Rural underpinnings for resiliency and linkages (rural): A safe schools/healthy students project

Rural Underpinnings for Resiliency and Linkages (RURAL) is an example of a Safe Schools/Healthy Students (SS/HS) project. RURAL provides services to children and families in a rural Kansas county. The county's rates of juvenile alcohol and illicit drug use are higher than state averages. The RURAL project was designed to enhance existing partnerships among three school districts, the local community mental health center, law enforcement, the regional prevention center, and Fort Hays State University. A significant number of evidence‐based strategies were implemented in the schools and community in a short period of time. Using a public health approach to increase school safety and promote healthy behaviors, RURAL introduced strategies designed to provide universal prevention for the school population, early intervention for at‐risk children and families, and intensive services for those with the greatest needs. Services were provided to students (preschool–young adults) and their families. School psychologists held key roles in the development, implementation, and management of the project. Preliminary evaluation findings are presented, and the importance of local process and outcome evaluation is discussed. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 531–547, 2003.     

关于中等职业学校学生健康心理的思考

当前,中等职业学校学生心理健康问题越来越引起人们的关注。随着社会人才竞争压力的增大,他们在自我意识、人际交往、学习、生活等方面产生各种各样的心理问题,如自卑、恐惧、焦虑、紧张、孤独等。这些问题如不及时加以正确引导,会产生不良的后果。作为心理健康教育的目的就是辅导学生解决心理问题。从而使学生对自己出现的心理问题进行自我调适,把不健康的心理消灭在萌芽中,以达到身心健康成长,促进个性完善的目的     

Speech education in Pennsylvania high schools

Information about the curricular and co‐curricular speech programs in 90% of the Pennsylvania high schools was secured through two questionnaires‐one to teachers and one to principals. Most of the people teaching speech are English teachers who are not certified in speech, who do not belong to any professional speech associations, who do not regularly read any speech journal, and who do not feel well prepared to teach the subject. Almost every high school offers some form of co‐curricular speech, but only a minority of the schools participate on an inter‐scholastic basis and affiliate with any co‐curricular speech organization.     

山区农村小学生心理健康状况及其影响因素研究

小学生心理健康状况一直是心理学重点研究的领域,为了了解山区农村小学生心理健康现状,我们对538名山区农村小学生进行了问卷调查,结果显示:山区农村小学生整体心理健康水平较好,但也存在着不容忽视的问题.主要表现出高学习焦虑、自责倾向和恐怖倾向,并男女生比较差异显著;在对人焦虑、孤独倾向、恐怖倾向分量表上,年级得分有显著差异.家庭环境、父母教养方式、学习压力等,是山区农村小学生心理健康水平的影响因素.     

以生为本,激扬高中作文的生命内涵

要达成新课程标准下的高中作文的有效教学,必须贯彻"以人为本""以生为本"的现代先进的教育理念,构建"点燃激情——感悟生活——以读促写——以评促写"的高中作文有效教学模式。     

乡村小学生流失的主观原因及对策

控制小学生流失 ,是施行义务教育 ,提高民族综合素质的不可或缺的一个环节。目前 ,在一些贫困地区 ,乡村小学生流失现象呈回升趋势 ,令人担忧。为此 ,笔者就乡村小学生流失的主观原因及对策谈谈个人的看法。一、乡村小学生流失的主观原因分析1 缺乏高尚的学习动机。心理学研究告诉我们 ,动机是直接推动并维持人的活动的内部心理动力。如果一个小学生缺乏高尚的学习动机 ,势必降低志向水平 ,求知欲及学习热情等 ,从而也会影响其一生的发展。笔者在调研中发现 ,在流失生中 ,80 %的人都缺乏高尚的学习动机。2 归因不当。归因是指人们找出行为…     

Creating synergy through collaboration: Safe schools/ healthy students in salinas,california

In Salinas, a city of 150,000 on the Central Coast of California, an $8 million federal grant program is helping children and their families grapple with issues pertaining to violence, substance abuse, mental health, and academic success. In just two years, the program has helped educators and service providers deter school crime, provide on‐campus therapy to troubled youth, increase participation in parenting programs, and decrease truancy at several schools. Most importantly, the Salinas initiative has helped providers coordinate services to children and families who need them most. Project directors say that approach will be crucial as they search for new ways to sustain Safe Schools/Healthy Students (SS/HS)‐funded programs. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 503–513, 2003.     

Promoting inclusivity in Western Australian schools

This paper discusses an inclusion initiative and action research project involving the special schools and services of an education administration (Local Education Authority) in the UK. The project is concerned with the classroom contexts and dynamics that create difficulty. It is not intended to produce incremental change along a developmental path, but rather to stimulate transformation of thinking within the schools. The focus is on pupils who provide the greatest challenge to the routine confidence and competence of teachers. The local education administration aims to avoid placement of these pupils out of the locality in specialist provision elsewhere in the country by developing appropriate curricula, pedagogy and support locally. The part of the project reported here makes use of Intensive Interaction, an interactive approach that emphasizes the quality of teacher-learner interaction, as a vehicle for reviewing and transforming practice. The emphasis is on intuitive teaching combined with critical reflection and collaborative problem-solving, rather than on the notion of specialist ‘experts’. The planning, action and developments of the initial year of the project are reported and themes related to the challenge of inclusion are discussed.     

对中小学择校问题的再思考

对于中小学择校现象应当重新予以认识。择校是指人们对就读学校的选择,在当前具有合理性和必然性。目前择校主要有以分择校、以权择校和以钱择校等三种形式。合理的择校应当以学生的素质为依据,同时视学校的具体情况确定招收择校生的数量及收费标准。择校既具有积极的意义,也有一定的负面影响。解决择校问题要从政府、社会和学校等多方面着手。     

浅谈农村中学物理探究式教学

探究式学习是一种学习认知的过程,它以学生的需要为出发点,以问题为载体,从学科领域或现实社会生活中选择和确定研究主题,创设类似于科学的情境,通过学生自主、独立地发现问题、实验探究、操作、调查、信息搜集与处理、表达与交流等探索活动,获得知识技能,发展情感与态度,培养探索精神和创新能力的学习方式。     

Educating bright students in urban schools

Our study analyzes the impact of the International Baccalaureate Diploma Programme, a college-preparatory educational program designed for higher-achieving students, on high school academic achievement in Chicago Public Schools. We exploit exogenous variation in the offering of the program across schools over time with a difference-in-differences framework. We estimate a positive effect of the program on the probability of obtaining a B average or better in coursework, with most of the effect accruing to performance in mathematics. Most importantly, the program led to a decrease in the likelihood of high school dropout and an increase in the probability of high school graduation.     

做学生自主学习的促进者

本文主要通过《胡同文化》一课的教学 ,探讨教师怎样做好学生自主学习的促进者的方法和途径。只有实现了教师作为促进者这一新型角色的转变 ,才会有学生自主的学习 ,才会有充满活力与创新的课堂。     

农村中学校本课程开发若干问题探讨

农村中学校本课程开发,对于适应农村产业结构调整,农村经济与社会发展,农村现代化建设人才的培养均具有重要的意义。农村中学教师要转变观念,积极培训,学校要以特色内容为载体,同时与农民建立良好的互动关系。     

Program equity in Alberta's small rural schools

This paper discusses the development of a distance education service to supplement the range of subjects that could be offered in rural schools in Alberta. Rural schools were suffering from contracting school populations, smaller facilities, restricted course offerings, and greater isolation from the mainstream of education. Use of technology by specialist teachers with refined teaching methodologies completely reversed the trends, opened up all sorts of possibilities for all, and set the pace to lead into the 21st century. Yet, the bubble burst.     

Forces affecting change in small rural schools

Selected curriculum changes were studied in two rural shcool‐community contexts. Both qualitative and quantitative data indicated that implementation was at a low level of use and that factors related to isolation were particularly powerful influences in the change process. A major implication of the study is demonstrated need for detailed curriculum implementation plans that account for local school community factors.     

农村中心学校的设置和管理

设置乡(镇)中心学校是推进农村税费改革和完善农村义务教育管理体制的需要。乡(镇)中心学校应当是直属县级教育行政部门领导的,负责管理指导全乡(镇)义务教育等学校教育教学业务的农村学校办学实体和教育管理机构。乡(镇)中心学校应当按照建制不变、地域中心、依托“名校”、就近入学、整合资源和优化班子的碌则设置。乡(镇)中心学校实施管理应当遵循宏观微观结合、保证政令畅通、接受属地管理、以中心带全面、义务教育一贯和综合协调发展的原则。