A contingency management day program for adolescents excluded from public school

This contingency management adolescent school program integrated vocational training with academic instruction. The students, who were unserved by public education because of emotional handicaps, were afforded an individual treatment program by the staff of the day program. They demonstrated significant gains in educational skills and exhibited an exceedingly low dropout rate, inasmuch as 95% either continued in the program beyond their first year or reentered public school.     

Fundamentalism or pluralism: Iranian youth’s orientation

Islamic fundamentalism is an extreme perception of Islam that views ‘the “Other” as the enemy demonized’ against the ‘West’, which also views the Muslim ‘enemy within’. In contrast, pluralism perceives ‘others’ as different people, with different values from us. While the fundamentalist seeks to engage in war with the enemy/other, pluralism tolerates difference/conflict with others in peace and in the spirit of mutual acceptance. This article spells out the potential contributions to research regarding fundamentalism stemming from different approaches in Iran. Drawing on data collected from 31 individual in-depth interviews with Tehranian high school students and 206 questionnaires that were filled in by students who were randomly selected from 4 of 19 zones of Education in Tehran, their perceptions about pluralism and fundamentalism will be presented. The aim is to help move debate about fundamentalism beyond the pejorative labelling and to explore the concept of fundamentalism and pluralism in an Iranian context. As a case study, Tehranian pre-university students’ point of view about fundamentalism and pluralism will be discussed, in order to comprehend attitudes to fundamentalism and pluralism on the part of Iranian young people.     

Physical education for deaf students

An ideal physical education program would be one that focuses on aspects leading to lifelong participation in and enjoyment of physical activity accompanied by appropriate fitness levels. Often, physical education classes are the only physical activity that many children receive throughout the day, and without them, an even greater number of children, including those who are deaf, would be prone to aspects associated with sedentary lifestyles. Schools need to involve their students in daily physical education classes. The emphasis of such a program should be placed on promoting physical fitness and developing skills that lead to a lifelong enjoyment of physical activity and healthy lifestyles. This paper reviews the literature on the state of physical fitness among deaf students and describes an exemplary physical education program that was implemented at a school for deaf children.     

导向与回报：泰国高中职业教育状况研究

当今世界许多国家在高中阶段即开始了普通教育和职业教育的分流,普通高中和职业高中究竟谁更具相对优势?通过对泰国高中职业的波比(probit)研究发现,在促进经济发展中,中等职业教育起着非常重要的作用;普通高中教育考虑到经济发展对于生产力的需求而进行适当就业指导将会赢得更多的利益回报。     

The influence of school type and perceived teaching style on students’ creativity

School is an excellent place to foster young learners’ creative thinking skills. However, the emphasis on creativity varies among schools. In two studies the putative influence of school education on the development of students’ creativity was examined by means of a retrospective approach. We investigated whether two influential factors within school education (1) school type (i.e., traditional vs. alternative vs. religious) and (2) perceived teaching style (i.e., independence, judgment, flexibility, integration) associate with students’ creativity at university entrance level. The difference was examined at the primary and secondary school level, respectively. Study 1a found that students who attended alternative schools at the secondary school level performed better on divergent thinking tasks as compared to students who attended traditional or religious schools. Relationship between students’ creative performance and the perceived teaching styles were inconclusive. Finally, teaching styles in alternative schools during secondary education were perceived as high in independence and flexibility. Study 1b replicated the finding that university students who attended alternative schools during secondary education have an advantage in divergent thinking. Taken together, our results highlight the positive influence of alternative school education on students’ creative performance at the university entrance level.     

"孝文化"建设与学校教育--关于"孝文化"建设的思考

建设新时期的孝文化,将孝文化的建设与学校教育相结合是一个重要的方面。传统孝文化的核心是“爱”,而“爱”的核心是奉献。爱的教育本应该是学校教育的基本元素,孝的教育可成为素质教育的一个独特内涵。学校应该成为孝文化建设的重要基地。     

青少年心理健康问题及其对策

目前，我国青少年学生的心理健康问题日趋严重，因此对青少年进行心理健康教育已刻不容缓。学生心理健康受家庭、学校和社会等环境因素影响，为此，青少年的心理健康应着重抓：良好家庭环境的建立、校园心理环境的优化以及社会环境的净化。     

Getting Them There,Keeping Them There: Benefits of an Extended School Day Program for High School Students

Over a decade of research has demonstrated the positive effects of extended school day programs on various elementary and middle school student outcomes, both in the short and long term. The efficacy of extended school day programs in promoting academic outcomes among high school students is less well understood. This study contributes to the existing literature by examining school attendance, credit attainment, and standardized reading and math scores in a group of students at risk of academic failure who participated in extended school day programming. The study compared their outcomes to those of a group of demographically similar students who did not participate in the program. The extended school day program is provided within a full-service Schools Uniting Neighborhoods (SUN) Community School (CS) in the Portland, Oregon metropolitan area. Results suggest an advantage for SUN students in terms of better school attendance and earning credits toward graduation, but not in terms of standardized test scores. Implications for future research and extended school day policy are discussed.     

Craig Alternative School: A Case Study in Therapeutic Educational Intervention

Craig Alternative Middle/High School is an academic/therapeutic multi‐categorical exceptional education program for eighty‐five high risk male and female students who, because of their atypical behaviours, have not been successful in a less restrictive educational environment. The staff consisting of teachers, paraprofessionals, psychologists, social workers, probation officers and a psychiatrist, co‐ordinate the students' therapeutic, vocational and academic programs within a day school setting in an attempt to maximize positive behavioural change.     

技校生自卑心理超常量研究

技校生中具有自卑心理的学生与同龄的中等教育和高等教育学校学生相比较,比例明显超过常量。其超常量的比率应该说与该部分学生所处的学校教育环境是有直接关系。可充分认识这一起常量的特殊群体所造成的负面影响,在技工教育阶段从学校、教师和学生自身三个层面上入手,通过学校教育可及时矫正学生的自卑心理。     

教育流层结构与社会阶层结构的对应关系

通过对社会分层及教育分流的分析,可以找到二者之间的对应关系,即大专以上教育程度者主要流入社会上层和中上层;初中、小学文化程度者主要流入社会下层或中下层;高中(含中专、技校、职高)教育程度者主要流入中层或中下层.这表明,个体在分流中必须接受一定的教育才能流入理想的社会阶层,要形成庞大的社会中间阶层,必须大力发展中等教育,尤其是中等职业教育.     

综合实践活动课程论教学探索

高师小学教育专业的培养目标是培养实践型与研究型的小学教师,在课程结构设计中,应该关注综合实践活动师资短缺与素质缺失等教育现实,开设综合实践活动课程论,培养适合基础教育新课改需求的、综合能力较强的小学教育师资。     

Leading Jewish Educators of Blessed Memory

The popular image connoted by the term “Jewish education” is the teaching-learning process in the classroom of an all day school, yeshiva, and afternoon school. The students are typically children of elementary school age. As the image expands, it includes adolescents in the high school, college students in special courses, and adults in synagogue-sponsored adult education courses. Jewish education for professionals in Jewish communal service agencies has not been part of the public's perception of Jewish education. To be sure, the professional's primary concern is helping clients with their problems and his knowledge base is primarily geared toward that objective. The “Jewish” component in the preparation for professional practice has not been a primary concern of Jewish educators.     

“看的德育”：在场的缺席——一项普通初中教师德育观念的质性研究

研究聚焦于一所普通初中教师的德育观念,通过田野调查发现：教师的德育观念可以概括为“看”（kān）,其现实形态主要表现为看着学生“不出事”、“不犯错”.为实现这两个目标,教师们进行了“全天候”“零死角”的监管,并制定了相应的奖惩制度,动员了部分学生与家长共同参与.此种“看”的德育观念,实质上是一种消极的、防范性的德育立场.教师对于德育责任的推卸,对于德育本质认识的偏差和对于德育过程的简单把握皆源于一种“在场却缺席”的德育立场,即教师们以看似在场的德育姿态使真正的德育缺席于现实的教育生活之中.其后果不仅是淹没了学生的主体性,更是从根本上消解了教师德育的自觉性和主体地位.     

小学低年级音乐课的创新教育--快乐创新四步曲

创新能力是人类迎接未来挑战的能力,是知识经济,信息时代对人才的突出要求．在国际竞争日益激烈的当今社会,创新和创新教育已被提到了前所未有的高度。面对教育改革与大力提倡创新教。育这一态势,小学音乐教学怎么办？教师如何在音乐教育活动中渗透创新教育？本文就小学低年级音乐课的创新教育介绍笔者进行的探索。     

Middle-class writing in late medieval London

This paper seeks to ascertain the attitudes to, and work on, English school boards of clergymen from the three main Churches which had taken an active interest in education in England in the nineteenth century – the Church of England, the Roman Catholic Church and the Wesleyan Methodist Church. Were the clergy ‘the enemy within’, attempting to subvert the cause of non‐denominational education? Little has previously been written about this work. The research has used a variety of primary sources, among them annual HMI reports on the educational provision in their areas and the pronouncements made by the leaders of the three Churches about their own representations on the boards. A variety of qualitative data has been accessed on the clergy influence in certain areas in the North of England using extant school board managers’ minutes. The picture that emerges from the evidence studied is of a significant and growing influence for Anglican clergy in rural areas. They undoubtedly had self‐interests in their membership, to ensure religious teaching in schools, to protect their own institutions and in part to assert their own status within society. In large towns and cities, boards proved to be independent of clergy control, with much authority given over to the headteachers. Roman Catholic priests often became board members and in doing so were in a position to defend their own schools. Throughout, the one group that did not share the influence on boards was the Wesleyan ministers, who were constrained by their own itinerant ministry. It is hoped that this will encourage further studies of individual communities, where School Board Managers’ Minutes survive, to add further qualitative evidence and further analysis of the direct influence of the clergymen of the three Churches discussed.     

英国尼尔的"开放教育"与传统的"封闭教育"之比较

本文阐述英国尼尔以自由理论为基础的开放教育。他创办的夏山学校被称之为“兼具了人性与自由的教育乐土”。尼尔的主要教育观点是不应该让学生来适应学校,而应该由学校去适应学生,因为,自由发展才是教育的终极理想。为此,他极力地改变教育的强制性,反对教育中的心理“操纵”与“控制”,从而培养能自我成长、快乐地工作和积极生活的人。本文具体描述尼尔开放学校的基本形态与理论架构;比较开放教育与封闭教育的不同特征;论证开放教育对改变中国应试教育倾向的重要启示。     

融合教育体系中的学科课程与教学课程建设———以师范院校“语文课程与教学”课程为例

融合教育需要融合学校和融合教育师资,融合教育师资的培养需要有适应融合教育的课程。“语文课程与教学”是师范院校小学教育和特殊教育专业的一门重要课程,为了适应融合教育师资培养的需要,必须对这门课程进行改革,构建新的课程体系,在课程性质、结构内容和课程资源建设各方面体现融合教育理念和语文教育特点,以区别于普通学校“语文课程与教学”和“特殊（聋、弱智、盲）学校语文课程与教学”,并把这门课程纳入融合教育师资培养的课程体系中。     

Primary school puberty/sexuality education: student-teachers' past learning,present professional education,and intention to teach these subjects

Primary school teachers are often tasked with puberty/sexuality education for students who are undergoing sexual maturation at ever-earlier ages. This study explores the changing trajectories of the pre-service learning and teaching of primary school puberty/sexuality education at an urban university, including student-teachers' childhood learning, professional pre-service studies, and technological educational future. Biographical narratives and a theoretically based conceptual and diagnostic framework are used to analyse the views of fourth-year Bachelor of Education student-teachers about their own primary school puberty/sexuality education, their present university professional education for teaching these subjects, and their intentionality to teach them to future Grade 6 school students. Results show that these student-teachers intend to replicate their own primary school learning experiences. Pre-service professional education appears to have failed to operationalise the contemporary learning and teaching of puberty/sexuality education that would allow a new generation of more effective knowledge and pedagogies to be implemented.     

JEFFREY SCHOCHET,TAKING CENTER: A MORAL PORTRAIT

This article, based on field research, considers how an adolescent graduate of a New York Jewish day school constructs his moral identity now that he is in the larger setting of a large public high school in metropolitan New York. Jeffrey Schochet (a pseudonym), the subject of this article, wrestles with moral issues throughout his school day, defying conventional stereotypes about adolescent apathy. This article identifies three moral outlooks, “Permissive,” “Connected,” and “Standard-Bearing.” A “standard-bearer,” Jeffrey upholds a sense of duty, and he seeks to fulfill the traditional social roles of a male in his community. This research stands at the confluence of research on adolescence, moral education, religious education, and American Jewish sociology, focusing on questions of meaning and tradition.