处理对待这些分歧呢?     

Assisting Parents of Bilingual Students to Achieve Equity in Public Schools

This article provides school-based consultants with an overview of the English language learner (ELL) student population and common programs available to ELL students (such as English-only programs, pull-out English as a second language [ESL], content-based ESL, transitional bilingual programs, maintenance bilingual programs, and two-way or dual language bilingual education programs). Past and current research examining bilingual education programs and guidelines and recommendations for the application of bilingual education knowledge to consultative practice with school personnel and culturally and linguistically diverse parents are discussed. Because of the paucity of research regarding school-based consultation related to bilingual education issues, guidelines and recommendations are presented within the larger framework of multicultural and cross-cultural consultation. Recommendations for future research regarding school-based consultation related to bilingual education issues are provided.     

Putting Everything on the Table: Complexity,Context, and Community Engagement with Public Education

Interchange - For the first time since 1968, local education authorities in Washington, D.C. embarked on a contentious process of engaging communities as part of a comprehensive revision of the...