探究高校“辅导员＋班主任”学生教育管理模式

中央16号文件和教育部配套文件在辅导员队伍建设历史上首次把辅导员和班主任区别开来,提出了年级配专职辅导员、班级配兼职班主任的高校院系基层学生工作新机制.＂辅导员＋班主任＂这种学生教育管理模式已在全国各高校试行,效果是明显的,但也存在问题.本文将对这个模式进行探讨,着重分析存在问题,并提出对策.     

“二元制”学生管理模式的现实困境与优化机制

实施“辅导员-班主任”二元制学生管理模式是提高高校人才培养质量的需要。针对辅导员队伍不稳定,班主任工作不积极,辅导员与班主任工作职权不明确等现实问题,应构建稳定的辅导员队伍机制,优化班主任队伍机制,建立辅导员与班主任联动机制,提高基于“二元制”学生管理模式的高校人才培养质量。     

西藏高校辅导员与班主任协作机制问题探析

西藏高校辅导员和班主任在大学生思想政治工作中发挥着重要作用,二者能否协作充分关系到大学生的成长。通过调查分析,找出西藏高校辅导员与班主任协作方面存在的问题,对提出相应对策,旨在大力促进西藏高校辅导员与班主任两支队伍的相互协作,形成合力。     

浅议新形势下高校兼职辅导员制度

我国自1953年清华大学设立政治辅导员制度,几经变迁,辅导员与兼职辅导员(班主任)一起始终是高校思想政治教育的主要力量;而目前少数专职,大多数兼职是绝大多数高校辅导员制的现状。兼职辅导员制在学生的日常管理中有自身的特色和优势,但是面对新形势下高等教育的迅     

高校辅导员班主任队伍建设刍议

高校辅导员、班主任作为大学生思想政治教育的一支重要力量,直接面对和接触学生的思想、学习、生活实际,对大学生思想政治教育工作起到举足轻重的作用。一、影响和制约高校辅导员、班主任队伍建设的主客观因素为加强学生思想政治工作队伍建设,2000年教育部出台进一步加强高等学     

独立学院辅导员、班主任队伍建设研究

高等学校的辅导员、班主任队伍是大学生思想政治教育工作和管理工作第一线的组织者与参与者,是维护学校稳定、全面推进素质教育的一支重要力量.因此,完善的辅导员、班主任队伍创新及长效机制建设是十分必要的.文章以滨江学院辅导员、班主任队伍建设为例,从滨江学院学生特点及队伍建设现存的问题出发,探索解决辅导员、班主任队伍建设问题的途径.     

浅谈高校辅导员班主任模式存在的问题与完善途径

高校辅导员班主任模式在大学生政治思想教育与日常行为管理等方面一直发挥了很大的作用,但随着时代的发展与高等教育的改革,也开始出现一些问题。本文通过对这些问题的分析,提出了完善辅导员班主任模式的主要途径。     

加强高校辅导员培训工作的思考

高校辅导员工作是高校快速发展的保障,是大学生全面发展、健康成长的促进力量。但是高校辅导员队伍中也存在一些问题,缺乏创新性开展工作的能力和组织能力。本文对高校辅导员工作中的问题进行了探讨,并结合已有的研究成果,对加强高校辅导员培训工作的问题提出了若干意见和建议,全面地、多方位地促进高校辅导员队伍的建设。     

浅谈如何做好兼职班主任工作

随着我国高等教育的高速发展,许多高校学生工作管理的方式是专职辅导员与兼职班主任双轨运行。高校兼职班主任工作,是保证高等教育事业持续、健康发展不可或缺的重要力量。本文根据自己的班主任工作体会和经验,谈一谈如何做好兼职班主任工作。     

高校辅导员、班主任积极心理品质与职业幸福感的相关性研究——以淮安市高校为例

本文采用自编量表《高校辅导员、班主任职业幸福感的调查问卷》和《高校辅导员、班主任积极心理品质问卷》,对淮安市5所高校240名辅导员与班主任进行调查,来探讨辅导员、班主任积极心理品质和职业幸福感的关系,重点比较分析辅导员和班主任积极心理品质、职业幸福感的差异性,以期为培养辅导员、班主任积极心理品质,提升辅导员、班主任职业幸福感提供理论依据。调查结果显示:(1)积极心理品质与职业幸福感呈非常显著的正相关;(2)辅导员积极心理品质和职业幸福感均高于班主任。因此可以从增强职业认同、创设职业氛围、改善职业待遇、提高职业能力等方面,来提高班主任的积极心理品质和职业幸福感。     

幼儿园主班教师胜任力模型的构建

为了探讨幼儿园主班教师胜任力模型,我们对14名主班教师进行了关键行为事件访谈,对102名主班教师进行了核检表调查,并在此基础上提炼出幼儿园主班教师的8项鉴别胜任特征和6项基准胜任特征,前者包括成就动机、职业偏好、团队合作、发展他人、专业知识和技能、学习能力、服务意识和影响力;后者包括应变能力、诚实正直、团队管理、创新能力、问题解决能力和关系建立。     

论中小学校长的凝聚力

中小学校长凝聚力研究是一个新的研究领域,这一研究的展开需要解决一些诸如概念、本质及表现形式等基础性问题。校长凝聚力的基本涵义是校长因权力、领导方式和工作绩效对学校组织成员产生的吸引力和感召力,学校组织成员对校长的向心力和忠诚度。其本质是"学校组织成员对校长的接纳和认可",其主要表现形式是共同愿景和高效团队。     

探讨高职院校班主任工作中的改革与创新

班主任是班级工作的主要组织者、领导者,对学生的思想素质、心理素质等教育工作起着潜移默化的作用。分析了新时期高职院校班主任体制存在的弊端及原因,并结合工作实际总结了当前工作的先进经验,就高职院校班主任工作的改革和创新进行了探讨和分析。     

校本培训：边远农牧区班主任专业发展的基本路径——以甘南藏族农牧区的研究为例

班主任岗位的特殊性决定了班主任专业发展的重要性,而班主任的专业发展离不开培训。培训经费短缺、工学矛盾等因素使边远农牧区班主任培训工作举步维艰,校本培训以其自主、灵活、有效等特点可缓解边远农牧区班主任培训中的诸多问题,成为边远农牧区班主任专业发展的基本路径。     

重视和加强教师培训中的班主任工作

在教师培训中做好班主任工作是保障培训时间、提高培训效率,巩固和延伸培训的需要。班主任应该找准班级工作的着力点：以身作则,提升培训管理工作的魅力;加强班干部队伍建设,形成培训管理工作的合力;关注和解决学员的困难,提高培训管理工作的张力;坚持跟班听课,提高培训管理工作的效力;因地制宜地开展班级活动,增强培训管理工作的活力。班主任还要以人为本,处理好规范化管理和人性化管理、管理和服务、管理手段与管理目的、班主任管理和学员自我管理的关系。     

对高师函授学员学习状况的调查与思考

对196名中小学教师的函授学习状况进行了调查,结果表明,有83.2%的人认为函授教育"促进"了自己的教育工作,77%的人认为函授教育"促进"了自己的班主任工作,60%的人喜欢面授教学这种继续教育的方式,有49%的人在面授时"因获得知识而愉快",等等.但与此同时,函授教育中也存在着亟待解决的问题.例如,有66.3%的人是为了拿文凭而参加函授学习,有54.1%的人认为函授学习的内容陈旧,有46.9%的人对教师的函授教学持"不满意"的态度,有51%的人在面授期间感到"烦躁不安".通过本研究,希望为高师函授教育改革、提高函授教育质量提供心理学的依据和参考.     

Career development of English female head-teachers: influences,decisions and perceptions

This paper presents findings from a study examining the career development experiences of female head-teachers in the south of England. Adapting a three-stage career model, the study examined different stages of the women’s lives and careers in order to understand what encouraged and influenced them to become educational leaders and how their experiences shaped their perceptions of headship. The study used semi-structured life story interviews to generate rich accounts of women’s lives from childhood. Findings suggest that parents exerted significant influence on the participants’ values and ambitions, while teachers influenced their career choices. Their perceptions of headship developed and changed over time, transforming from feelings of shock at the reality and the complexity of headship to control and confidence that increased over first, second and third headships.     

Individualism to Collaboration: The significance of teacher culture to the induction of newly qualified teachers

This paper draws upon qualitative data collected as part of a study of the implementation of new arrangements for the monitoring and support of newly qualified teachers (NQTs) in England (DfEE, 1999). Interview data from NQTs, induction tutors and head-teachers are used to demonstrate the significance of teacher culture to the experience of teachers during their first year in post. We locate the cultures within which NQTs work on a continuum that we characterise as moving from highly individualised, through structural collaboration to spontaneously collaborative. The new arrangements appear to have made the greatest impact on schools where the culture is one of structural collaboration. Individualised cultures are problematic for NQTs, while spontaneously collaborative cultures provide a highly supportive and developmental environment independently of the mandatory arrangements.     

A Qualitative Evaluation of a Project to Enhance Pupils' Emotional Literacy Through a Student Assistance Programme

Recent policy highlights schools' responsibility for safeguarding children and promoting their health and welfare and addressing their emotional and behavioural needs. In doing so, it is anticipated that their emotional literacy and social competence might be enhanced. Recognizing that an increasing number of children exhibit emotional and behavioural difficulties affecting their learning, Wrexham Local Education Authority implemented a Student Assistance Programme (SAP). SAP offers primary prevention and early intervention to pupils who exhibit high-risk behaviours and supports those whose circumstances affect their ability to engage with others at home and school, through participation in support groups. A study was conducted to evaluate the effectiveness of SAP. The study aimed to illuminate changes in student behaviour as described by themselves and facilitators, and to identify any wider implications of the SAP in terms of its effects on peers, teachers and family members. Using an interactive, responsive evaluation design, 11 focus group interviews were conducted involving 21 facilitators, seven head-teachers and 64 children. Data were analysed using qualitative content analysis. The findings revealed benefits, challenges and issues of sustainability. This paper discusses the findings of the study and the implications for future sustainability.     

Positional matters: school leaders engaging with national equity agendas

ABSTRACT

This paper claims a central role for school leaders (principals or head-teachers) in the enactment of social justice policy in schools, who act as key agents or ‘gate keepers’ for what counts as social justice in their contexts of practice. Social justice means different things in different contexts depending on where leaders – who use policy as an opportunity to advance what they think is achievable within the limits of available resources – are positioned in the field and how that defines their stances. Drawing on qualitative data generated through in-depth interviews with ten secondary school principals in two Australian cities, the paper analyses the engagement of school leaders with nationally prescribed equity-related policies. Our analysis shows that, depending on the institutional ethos and resources of schools and their own social justice dispositions, school leaders tend to take different stances towards nationally defined equity agendas. Their responses range from compliance to compromise to contest. The paper suggests that doing social justice in schools can never be unilateral, as policy documents suppose, but is characterised by context-informed policy translation, mediated by a range of interactive forces and interests.