Choosing schools: explorations in post-primary school choice in an urban Irish working class community

This paper examines post-primary school choice processes in the urban Irish working-class community of Portown. Here, there is an awareness of hegemonic neoliberal ideals and how school choice becomes a significantly classed space characterised by market ideologies and structural inequality. This critical ethnography explored the world through participant observation, semi-structured interviews over a 3-year period. The data examined here are drawn specifically from investigations into school choice processes. It deploys identity theories as thinking tools to examine the classed nature of engagement with school choice markets. The findings delineate three distinct groups of choosers in this school community: passive transitioners, active choosers and second-schoolers. The findings of the study reveal the entwined and co-constructed nature of identity and social class as well as examining the role played by school choices and differential access to economic, cultural and social resources in these processes.     

论学校的任务——基于现象学的视角

学校是特殊的制度化场所,它具有与教和学相关的、特殊的行动逻辑。学校的任务不仅在于社会功能的再生产以及社会化,也不仅在于将社会问题转化到教育领域。相反,在与其他社会领域和实践的积极关系之中,学校中教育行动的自身逻辑本身就具有生产性。首先,在制度论的视角下,黑格尔将学校界定为独立制度化的、人为组织的教育实践发生的场所。在学校中存在一种与其他社会领域、机构和实践相区别的特殊的教育行动逻辑。其次,在教育理论和教化理论的视角下,马丁努斯·朗格威尔(Martinus Langeveld)将学校教育实践描述为人为的、富有技巧的教学行动,在其中教育行动发生以前以及教育领域以外的问题被转化到一种时间、空间和社会的教育语境中。第三,欧根·芬克(Eugen Fink)基于社会理论的视角,将学校实践界定为,在富有权力的、冲突性的、多元主义的(后)民主条件下的相互咨询和探究。     

The school psychologist as a facilitator of a community-wide project to enhance positive learning climate in elementary schools

This study describes a community-wide experimental change program that was initiated by a school psychologist who served as a system facilitator and change agent. The program strived to improve social climate in the classroom, and was executed in the fourth-, fifth-, and sixth-grade classrooms of an entire school system in northern Israel. This paper describes the program's design and rationale as well as its activities. Thirty-three classrooms participated, all of which were assigned randomly into three treatments: two experimental programs working on topics in classroom life, one in small-group settings and the other in whole-class settings, and one control (no program). Classroom climate was measured twice (pre-and posttest) during the school year by answering a modified Hebrew version of the Walberg and Anderson questionnaire developed by Hertz-Lazarowitz and Sharan (1979). Results indicated that increase in positive social climate control occurred in the experimental small-group program in all grade levels. The whole-class treatment showed improvement in higher grades, whereas the no-program control classrooms showed a significant decrease in classroom climate during the year. Three main factors were explained as contributing to the impact of the program on positive social climate. From an organizational perspective, (a) the participation and collegial support of teachers within the school with (b) the active leadership of the school psychologist helped improve social climate. Lastly, (c) the children's responses revealed the importance of experiencing cognitively and affectively the content of the program. This program, with certain modifications, became a consistent part of the school curricula.     

Cooperation and Individualization as Principles of Instruction in the Swedish School

1. Innovations in the Regular School System: The reform of the Swedish school system that introduced comprehensive schools as regular schools at the first level of secondary school in 1962 and the second level in 1971 was preceded by a redefinition of the school as an institution. Increased emphasis was placed on the school as an integral part of the society — influenced by social developments and, at the same time, contributing to social change. Accordingly, the school system should have a structure that enables it to help break down social barriers and foster conscious responsibility for social action in all schoolchildren.     

当前中学语文教师的文化困境及其超越

造成当前中学语文教师文化困境的原因大体分为内外两个方面。在内部,中学语文教师受到新教材、学生和学校三个方面的影响;在外部,大致包括当今社会生活、当地社会文化环境和教育教学机制三个方面。而真正能摆脱这一困境的办法,必须是、也只能是作为主体的中学语文教师自身努力塑造健康心态和积极自由的精神。     

小学教师的心理压力、社会支持与主观幸福感的关系

为了解小学教师群体所感受到的心理压力、获得的社会支持以及主观幸福感的基本状况,探讨三者的相互关系和不同心理压力下的小学教师其社会支持与主观幸福感的差异。用压力状况问卷、社会支持量表和幸福感指数量表对城乡272名小学教师进行团体施测。结果发现,小学教师普遍存在较大的职业心理压力而且压力源较多;小学教师的社会支持存在城乡差异,主观幸福感指数在城乡和性别差异上未达显著水平;小学教师的心理压力、社会支持与幸福感指数均有显著相关;高压力组同中低压力组的小学教师比较,其社会支持总分和主观幸福感指数得分都较低。因此,应该关注小学教师的职业心理压力状况,帮助其建立完善的社会支持系统,使其在职业生活中获得更高的满意度和积极的情感体验。     

Agents and subjects: schooling and conceptions of citizenship in early nineteenth-century Sweden

This article aims to analyse how the emerging Swedish school system in the early nineteenth century can be understood within the context of a gradual break-up of the estate society and its replacement with a class society in which citizenship was an important foundation. This is done through the discussion of the conceptions of citizenship on two levels. The first is the national level, focusing the national debate on education, and the second is the local level, investigating the local schools and the school setting. The main result is that the conceptions of citizenship in the school context were formed along two major lines: an inclusive social and civil citizenship and an exclusive, active and political citizenship. Consequently, the emerging Swedish school system simultaneously fostered these two citizenship conceptions, which coexisted in an educational system that was able to cast pupils as either subjects (comprehensive citizenship) or agents (designated citizenship).     

新建本科高师院校成人教育发展路径探析

当前新建地方性高等师范院校成人教育发展正处在萌芽发展状态,却在招生生源、办学体制、发展定位方面面临着发展瓶颈问题.为此,积极思考成人教育发展路径,以内涵发展、多样化发展、特色化发展为主要路径,转变办学思想观念,开拓办学空间,以服务地方人才培养和经济建设为己任,才能走出一条社会效益和经济效益并重的发展之路.     

政治教育要促成学生正确政治态度的形成

政治态度是政治认知、政治情感、政治行为三的统一。帮助学生确立积极正确的政治态度是中学政治教育不可忽视的重要内容。当前高中学生的政治态度，主流是积极向上的，但也存在政治态度冷漠、偏激等不良倾向。根据政治心理学所揭示的态度转变的规律，实施以下原则是促成态度转变的有效途径：贴近原则，把政治大道理和学生的生活环境拉近，为学生喜闻乐见；育人原则：把政治教育和人生观教育结合起来；疏导原则：把灌输和疏导结合起来以改变政治偏见；实践原则：积极组织学生参与社会生活；表率原则：发挥政治教师的人格力量。     

Estimating the Effects of Students’ Social Networks: Does Attending a Norm-Enforcing School Pay Off?

In an attempt to forge tighter social relations, small school reformers advocate school designs intended to create smaller, more trusting, and more collaborative settings. These efforts to enhance students’ social capital in the form of social closure are ultimately tied to improving academic outcomes. Using data derived from ELS: 2002, this study employs propensity scores in the context of multilevel models to estimate the effects of a specific school-level variant of social closure, referred to as a norm-enforcing school, on students’ mathematics achievement. Results estimate that attending a norm-enforcing school has no effect on 12th-grade mathematics achievement. This result questions the presumed benefits of social capital and its emphasis on norm-enforcement and social control. Policy implications are discussed in light of contemporary urban school reform initiatives that focus on reductions in school size.     

Enhancing social interaction of pupils with intellectual disabilities with their general education peers: the outcomes of an intervention programme

The goal of the study was to investigate the outcomes of an intervention programme regarding social interaction of four pupils with intellectual disabilities with their typically developing peers. The programme aimed at enhancing social inclusion of pupils with intellectual disabilities and consisted in (1) the implementation of structured activities designed to promote emotion regulation and appropriate expression, self‐confidence and cooperation, and (2) participation of the target pupils in social activities in the neighbourhood, with the active involvement of school staff members. Data were collected by means of observations, teachers’ reflective journals and semi‐structured interviews with the school staff members and the pupils themselves. Findings revealed significant increases in target pupils’ social interactions with their peers inside and outside the school setting, as well as positive changes in general education pupils’ attitudes, both during and upon the completion of the programme. Factors which contributed to the above‐mentioned changes are discussed in relation to the implications of the study.     

积极心理学视野下高职“网瘾学生”健康人格的养成

积极心理学主张以人固有的、实际的、潜在的、具有建设性的力量以及美德和善端为出发点,提倡用积极的心态来解读人的心理现象.在此视野下对“网瘾学生”进行分析,提出以健康人格养成为切入口,从个人层面进行积极主动的自我管理,从学校层面推行积极的干预策略,从社会层面建立积极的社会支持系统,以此养成“网瘾学生”健康人格.     

Children's participation in school grounds developments: creating a place for education that promotes children's social inclusion

This paper advances the idea that ‘education for the social inclusion of children’ is similar but different to ‘inclusive education’ as it has come to be understood and used by some authors and UK government documents. ‘Inclusive education’ tends to carry an inward emphasis on the participation of children in the education system (with discussions on school culture, transitions, truancy, exclusion rates, underachievement, and school leaving age). In contrast, education for the promotion of children's social inclusion requires an outward emphasis on children's participation in ‘mainstream’ society while they are still children. The latter emphasis is seen to be lacking in educational policy discourse in Scotland though a recent shift in policy towards education for active citizenship is noted. Examples are provided to show how many policy statements enact a limitation on the scope for education to promote children's social inclusion by emphasizing children's deficits as social actors and focussing on the ‘condition’ of social exclusion. The paper draws on an empirical study of children's participation in changing school grounds in Scotland. The analysis shows how the enclosure of learning in books, classrooms and normative curricula was challenged. Learning from school grounds developments was constructed relationally and spatially, but the scope of what was to be learned was often delineated by adults. The paper closes with a discussion of how education that promotes the social inclusion of children will benefit from seeing both children and adults as current though partial citizens and using socio-spatial opportunities for the generation of uncertain curricula through their shared and/or differentiated participation.     

美国继续教育的特色

美国的继续教育已有100多年的历史。由于其独特的历史与文化背景,美国继续教育发展呈现出以下特色:重视继续教育立法;教育资金筹集的社会化;办学主体多元化;教育方式的多样化;教育对象的广泛性和重点性;紧密联系社会经济发展;向高移化方向发展。     

推进产学研一体化，服务地方社会发展——衡水学院特色办学之路

新建本科院校必须坚持把服务地方社会发展作为一项根本任务。衡水学院通过人才培养、科学研究、社会服务和文化传承创新资源,积极投身地方经济与文化建设主战场,坚持把推进产学研一体化作为提供智力支撑、人才保障和技术服务的重要途径,科学定位,特色发展,在完善自身体制基础上,把握社会需求脉搏,发挥自身特色优势,注重应用型人才培养,努力实现校地双赢,用贡献促发展。     

Using Social Stories to Change Problematic Lunchtime Behaviour in School

This study used an ABAB design to investigate the effectiveness of social stories as an intervention with five school children who were experiencing difficulties at school lunchtime related to independently entering the dining hall. Measurements of general behaviour using the Conners’ Teacher Rating Scale‐Revised (CTRS‐R:L): Long Version and social cognition were also taken. The results showed an increase in targeted behaviour when social stories were used for three of the five children. The profile of results from the CTRS‐R and social cognitive tasks indicated that social stories were an effective intervention for children who had poor social skills and difficulties understanding the perspective of others.     

社会民主进程中的学校重建——杜威教育思想中的一个核心主题

社会民主与学校重建的关系是杜威教育思想中的一个核心主题。工业革命以及随之引起的在科技、交通、政治、经济、文化等社会诸领域的全面变革,对美国民主构成了严峻挑战。从哲学高度,深入反思学校如何重建和变革,以在美国社会的民主进程中扮演更为积极、有为的角色,成为一个重大而紧迫的时代课题。杜威从教育的角度,重构了民主概念,主张学校应超越旧个人主义的狭隘性,通过主动作业培养未来公民的民主意识和社会精神。20世纪20年代前后,杜威的教育思想发生转向,对制度化教育在社会民主进程中的功能的有限性的认识更为清晰,但终其一生,杜威都未曾放弃对学校重建问题的关心。杜威有关民主和学校重建关系问题的思想十分深刻,超越了杰斐逊和贺拉斯·曼等前人,影响了克伯屈和拉格等社会改造主义教育家。在美国教育史中,杜威是一位继往开来的大师。     

Helping social workers address the educational needs of foster children

OBJECTIVE: The main aim was to evaluate the effectiveness of the Education Initiative, an intervention program in one of the largest urban counties in the US seeking to increase the responsiveness of social workers to the educational needs of foster children. METHOD: A pre-post test control group design was used. Data from case files and social workers were examined at the start of the project and 18 months later to determine changes in social workers' (a) knowledge and practices regarding school programs and services and (b) maintenance of educational records for children on their caseloads. RESULTS: Data were analyzed from approximately 300 case files and over 200 questionnaires completed by social workers. Findings indicated that social workers who received training and had access to an education liaison (1) increased their knowledge about the school system and (2) were more likely to gather current educational data and comment on schooling needs in the case files. On questionnaires measuring knowledge and practices, supervisory social workers showed no gains while case workers increased their levels of knowledge and involvement. CONCLUSIONS: Evaluative data from both sources support the effectiveness of this collaborative model between the school and child welfare agency for addressing the educational needs of foster youth. Social workers in the pilot offices knew more and focused more on the school experience of youth on their caseloads than workers in the control offices. They reported more educational information in the case files and solicited current progress reports from the schools. Discrepancies between worker and school reported performance data raise questions as to whether social workers by themselves are the most effective advocates for foster children.     

积极开展中小学健康教育提高国民整体素质

文章从中小学学校健康教育课程的困境、学校健康教育内容结构与社会发展之间的矛盾等方面进行了分析,提出加强中小学健康教育课程的开课率和健康教育课教师队伍的培养力度,对提高国民整体素质有十分积极的作用.