意外的精彩——谈调皮学生的纠正艺术

教育调皮学生需采取相应的教育方法与艺术。教师对调皮学生不能一味地采取批评、训斥的方法,而应尊重和理解学生,真诚地与他们进行心与心的沟通。只有多一份宽容与理解,多一些赏识和激励,多一些帮助与指导,才能让学生健康快乐地成长。     

Depression among Pupils at School

Depression in childhood and adolescence occurs more often than most schools realise. Teachers can contribute to identifying, assessing and managing this condition. Professor Ian Goodyer, Section of Developmental Psychiatry, Cambridge University, reviews the current state of knowledge and how schools may be able to help.     

A Proposed Procedure for Suspension of Pupils

It is a reality of schools today that most teachers are overwhelmed by daily demands on their time and energy. In particular, they find it difficult to allocate enough extra time for purposes of counselling individual pupils with problems. Any arrangement that enables them to fulfil this counselling role quickly and effectively – and with positive results – would therefore be welcome. This paper reports a teacher’s application of a brief form of solution‐focused counselling with pupils attending a primary school in Hong Kong. The teacher’s personal reflections after using the approach support the view that this form of counselling can be effective with children of this age. The authors believe that teachers who use solution focused counselling in helping their students would benefit from clinical supervision of a reflecting team.     

Science: Access for All Pupils

Sections 3 and 4 of the 1988 Education Reform Act include science as one of the compulsory core subjects in the National Curriculum and empower the Secretary of State to specify attainment targets, programmes of study, and assessment arrangements for science for children of compulsory school age. The Science Working Group appointed to advise the Secretaries of State on science reported in June and its recommendations for attainment targets, programmes of study and statements of attainment were published in August alongside the science proposals of the Secretaries of State for Education and Science and for Wales, in Science for Ages 5 to 16 . Alan Jones, head, physical science department, Trent Polytechnic, Paul Denley, south west regional project officer, Secondary Science Curriculum Review, and Christopher Butcher, senior lecturer, Trent Polytechnic, discuss the report.     

气候变化教育:联合国行动框架及其启示

气候变化对人类生活和自然环境产生了重大影响,气候变化教育已经被纳入联合国可持续发展战略的重要组成部分.在《联合国气候变化框架公约》指导下,联合国各组织部门发布了一系列纲领性文件,从教育政策制定、教育目标设定、课程设计实施、教师能力提升和学校环境建设等方面阐明了气候变化教育的发展路径,在世界范围内开展了卓有成效的教育实践.气候变化教育能够培养学生跨学科的综合性问题解决能力、批判性思维能力和社会责任意识等核心素养,应该关注气候变化的课程开发、教学研究和教师培训.     

School Ethos: A Process for Eliciting the Views of Pupils

The writer describes a process designed to elicit an accurate picture of the factors which pupils themselves consider contribute towards the existence of a positive and effective atmosphere within the school. He goes on to describe the development of a measuring instrument designed to explore pupils' attitudes towards the factors identified. Finally, suggestions are made as to how the information gained may be used to facilitate change within a school.     

A Framework for User Agency during Development of Interactive Risk Visualization Tools

ABSTRACT

Participating in user-centered design provides potential users of interactive risk visualization tools agency in influencing tool development. This article identifies and characterizes pathways for agency that users may experience as they participate in design of interactive tools for visualizing environmental risks. We present an empirically based conceptual framework for better understanding user agency during visualization tool development based on findings from interviews with professional visualization tool developers and discuss practical implications and future research recommendations.     

A Differentiated Program for Duller High School Pupils

The purpose of the investigation was to develop a reliable category system for first-hand systematic observation of teacher behaviors and to determine relationships between observed behaviors and measures of personality.

A category system was developed in an inductive manner. Teacher behaviors were encoded from video tape recordings onto a data record using 10-second time intervals. Video tape recordings of eight biology teachers were analyzed. The Guilford-Zimmerman Temperament Survey was administered. The behavioral and personality data were correlated using nonparametric statistics. The instrument met the stated definition of a reliable category system. Significant positive correlations were found between the behavioral and personality data, but there were less than one would expect to find by chance alone.     

网络远程教育院校层面的成本分析框架

本在国内外相关研究的基础上，确定了对开展网络远程教育的院校进行成本分析的二维分析框架，并对具体的指标体系进行了解释，提出了在进行网络教育学院成本分析时应注意的几个问题。     

From Headcount to Action: The Analysis of the Progress of Ethnic Minority Pupils in Schools

The prime task of a school is to enable its pupils to achieve well in the full range of ways possible. To establish whether a school is doing as well as it should, examine how pupils are actually faring in as many aspects as possible of their development. In a world in which various ethnic groups have such differentiated positions of status, power, and educational success, this scrutiny has to be directed especially at any measurable differences between pupils of different ethnic backgrounds.     

研究生国际化教育发展行动框架构建的探索与实践

认为研究生国际化教育在“教育提质增效、国家发展需要、文化交流互鉴、全球共赢共生”等多元驱动下不断发展。在认知和操作层面,探索构建了“四轮驱动、四维活动、七段循环”的高校研究生国际化教育行动框架,基于该行动框架,提出了天津大学研究生国际化教育“CREATIVE”计划并进行了实践探索,介绍了取得的实际效果。     

A Plan of Classifying Pupils

ABSTRACT

Critical ethnic and gender gaps exist in college retention and graduation rates. Early achievement motivation may play an important role in student persistence. A sample of undergraduates completed surveys tapping motivation at the beginning (n = 591) and end (n = 232) of their first semester in college. African American and Caucasian students were more academically self-efficacious than Asian American students. Self-efficacy increased over the semester and was higher for male than female students at both time points. African American and Asian American students were initially more extrinsically motivated than Caucasian students; however, by the end of the semester, all ethnic groups were similar on extrinsic motivation. Female students were more extrinsically motivated and mastery oriented than male students who were more performance oriented. Performance goal orientations were negatively associated with grade point average whereas mastery orientation, intrinsic, and extrinsic motivation were positively associated with academic performance. Implications for higher education are discussed.     

安康市小学英语教学状况调查

对英语课堂结构开展实证性研究可以了解教师的教学观念、教学方法和课堂互动性，反映教师的教学策略和学生的学习策略的使用和效果。通过调查、整理和分析，探讨提高安康市小学英语教学水平和课堂互动性的教学策略，发挥英语学习的教育价值。     

教育：面向幸福的行动

幸福是人生活的主题,是“好”生活的衍生物与基调,是对具有卓异品性之人的一种奖赏。言说幸福的妥当方式是意蕴揭示。而非概念界定。幸福的呈现是与好生活的“暴露”过程同步的,是人的卓异品性吸引来的,要成就学生幸福,教育活动应该诉诸于对学生理想的引导、关怀能力的培育、卓异品性的造就等行动来实现。     

A Call to Action: Gain a Seat at Decision Tables

No matter how much HPT practitioners improve human performance, we are not granted enough invitations to serve as tactical and strategic decision makers. Many “earning” decision makers such as financial experts regard HPT professionals as no more than operational‐level learning professionals. Therefore, HPT practitioners cannot rely on current decision makers to initiate a call for increased respect for the HPT industry. However, there is a contingent of HPT practitioners known as business‐entity performance technologists (BEP Techs) who serve as HPT activists by obtaining influential roles in decision processes. Their goals are to influence decision makers, become decision makers, support decision makers, and challenge decision makers from other industries to respect HPT practitioners as more than just learning professionals. To do this, they focus more on the improvement of business‐entity performance than on human performance. They seek to obtain respect for the HPT industry as both learning and earning professionals.     

学习困难学生教育干预中的激励手段

学习困难学生(以下简称学困生)的动机水平和任务坚持性已越来越受到特殊教育界的关注.传统的学习困难研究一般从学困生的认知角度进行分析和设计教育手段,但现在人们越来越认识到非认知因素对学困生的影响.