新时期加强高校全员育人工作的思考建议——以地方理工科高校样本为例

党的十八大对高校全员育人工作提出了新的要求。文章分析了高校在全员育人方面存在的主要问题和产生原因,并从建立健全全员育人工作的体制机制,把班主任岗位作为全员育人的基本平台,把辅导员队伍作为全员育人的骨干力量,形成全员育人的合力,搭建全员育人的有效载体,形成全员育人的氛围文化等方面,提出了加强和改进高校全员育人工作的对策建议。     

构建全员育人机制,激发师生内在动力

新时期对大学生思想政治工作提出了新的要求,构建全员育人的高校思想政治教育工作机制是符合大学生发展需要的工作模式。本文结合高校思想政治工作的实践探索,从全员育人机制的内涵、高校全员育人工作现状与构建新型"班主任"育人机制等方面进行了探讨与研究。     

班主任工作尴尬境遇的突围策略

一、让班主任工作有边界。针对班主任工作无边界的问题,我校主要通过推动全员德育和学生自我管理来解决。全员德育制度对学科教师、班主任、行政人员和管理干部等不同的主体责任做出了明确的规定并严格落实,例如,课堂教学和管理的责任以及新课程背景下走班制管理的责任由相关教     

新时代中职班主任专业能力提升路径研究——基于“三全育人”视域

“三全育人”对中职班主任提出了新要求,在全员、全过程、全方位育人视角下分析中职班主任专业能力现状,从宏观政策法规、中观学校管理、微观自身素养等层面进行剖析,再从完善队伍建设机制、构建工作协同机制、优化工作方式举措、重视自我提高等方面探寻解决路径,以提升中职班主任专业能力。     

完善待遇职称评优制度 构建三个层次培训体系

上海市教委日前正式出台有关意见,规定从今年起,上海的新任班主任必须经过上岗培训,并有为期一年的见习班主任工作经历才能从事班主任的工作。各学校还将建立班主任工作档案,根据班主任的工作特点,设置科学合理的考核内容,定期考核班主任工作。班主任的培训工作也将纳入教师全员培训的整体规划,     

全员发展视角下初中班主任班级管理素质的探究

初中班主任的管理素质直接决定着班级管理的质量。作为一个优秀的初中班主任在管理班级时要把学生的全面健康发展放在首要位置,不断提高自身的管理能力。本文研究了初中班主任班级管理素质的重要性及班级管理工作中存在的问题,提出了全员发展视角下初中班主任班级管理素质提高的策略。     

高职班级“全员式管理”的实践探索与思考

在实践中探索实施了全班学生共同参与班级管理、轮流履行班干职责的"全员式管理"模式,这种模式对于实现教育过程公平、促进高职教育内涵式发展、实现以就业为导向高职办学方针、构建和谐班级及提升学生可持续发展能力都具有积极意义。同时在实践中体会到只有正确定位班主任工作价值、研究班级学生管理规律、创新班主任工作理念、掌握班级学生管理技巧、公平对待每一个学生,才能保证"全员式管理"模式有效运行。     

温州华侨职业中专"三品"德育模式

温州华侨职业中专根据学校实际情况和学生特点,探索"三品"(道德品质、个性品质、职业品质)德育模式,旨在使学生、教师、社会及其构成的系统之间形成良性发展的生态关系.推行全员班主任制,为"三品"德育提供有力保障.学校实行全员班主任制,要求全体教师担任正副班主任,并规定正副班主任在班级管理中的职责与权限.根据年级、专业、班级等确定正副班主任的工作分工和重点,要求正副班主任定期与学生谈心,做好教育引导工作.由于正副班主任在教学和管理上各有侧重,实现了优势互补、教育效果双增强的教育目标.     

“辅导员—班主任—导师”三位一体学生工作模式实证探究

学生教育管理工作,各高校各具特色,通过不同的操作模式调动班主任、辅导员、导师在本科教育管理中的积极性。本文对辅导员—班主任—导师三位一体学生工作模式进行探究,将学生对其评价及认可态度进行问卷、采访调查,探讨全员育人形势下三位一体模式分工协作基本定位及内容方式设置。     

全员发展视角下初中班主任管理素质探析

初中生的成长和学习态度与班主任的管理能力有关,班集体是学生学习、生活和发展的重要场所,在全员发展的视角下,班主任对班集体的管理能力影响着学生的成长和学校的教学质量。全员发展视角下初中班主任应关心学生,做好沟通和协调工作,提升自身能力,为学生创造良好的学习和成长环境。     

Child abuse: The role of a consultant psychiatrist in a specialist institution

This paper is based on the experience of a consultant psychiatrist in a child abuse agency. Working with abusing families produces high levels of anxiety in the staff and conflicts over role are particularly strongly felt. These processes, as they affected the consultant psychiatrist and a staff group, were used to try to understand the anxiety and conflicts of the client families. The split between consultant and psychiatrist, between caregiver and authority figure, between parent and child, had to be acknowledged and accepted before the staff could work more effectively. Abusing families benefit from the range of skills offered by a multidisciplinary team. But the stresses for individual staff members working with these emotional, damaged, demanding, difficult families, can at times appear to be increased by the multidisciplinary team with its diversity of views. In the light of experience so far, it seems that work on the conflicts and anxiety needs to be part of a continuing process of staff development. Some of the difficulties for the consultant psychiatrist in such an institution are also discussed.     

An Exploratory Study of Stress in a British University

This paper reports an exploratory study of stress and psychological well-being in British University staff. Unlike previous studies of stress in University staff, this study examines stress not only in relation to lecturing staff, but also research and support staff. Principal components analysis of a fifteen item stressor scale revealed two orthogonal dimensions, relating to quantitative overload stressors and role stressors respectively. Both were found to be related to a measure of psychological well-being. Differences in these stressor factors were found between the various types of university employee; academic staff were found to report more work load and managerial stressors, but reported fewer role stressors.     

The Appointment Procedure in a Finnish University Department of Teacher Education

The author describes the recruitment policy of staff for teacher education in Finland by means of the governing principles and their realisation in decision‐making, and the appointment process as experienced by a new staff member. The article is based on statutes, regulations, documents and interviews with the Head of the Department of Teacher Education as well as with a recently appointed member of the staff. The staff policy is viewed in terms of subjectivity, objectivity and broadness in the decision‐making process.     

The self-evaluating school — a case study of a special school

School self-evaluation allows staff to review the quality of their work in relation to local contexts. In this article, Peter Neil, senior lecturer in education, Alex McEwen, professor of education, and Karen Carlisle and Damian Knipe, both research assistants in the Graduate School of Education at Queen's University, Belfast, discuss a research project focusing on the process of self-evaluation carried out by staff at a special school in Northern Ireland. The project involved the participants in the completion of a research journal over a four-week period. The authors describe the ways in which the outcomes of the project were fed back to staff and the impact the project had on a range of issues, including teaching and learning and the school's professional development agenda.     

Towards truly inclusive science education: a case study of successful curriculum innovation in a special school

The paper provides a first person account of participant evaluation research of curriculum innovation in a school serving students with profound learning difficulties. It describes how the aspirations of the school leadership team to introduce science, combined with advisory support, overcame the initial anxiety of teaching staff about teaching an unfamiliar subject. The staff position was transformed and they gave a very positive evaluation of their experiences of teaching science, due to the impact of the subject on their students. The introduction of a distinct and inclusive model of science into the curriculum was ultimately found to have significant benefits for both students and staff.     

The relationship between the school as a learning organisation and staff outcomes: A case study of Wales

Does the school as a learning organisation affect staff outcomes? This article examines the relationship between the school as a learning organisation and staff job satisfaction and the school's responsiveness to staff needs using a purposefully designed “Schools as Learning Organisations Survey” completed as part of an OECD study in Wales. A positive and significant relationship is found between the school as a learning organisation and both job satisfaction of staff—that is school leaders, teachers and teaching support staff—and the school's responsiveness to staff needs. The article proposes ways of realising these outcomes and identifies areas for further research. Policy makers, school staff and other stakeholders in education and other public sectors internationally can use these findings as supporting evidence in recommending people to develop their organisations into learning organisations, given the potential benefits for employees and the organisation at large.     

Adopting an active learning approach to teaching in a research-intensive higher education context transformed staff teaching attitudes and behaviours

The conventional lecture has significant limitations in the higher education context, often leading to a passive learning experience for students. This paper reports a process of transforming teaching and learning with active learning strategies in a research-intensive educational context across a faculty of 45 academic staff and more than 1000 students. A phased approach was used, involving nine staff in a pilot phase during which a common vision and principles were developed. In short, our approach was to mandate a move away from didactic lectures to classes that involved students interacting with content, with each other and with instructors in order to attain domain-specific learning outcomes and generic skills. After refinement, an implementation phase commenced within all first-year subjects, involving 12 staff including three from the pilot group. The staff use of active learning methods in classes increased by sixfold and sevenfold in the pilot and implementation phases, respectively. An analysis of implementation phase exam questions indicated that staff increased their use of questions addressing higher order cognitive skills by 51%. Results of a staff survey indicated that this change in practice was caused by the involvement of staff in the active learning approach. Fifty-six percent of staff respondents indicated that they had maintained constructive alignment as they introduced active learning. After the pilot, only three out of nine staff agreed that they understood what makes for an effective active learning exercise. This rose to seven out of nine staff at the completion of the implementation phase. The development of a common approach with explicit vision and principles and the evaluation and refinement of active learning were effective elements of our transformational change management strategy. Future efforts will focus on ensuring that all staff have the time, skills and pedagogical understanding required to embed constructively aligned active learning within the approach.     

Assessing the impact of a program designed to develop sustainability leadership amongst staff members in higher education institutes: a case study from a community of practice perspective

This study focuses on the impact of a sustainability leadership development program (SLDP) designed to develop staff members as leaders who encourage sustainability practices within institutions of higher education (IHE). Using the framework of community of practice (CoP), we explored the program’s contribution by interviewing 16 staff members who had attended the program. At the individual level, we found that the SLDP provided participants with opportunities to learn from and with other members of the CoP and to engage them in debate about the various meanings of ‘sustainability’, increasing their environmental awareness and their environmental involvement within the IHE’s community. At the institutional level, the SLDP disseminated the college’s socio-environmental mission statement, increased its administration’s commitment and involvement, served as a platform for addressing local socio-environmental problems and initiated an Education-for-Sustainability (EfS) activists’ network. However, the participants indicated that the SLDP had limited impact on the environmentalism of other staff members and that the on-going mentoring and support from the college administration was insufficient. This study highlights the importance of such EfS professional programs to the development of both staff members and entire institutions as sustainability leaders. It also suggests ways to increase staff involvement in institutional EfS discourse.     

Freedom and control in higher education: Who needs a policy?

The question posed in the title refers to policy for the professional development of academic staff. The answer is considered in five parts with reference to (a) staff associations; (b) university councils; (c) university departments; (d) individual staff; and (e) students.Policies and professionalism are discussed with reference to experiences in Australia, Canada, New Zealand and the U.K. A professional development policy is considered to be a prerequisite for in-service programmes for academic staff, for evaluation of academic performance and career related decisions. Members of a profession should accept responsibility for the practice of the profession.In particular, detailed reference is made in the Appendix to the history of the preparation of a policy for the professional development of academic staff by the New Zealand Association of University Teachers.