The reasons for the interruption of vocational training in Estonian vocational schools

Dropping out of school before achieving any qualification is a serious problem both at an individual and societal level. This study provides an insight into the lives of young people who have dropped out or are at a risk of dropping out of vocational schools in Estonia and gives an overview of the reasons behind the interruption of their studies. The study is based on in-depth face-to-face personal interviews in 10 Estonian vocational educational institutions with those who have interrupted vocational training, those in danger of interruption and representatives of vocational educational institutions. Qualitative content analysis was used to analyse the interviews. Personal, family-related, school-related and economic reasons for leaving school as well as possible measures to prevent dropping out of vocational schools are discussed.     

Coping with bullying and victimisation among preadolescents: the moderating effects of self-efficacy

Bullying and victimisation may result from ineffective coping with interpersonal stressors. However, little is known about the preadolescents who are most susceptible to dysfunctional coping styles. Self-efficacy beliefs may be one source of individual differences in coping among those involved in bullying and victimisation. The purpose of the present research was to examine whether links between bullying/victimisation and coping were moderated by self-efficacy beliefs. Participants were 262 Greek preadolescents who completed self-report assessments of bullying/victimisation, coping, and self-efficacy. Results indicated that self-efficacy moderated the association between bullying/victimisation and coping, in that greater use of ineffective coping (i.e., resignation, passive avoidance) predicted bullying and victimisation among preadolescents with moderate and low levels of social and emotional self-efficacy, whereas greater use of adaptive coping (i.e., positive self-instructions, social support) was reported by those with higher self-efficacy beliefs. Practical implications of the findings are discussed.     

The PEACE Pack: an evaluation of interventions to reduce bullying in four Australian primary schools

Background The evidence is now quite clear that bullying in schools is an international problem. Bullying is widely regarded as a particularly destructive form of aggression, with harmful physical, social and emotional outcomes for all involved (bullies, victims and bystanders), and with particular risks for children with special needs. The research of the past 25 years confirms its widespread nature where it is most likely in groups from which the potential victim cannot escape—e.g. schools. In 1994 an Australian Commonwealth Government inquiry, following on from the pioneering work of research documented by Smith and co-workers, heralded a growing awareness of the need to address the issue of school violence, particularly bullying. Internationally, researchers have identified the impact of intervention programmes to reduce school bullying. In Australia a nationally and internationally used, systemically based intervention programme called the PEACE Pack, has previously been shown to be effective in reducing bullying in primary schools.

Purpose The purpose of the present study was to provide further supporting longitudinal evidence regarding the efficacy of the PEACE Pack in markedly reducing bullying among young children of junior primary and primary school age. Further, the study also identified the characteristics of a small group of children who do not appear to benefit from intervention efforts. Finally, in this paper, a computer-based innovation for collecting school-based data regarding student perceptions of bullying is described.

Sample The sample of 954 pupils comprised 458 males and 496 females from four Australian primary schools in Adelaide, a large metropolitan city in Australia. The pupils ranged in age from 5.4 to 13.5 years.

Design and methods The study involved a pre- and post-test design and the administration of a questionnaire to evaluate the effectiveness of the implementation of the PEACE Pack programme to address the issue of school bullying.

Results The interventions were effective in reducing the level of school bullying in the junior primary and primary schools, although there were variations in the gains achieved across the age range and across the four schools.

Conclusions In the present study the systemic PEACE Pack interventions resulted in approximately one-fifth of pupils in the overall sample reporting that they were being bullied ‘less’ as a result of year-long interventions. This effect was greatest in the primary schools, particularly for boys. Consideration was given to a small group of students who reported being bullied ‘more’ after the interventions, and to the development of a computer-based assessment procedure for assessing the extent of bullying in schools.     

高职学生实践能力培养途径探索

现阶段培养适应社会发展需求、具有实践能力较强的高职学生的途径为：提高教师队伍素质,培养＂双师型＂教师;推进高职院校人才培养模式改革;提高学生自主培养实践能力意识。     

高职院校学生管理工作中的理论与实践

文章基于作者自身在学生工作第一线的实践资料总结,发挥学科优势,应用管理学相关理论,首先对学生管理的研究对象从仿生学的角度进行界定,然后分析教育管理学中学生管理的两个层次,并将高职院校的学生管理界定在“成事”管理的层面。文章主体部分从管理学角度分析了高校学生工作中的强制和引导的矛盾、表扬和批评的矛盾、管理创新和发扬传统的矛盾。并结合实际工作对它们进行了实证研究。最后文章对辅导员考评机制的完善提出了自己的见解。     

中职院校焊接专业学生学习情况初探

焊接是当前制造业不可缺少的重要作业工种之一。根据中职院校焊接专业学生在课堂教学和实习培训等方面现状及存在的问题,从加快课堂教学改革、提高教师队伍素质、加强安全管理等方面提出了改进焊接专业学习和实训的建议。     

Strong on retention,weak on outcomes: the impact of vocational education and training in schools

The re-shaping of the Australian senior secondary landscape in recent years and the emergence of a new space for vocational knowledge within Australian senior secondary certificates of education have been underpinned by a national focus on raising retention rates and achieving Year 12 or equivalent attainment rates in the context of a diversifying senior secondary cohort, and on delivering effective training to meet the skills needs of the growing economy. Absent from this policy agenda is a focus on the efficacy of the expanding vocational education and training (VET) in Schools. At the core of this discussion are the impacts of ongoing tensions between the instrumentalist labour market role of VET in Schools programmes and the expectation that an equitable senior secondary landscape should respond to the education and training needs of all students. Despite rapid growth, low achievers and socioeconomically disadvantaged learners remain the dominant participants in VET in Schools programmes, and pathways for these students into post-school education and training or full-time employment remain weak. This paper draws on the views of students, teachers, and policy-makers to examine the ways in which vocational programmes are delivered within the different curricular contexts of VET in Schools across Australian senior secondary education systems.     

高职学生职业生涯规划教育探究

就业难催生职业生涯规划教育。加强职业规划教育课程体系建设和师资培训、加强对大学生职业规划的监控和指导、敞好规划服务工作、建立职业规划教育激励保障机制是高职院校加强职业生涯规划教育的有效措施。     

职业学校学生发展困境的实证调查

《教育平等视野下的职业教育制度创新研究》课题组针对职业教育公平问题,对职业学校学生的生存发展状态进行了问卷调查,调查结果显示职业学校学生发展的困境主要体现在五个方面：一是职业教育对象具有弱势性;二是职业学校学生学习困难较为普遍;三是职业学校学生升学深造愿望强烈与我国对口升学政策的冲突;四是职业学校学生对课程满意度不高;五是职业学校学生普遍对就业准备不足。这些困境严重阻碍着职业学校学生的发展。职业学校只有正视这些问题、采取措施解决这些问题,才是增强职业教育吸引力的根本。     

高职贫困大学生人格特征分析

使用16PF调查分析高职贫困生的人格特征,发现大多数贫困生有内倾孤独沉默,固执追求完美,谦逊恭顺,审慎内省,进取等特点;贫困文科生有冒险敢为,少有顾忌,不拘小节,敏感多情,很容易激动兴奋,缺乏耐心,心神不定等特点;贫困理科生有被动,畏怯退缩,缺乏自信心,羞怯自卑,保守自制力强,自尊心强等特点;乡村贫困生较内向,谦虚顺从,理智独处,容易抑郁烦恼,易激动兴奋缺少耐心;城镇贫困生较合群,积极主动自信;贫困女生有谦虚温和,善解人意,合群谨慎,直率天真,传统保守,感情丰富等特点;贫困男生独立上进,持之以恒,竞争意识较强,比较现实,情绪较稳,敢于冒险,但容易刚愎固执疑心重。建议教学与管理根据学生的人格特点因材施教。     

中职生公民权责教育初探

完整的公民教育应包含公民品德教育与公民权责教育两个方面。然而，我国的公民教育长期以来只重视公民品德教育，忽视了公民权责教育，这种现象在中等职业学校中同样存在。文章阐释了公民权责教育的要义，分析了我国中职生公民教育中存在的问题，进而提出了在中等职业学校开展公民权责教育的途径和方法。     

任务型英语教学在职业学校的运用

本文概述了任务教学法的理论依据,任务教学法的实施模式,讨论其在课堂实施时的一些重要环节,提出了要保证任务教学的扎实推进和实效,需要学校更新传统教育观、英语教师全面提高综合素质。     

论高职学生的英语学习兴趣的培养

本文通过对高职学生英语学习现状及其成因进行分析,探讨培养高职学生英语学习兴趣的方法和途径。在清楚认识我国高职院校学生的学习状况之后,号召大胆改革现有的高职英语教学内容和教学理念,制定适合高职学生的职业英语学习内容,鼓励教师运用灵活多样的教学组织和多样的教学手段,开展丰富多彩的课堂内外活动,并结合情景体验教学和小组式学习,提高对英美国家的文化知识的学习比例和内容,全面提高高职学生英语学习的兴趣。     

高职高专师资队伍建设新探

高职高专是我国高等教育的重要组成部分,但其师资队伍地位不高、学历偏低、动手能力不强、培训不足等问题已凸显出来。当前,最重要的是采取多种措施吸引人才,重视教师培训,创造教师成长的环境。     

The repercussions of reporting bullying: some experiences of students at an independent secondary school

This article reports on the complex web experienced by young people when making decisions to report bullying in school. The study was conducted in the secondary school of an independent day and boarding school in the east of England. A Participatory Action Research approach was used with student voice and perspective at its core. This study involved five students as co-researchers with the first author to explore the concept of ‘snitching’ about bullying. Data were collected from the wider student group through a variety of methods including questionnaires, focus groups and interviews. The findings suggest that the process of reporting bullying is more complex than adults once thought. Students have to negotiate a complex web in firstly deciding if the bullying is serious enough to report. The concept of ‘serious’ bullying is contentious, particularly between boarders and day students, but physical abuse and/or repetition tended to be characteristic of ‘serious’ bullying. Once considered ‘serious’ enough, students have to weigh up the potential repercussions from the bully or the wider friendship group if they ‘snitch’. Students were therefore in conflict between loyalty to the bully and wider friendship group in deciding if unfairness had taken place and should be reported. Finally students needed to decide who they trusted to report the bullying to. The students in this study often reported to teachers who they perceived as supportive and authoritative.     

高职中外合作办学招生现状及对策

高职中外合作办学对我国的职业教育的发展具有积极意义,然而由于人才选拔方式基本上与国内高职专业无差异,招生情况不容乐观,本文试图从高职中外合作办学的生源特殊性角度,分析高职中外合作办学贯彻实施招生改革对策。     

高等职业教育的地方性与应用性人才培养

我国高等职业教育的地方性表现在：高等职业教育兼有社区教育和高等教育的双重特征,高等职业教育与地方社区经济的发展相融合。在高等职业教育的应用性人才培养方面,要正确理解“应用性人才”培养目标,合理安排理论教学与实践教学,注重毕业设计与生产实际相结合。     

高职学生职业核心能力培养研究

职业核心能力是高职学生打开成功之门的关键能力。高职院校对学生职业核心能力的培养应该树立＂全员式＂参与意识,建立＂三合一＂培养体系,运用＂体验式＂教学方法,应用＂双结合＂评价机制。     

The problem of bullying in schools and the promise of positive behaviour supports

Bullying in schools is recognised as a global problem. In the USA, school shootings and increasing school aggression focused research on the causes of bullying and interventions that could reduce or eliminate bullying behaviours. A variety of bullying programs have generated mixed results with some actually increasing bullying behaviours. There are consistent limitations on the research, including problems of definition, scope, generalisability, complexity and philosophy and model, but slowly, consensus on these issues is being reached. Positive behaviour supports (PBIS) in schools provides a framework for comprehensive behavioural management. PBIS is being implemented across the USA as part of a national response to intervention (RTI) model. PBIS might offer an opportunity to address some of these persistent problems and to avoid others altogether. This literature review considers the nature of the problems limiting success of bullying prevention programs and will offer recommendations for potential solutions within a PBIS framework.