城市流浪家庭被收养儿童生活处境与教育支持系统的个案研究

作为处境不利儿童大军中的一员,来自城市流浪家庭的被收养儿童的生活与教育处境引人关注。本研究运用质性研究方法,分析了城市流浪家庭被收养儿童的生活处境及家庭、幼儿园与社会三大教育支持系统的现状。我们应更加关注这类弱势群体因经济条件、思想观念以及社会制度的完善程度等方面存在问题而受到的消极影响,并致力于为其争取更积极的教育支持。     

浅析“望子成龙”家庭教育观念及其科学发展

家庭教育是人生最早的教育,是一切教育的基础,父母是孩子的第一任教师,也是终身教师."望子成龙"家庭教育观念是现存各种家庭教育观念中显著的一种,这种家庭教育观念对孩子的健康成长有利有弊,我们应考虑各方面的因素,对其进行辩证的分析和评价.放眼未来,为了适应未来教育的发展需要,为了孩子们能够健康快乐的成长,我们应树立科学的家庭教育观念.     

Moving Toward Family-Centered Early Care and Education: The Past, the Present, and a Glimpse of the Future

Over the past 4 decades, early care and education programs in the United States have struggled to overcome obstacles to active parent and family participation, especially in the wake of recent welfare reform guidelines requiring parents to work outside the home. This article highlights the vision and activities of four Wisconsin Early Childhood Centers for Excellence, which offer family-centered services along with services to young children. Using various strategies, these programs have empowered parents and strengthened bonds between parents and professionals. Their success suggests that new models based on family-centered goals can improve the overall quality of early care and education for young children.     

构建职教师资培养体系的现实之需、发展掣肘及实现路径

新职业教育法的出台将建立健全职业教育教师培养培训体系的任务提到前所未有的国家高度。目前,我国职业教育教师培养体系难以满足职业教育教师的专业化发展需求及技术技能人才规格提升带来的内在需求。通过梳理我国这类教师培养培训体系的架构,可以发现其存在职教师资培养体系的布局尚未定型、项目化职教师资培养体系的桎梏难以打破、培养职教教师职业能力的制度化环境有待完善等关键堵点。最后探寻破局之策,包括：以“标准组合拳”的形式为师资培养提供实践性依据;打破资源孤岛,建立互通互融的多元协同培育模式;完善职教教师培训政策保障与协调机制等。     

Beyond the local/general divide: English for academic purposes and process approaches to cross disciplinary,doctoral writing support

One of the outcomes of the policy emphasis upon skills formation in countries like Australia and the UK has been an increase in cross-disciplinary structured programs for higher research degrees raising implicit, but often unexamined, questions about the curriculum and expertise that should inform them. Key insights from applied linguistics and composition studies about disciplinary similarities and differences and writing pedagogy for the development of university-wide structured programs are discussed in the article. In addition, student evaluations of two ‘social sciences, humanities and business' writing programs that were developed to reflect these insights are reported. The findings are read to suggest that the framework within which research training is conceptualized must consider not only the diversity of domains and activities that characterise higher degree research, but the communicative purposes against which research texts are evaluated and differentiated. The overlapping and contrasting nature of these purposes suggests collaborations among specific discipline groups in structured program provision within the research degree cohort, rather than the local/general research training split that is often assumed.     

Comparing video and virtual reality as tools for fostering interest and self-efficacy in classroom management: Results of a pre-registered experiment

Video is a widely used medium in teacher training for situating student teachers in classroom scenarios. Although the emerging technology of virtual reality (VR) provides similar, and arguably more powerful, capabilities for immersing teachers in lifelike situations, its benefits and risks relative to video formats have received little attention in the research to date. The current study used a randomized pretest–posttest experimental design to examine the influence of a video- versus VR-based task on changing situational interest and self-efficacy in classroom management. Results from 49 student teachers revealed that the VR simulation led to higher increments in self-reported triggered interest and self-efficacy in classroom management, but also invoked higher extraneous cognitive load than a video viewing task. We discussed the implications of these results for pre-service teacher education and the design of VR environments for professional training purposes.

Practitioner notes

What is already known about this topic

• Video is a popular teacher training medium given its ability to display classroom situations.
• Virtual reality (VR) also immerses users in lifelike situations and has gained popularity in recent years.
• Situational interest and self-efficacy in classroom management is vital for student teachers' professional development.

What this paper adds

• VR outperforms video in promoting student teachers' triggered interest in classroom management.
• Student teachers felt more efficacious in classroom management after participating in VR.
• VR also invoked higher extraneous cognitive load than the video.

Implications for practice and/or policy

• VR provides an authentic teacher training environment for classroom management.
• The design of the VR training environment needs to ensure a low extraneous cognitive load.

     

Fifteen years of action research as professional development: seeking more collaborative,useful and democratic systems for teachers

This paper presents the experience of a group of teachers who have developed action research (AR) dynamics for 15 years aimed at their professional development and teaching practice improvement. The focus is first on the importance of AR, collaborative dynamics and theory and practice relationships for in‐service teacher training. It also shows the different spiral and cycle stages carried out, as well as the group’s characteristics, its evolution during these 15 years and the annual operation structure currently in use. The results show the five large AR thematic spirals developed and the materials generated and disseminated. There is also an analysis of the main benefits and problems so far encountered. Finally, a series of reflections and conclusions on the implications of keeping such a workgroup for so long is detailed.     

The role of the Support and Attention to Diversity Teacher (SADT) from a community-based perspective: Promoting educational success and educational inclusion for all

This article addresses the transformation of the role of the Support and Attention to Diversity Teacher (SADT), traditionally called special education faculty. The results are from a qualitative study in three inclusive preschool and elementary schools in Catalonia, Spain. The results demonstrate a transformation in the role of the SADT that mobilizes teachers, specialists and diverse agents in the community to join the work of educational support. The transformation of the SADT role fosters an improvement in the attention and learning of children in the classroom, and existing resources are optimized in collaboration with the entire educative community.