普通中学弱势学生群体的心理健康教育研究

有心理异常或心理障碍的中学生是客观存在的,中学生的心理健康总体水平虽然并不像人们想象的那样严重,但单项偏常的检出率却很高,说明中学生中有相当一部分人在某些方面存在心理偏常或心理障碍,尤其是学习困难、交往困难、经济困难等弱势学生群体的心理压力显著偏大,孤僻、冷漠、自卑、自责、忧郁、胆怯等性格特征明显,这应当引起家庭、学校、社会的高度重视。在中学里开设系统的心理教育课和对学生进行专门的心理咨询、心理治疗是解决这一问题的有效途径。     

Enhancing the undergraduate student experience via fund-raising partnerships: an action research project

This project was developed from practitioner action research and considers the impact of integrating fund-raising activities into the formal curriculum with a target group of undergraduate students. The main aim of this project was to evaluate the impact of developing fund-raising activities as an integral aspect at both module and programme levels, grounded within practitioner action research. A core component of this aim was to develop value-added structures into established modules to support the student experience and student identity. Furthermore, the project sought to broaden, develop and strengthen links with the local wider community, recognising the value such interactions can bring. Finally, the project set out to develop integration opportunities between the students and organisations in order to develop the students’ awareness of workforce options as future professionals. This study is based within one post-1992 higher education institution and consisted of three inter-related but distinct phases. The project involved 60 students during Phase 1, building to some 200 students by Phase 3. The findings suggest that fund-raising activities built into the formal curriculum can be a useful medium for promoting student identity whilst providing a ‘value-added’ component to existing programmes of study.     

行动研究在高校学生会建设中的应用

行动研究是一种日益受到人们关注的融教育理论与实践于一体的教育研究方法,本文介绍了行动研究的基本概念及应用步骤,探计了行动研究在高校学生会建设中的具体应用,阐明了它对于高校学生套建设的实际意义.     

Reimagining the place of students in academic development

ABSTRACT

As calls for student-staff partnership proliferate across higher education, academic development must re-examine and reimagine its relationship to students. Students generally occupy roles with limited agency in academic development. We argue that this needs to change. We propose re-articulating the purpose of academic development toward the creation of conditions that liberate everyone involved in teaching and learning in higher education. We offer four vignettes that illustrate what is possible when students have the opportunity to embrace their essential roles. We conclude by reflecting on the human implications of student agency in academic development and higher education more broadly.     

Exploring the development of competence in Lean management through action learning groups: a study of the introduction of Lean to a facilities management function

The introduction of a Lean approach to management requires the development of understanding and capability. This in turn requires a structured training intervention and other supporting activities. This paper explores, through a case study, the way in which action learning groups (ALGs) supported the development of Lean capabilities in the facilities management (FM) function of a large organisation. This case study indicates that Lean can be applied in a FM context and that ALGs are effective in supporting such a development in capability. Some environmental factors are identified as having an impact on the likelihood of success in using ALGs: leadership engagement, perceived level of empowerment, organisational readiness, level of resource committed and individual readiness to be involved.     

质性评价的有效尝试:通过学生成长记录袋实现评定的发展性功能

现代教育评价强调要在日常教育教学中发挥评价的激励和发展功能，学生成长记录袋正是适应这种要求的一种质性评定方法。本文以国内外成功经验的基础，介绍了学生 成长记录袋的理论背景与主要特征，并探讨了通过行动研究推进这种方法的具体策略。     

Youth Participatory Action Research in the High School Curriculum: Education Outcomes for Student Participants in a District-Wide Initiative

This study employed a quasi-experimental design to examine the effects of a school-based youth participatory action research program on the education outcomes of participating high school students. The program was a year-long elective course in six high schools in the same California district whose student population is predominantly low-income youth of color. A propensity score matching approach compared the reading achievement, attendance rates, and discipline referral rates of 153 students who participated in the program to nonparticipating peers with similar demographics and baseline scores on the outcomes. Results showed that the program significantly improved students’ attendance rates with less compelling evidence for its effect on reading achievement. These findings suggest that youth participatory action research may be an effective pedagogical practice for high school students, particularly low-income students of color.     

Seeking for the unwelcome truths: beyond celebration in inquiry-based teacher professional learning

This paper seeks to interrupt the dominant discourse of action research that emphasises the celebration of achievements, paying less attention to the ‘unwelcome truths’ that can sometimes be revealed. Building on our work in supporting inservice teacher professional learning thorough practitioner research in contexts such as the Coalition of Knowledge Building Schools, we examine the capacity of practitioner inquiry and student voice to contribute to teachers’ broader professional knowledge base. Welcoming ‘unwelcome truths’ requires a robustness on the part of teachers, an openness to the professional learning and growth that can ensue from genuine critique and reflection. Among other things, asking questions of young people in schools can sometimes yield new and challenging insights into school and learning. We draw on examples from our work with schools and teachers to consider what might be done to make these ‘unwelcome truths’ the basis for the reconceptualisation of practice and catalysts for the ongoing formation of teacher professional identity.     

上海大学生发展研究(2002-2003)

本报告为2002-2003年上海大学生发展研究的主要发现。本研究采用社会学抽样和问卷方法，全面调查了上海大学生的学习、课余兼职、网络经历、人际交往、社团生活等情况，以及他们关于职业、宗教、政治、社会时事、价值、人生等观念状况，旨在提供关于上海大学生生存方式与价值观念的图景；提供对此观察描述的初步分析；从而启发对深化高等教育改革和改善大学生思想政治工作的更深入的思考，增进全社会对大学生的理解和关心。     

行动研究在我国的发展:回顾与反思

我国早期的行动研究具有实证主义的倾向,认为行动研究的目的是探究普遍的教育规律,以教育实验的方式进行,强调实验过程对条件的控制,只有极少数教师参与行动研究;从20世纪90年代开始,我国的行动研究一方面仍遵循实证主义的"假设—验证"模式,另一方面也具备了解释主义的精神,即在教育教学的实际情境中去发现问题和解决问题,由此理解情境化的教育实践;进入21世纪,我国的行动研究更是坚持解释主义的立场,并出现"草根化"的趋势。行动研究不再被认为是单纯的解决问题的工具,而是教师将他人理论转化为个人理论,再转化为教学行为,从而促进学生学习和教师专业发展的过程。     

西南边疆民族地区地方高校大学生消费价值观调查研究——以楚雄师范学院为例

近几年来,在西南边疆民族地区的地方高校中出现了非理性消费的现象,大学生的消费价值观正在发生较大的变化。本文以楚雄师范学院大学生为调查对象,在数据分析的基础上对边疆民族地区地方高校大学生的消费价值观现状、非理性消费存在的原因等进行分析,并力求从理论指导、实践认知和自我提高三个角度对西南边疆民族地区地方高校大学生树立正确的消费价值观提出合理化建议。     

Using the Research and Development in Organisations model to improve transition to high school

This article describes the application of the Research and Development in Organisations (RADIO) model to five action research projects carried out in schools around transition processes. The RADIO model is mapped onto all five studies, and adapting the model in order to include greater stakeholder participation is suggested. Reflections are made on the focus group methodology used in these schools within the RADIO model. An evaluation of the factors influencing the effectiveness of these five studies in bringing about positive change suggests that the preparation and context for carrying out action research using the RADIO model are key.     

Assessing learning: How can classroom-based teachers assess students’ competencies in numeracy?

This paper examines a procedure measuring student competencies in numeracy using school-based assessments, and demonstrates how the procedure informs the school system on quality improvement. The sample consisted of 7648 students, attending three different types of urban schools including government, formal private and low cost private in poor informal settlements in Kenya. The numeracy tool measures six curriculum outcome areas. Each outcome area is defined by 2–11 measured items based on the emphasis given to an area in the curriculum. Within each of the outcome areas, items are also hypothesised to measure categories of the cognitive domain of learning. Using the Rasch, we examine the item difficulties, person location and differential item functioning. The paper provides important implications to provision of evidence to inform teaching in poor urban informal settlements in Kenya and this can also be replicated in other sub-Saharan African countries.

Abbreviations: APHRC: African Population and Health Research Center; CTT: Classical Test Theory; DIF: Differential Item Functioning; ICC: Item Characteristics Curve; INMS: Infit Mean Square; IRT: Item Response Theory; PASEC: Programme d’Analyse des Systèmes Educatifs de la Confemen/ The Programme for the Analysis of Education Systems; QUEST: The interactive test analysis system (software); RUMM: Rasch Unidimensional Measurement Models (software); SACMEQ: Southern and Eastern African Consortium for Monitoring Education Quality; SSA: Sub-Saharan Africa     

Undergraduate research as a student engagement springboard: Exploring the longer-term reported benefits of participation in a research conference

ABSTRACT

Background: Undergraduate research is evident in many forms across higher education: in journals, at conferences and on research placements. It is widely reported that undergraduate research can encourage the development of discipline-specific and transferable communication skills and, in some cases, a more complex development of higher-order critical appraisal. Recent studies of extracurricular undergraduate research conferences have also found that participants report a development of self-authorship and an appreciation of the conference as liminal and transformative space. With many published studies measuring immediate feedback surrounding conference events, there is also a need to explore participants’ reflections over a longer term period of time.

Purpose: This small-scale project investigated participants’ self-report of whether and in what ways participation in a non-assessed, extracurricular undergraduate research conference had impacted their academic and professional practices, one year after their involvement in the conference.

Method: The qualitative study took place over two academic years with participants from an undergraduate conference which was held annually. The investigation adopted an action research methodology and completed two cycles of research. Data were collected firstly through an online survey with open questions, yielding feedback from 44 respondents. Focus groups were then conducted with nine of these students to explore this data further. A thematic approach was used to analyse the data.

Findings: The two cycles of data collection and analyses resulted in the identification of four central themes: (1) general positive impact on studies or career; (2) the development of presentation skills and personal confidence; (3) the development of research skills and perspectives; (4) an increased engagement with extracurricular opportunities.

Conclusions: Overall, our analysis identified that participants reported a development in communication skills and an enhanced relationship with the concept of ‘research’ and self-authorship. Students’ report that participation directly led to increased engagement with additional extracurricular activities is particularly noteworthy, as it contributes something new to the growing body of literature surrounding undergraduate research. More widely, the study suggests the potential for undergraduate conferences to act as springboards for increased extracurricular engagement.     

福建学生群体体育消费对海西体育产业发展的影响

采用问卷调查的形式对福建省学生群体的体育活动情况、体育消费结构等进行调查,了解他们体育消费水平、现状,针对学生群体体育消费特征进行分析,发现问题并提出合理建议,从而推动海西体育产业的繁荣发展。     

The power of student resistance in action research: teacher educators respond to classroom challenges

The purpose of this research was to study the design and implementation of a newly developed, two‐semester, action research course in a Master of Arts in Teaching program. Over a four‐year period, we (the instructors) used action research methodologies for analysis and evaluation of the course. Throughout this study, students expressed varying reactions to the process of action research, ranging from enthusiasm and acceptance to continual and persistent reluctance to accept the process as ‘real research’. This resistance is the focus of our study. Four years of reflection on our data points to the following reasons for student resistance: lack of understanding about what action research is and its purpose; a discomfort with the emphasis of process over product and the associated investment of time and ability to multi‐task; and willingness to embrace the transformational process of action research as part of learning to teach.     

Participatory action research: Collective reflections on gender,culture, and language

The focus of this article is the experiences of three undergraduate students who engaged in a participatory action research (PAR) project with a group of preadolescent Latina girls attending a public school in Boston, MA, USA. The aim of the 2-year project was to explore how the girls constructed knowledge about girlhood and other gender-related issues.     

A safe place to stay sharp: action learning meets cooperative inquiry in the service of NHS OD capacity building

This is an account of practice. It explores the meeting point between action learning and action research, as a way of doing capacity building in organisational development (OD) in the NHS in the UK. The authors were part of a short cooperative inquiry (Heron, J. 1996. Co-operative Inquiry: Research into the Human Condition. London: Sage). The research found that it was vital in such challenging environments as the current NHS scene to have a ‘safe place to stay sharp.' They outline here what the qualities of such a space might be for themselves, and, following the notion of parallel process (what we experience may be symptomatic of the wider system), for other OD practitioners in the NHS.     

Facilitating democratic professional development: exploring the double role of being an academic action researcher

Abstract

This article focuses on the double role of the academic action researcher working as facilitator and researcher in democratic professional development projects. The inquiry is based on three partnership projects: ‘research circles’ in Sweden, ‘dialogue conferences’ in Norway and ‘tailored professional development’ in Finland. In a self-study and through the lens of practice architectures, we, as action researchers, explore how our practices are enabled and constrained in, as well as are enabling and constraining, professional development partnerships with teachers and educational leaders. A critical perspective is provided on how and what democratic practices evolve. The inquiry opens up understandings about how the academic action researcher’s practices entails multi-faceted ways of working to be able to accomplish different and somehow contradictory objectives, yet at the same time enacting democratic working methods. Furthermore, the act of recognition as a connecting aspect between prefiguring arrangements and evolving practices will be elaborated on to supplement perspectives offered by the theory of practice architectures.     

促进大学生积极主动地课堂学习的行动研究

在对行动研究的概念和操作步骤进行分析的基础上,笔者在专业课程的课堂教学中进行了促进大学生积极地课堂学习的行动研究。