Pastoral Care for Children of Cancer Patients

This paper reports the findings of new research on the school as a source of psychosocial support for primary‐ and secondary‐stage children of cancer patients. It begins with a restatement of the importance of pastoral care in schools and of teachers listening to children. Academic success is an important factor in maintaining positive self‐esteem and psychological functioning. The authors show how parents' cancer affected their children at schoool; how children do not disclose important personal and familial information; and that this can mean that problems in school are not fully understood nor supported. Peers had an important role to play in adjustment.     

牧区蒙古族儿童美育途径刍议

牧业地区特殊的生活条件和独特的自然环境。决定了牧区针对蒙古族少年儿童的美育在具体内容和实施途径上,必须因地制宜,必须充分体现蒙古族牧区美育的地域特性和民族风格,通过优美的草原风光和特殊的生态环境进行美育;通过蒙古族传统的民族艺术形式进行美育;结合蒙古族传统的体育竞技活动进行美育;通过蒙古族的日常生活和牧业生产活动进行美育。     

Self-Harm: A Challenge for Pastoral Care

Deliberate self-harm (DSH) has received a considerable deal of recent publicity in the press and through the creation of a National Inquiry into Self-Harm and Young People, and there are grounds for believing that it is on the increase. Little is known about how DSH impacts upon schools or how teachers and support staff respond. This paper begins with seven extracts from 34 research interviews undertaken in 2003/4, which illustrate the experiences of DSH in educational contexts. The complex nature of DSH is examined, and the challenges that it poses for pastoral casework, the pastoral curriculum and the school as a community are considered. Issues raised include the need for training and support for teachers, problems of confidentiality and the boundaries between professional and personal involvement. The paper ends by considering the implications for schools that wish to make better pastoral and curricular provision in response to this disturbing phenomenon.     

如何帮助儿童度过灾难后恐惧哀伤的情感

曾经,在梦中我们不曾相识,梦醒时分,却发现我们原本相亲相爱。——泰戈尔《世界上最远的距离》当四川汶川等地区地震灾难发生后,我们的心随之而碎!想着一个个被地震掩埋和挤压的鲜活的生命,我们的心陷入无法排遣的沉痛之中。然而,灾难无情,大爱无疆!看着抗震救灾中那一幕幕感人的场景,我们的心灵经受了一次洗礼和净化。正是这场灾难,让我们更加明白生命中真正重要的东西是什么。温家宝总理说得好:一个民族在灾难中失去的,一定会在民族的进步中得到补偿。我们坚信这次灾难过后,在我们所有人的心中将会留下一笔最宝贵的财富:那就是彼此相爱!——本刊编辑部     

Pastoral Care: Unique or Universal?

The nature, development and current position of Pastoral Care in England are considered. Attention is drawn to both the strengths and problems of Pastoral Care, and the problematic dimensions are underlined by the comparison of Pastoral Care in England and Western Australia. The question raised in the paper's title is addressed through a comparison with guidance in Canada. The writer suggests that, though this comparison suggests broad underlying principles to affective education, it also shows that Pastoral Care has some unique qualities which could be profitably used as models. It is stressed that Pastoral Care is best understood in a broad international context.     

Pastoral Care to Regulate School Bullying: Shame Management among Bystanders

Bystanders can reveal valuable information about bullying to school personnel to take action on it. If they remain reluctant, of course, they frustrate our efforts to stop bullying. But then, why would they get involved if doing so might make them victims of aggression too?
This paper investigates the importance of adaptive shame management in encouraging bystanders to prevent bullying. Data were collected through the Cross-national School Behaviour Research Project from 1452 secondary school students (49% girls) in grades 7–10 (mean=8.42) in Bangladesh. As predicted, students who scored higher on shame acknowledgement (admitting shame, accepting responsibility, making amends) were more likely to intervene to prevent bullying. Those with low shame displacement (blaming or hitting out at others) were also likely to intervene to stop bullying. Implications of these findings pertaining to pastoral staff, counsellors and school teachers working with students to encourage coming forward against bullying are discussed.     

Teaching Deductive Reasoning to Pre-service Teachers: Promises and Constraints

This paper broadly addresses the question of whether university students whose major does not require expertise in logic can improve their ability in deductive reasoning by taking an introductory course in logic. In particular, our study aims to evaluate a course in deductive logic offered by one of the authors in a department of elementary education. Two experiments were conducted by using a pretest-posttest design with an experimental and a control group as well as a follow-up test after 6 months on the experimental group. The results of the analyses showed that the course mainly succeeded in strengthening students’ general logical ability in the experimental group and these gains were retained 6 months later in the follow-up test. Promises and constraints of the study are discussed in the educational context. The names of the authors are listed alphabetically.     

学会关心学生--教师面前的一大课题

要教会学生学会关心,教师首先自己要学会关心学生,这是实现学会关心教育的关键环节.主要论述学会关心教育中教师存在的问题,提出学会关心学生的几个教育策略.     

Responding to the Special Needs of Refugee Children: Practical Ideas for Teachers

Increasing numbers of refugee children are entering our public schools. In addition to carrying with them memories of untold trauma, they bring with them many special needs. This article explores these needs and ideas for assisting teachers in making our classrooms more responsive to our refugee children.     

Comprehensive Student Profiling: Furthering Academic and Pastoral Care Objectives

Comprehensive student profiling is described as an alternative to exclusively teacher-controlled, academic subject focused records of students' progress. Features of profiling that are highlighted include its multidimensionality, participatory nature, and formative and summative functions. The rationale for adopting comprehensive student profiling rather than relying only on discrete, norm-referenced performance evaluations is discussed with reference to the historical innovation and eventual nation-wide adoption of profiling in British schools and the developmental objectives of the pastoral care movement in Singapore schools.     

提升幼儿教师评价素养的制约因素及建议

幼儿教师评价素养是直接影响幼儿发展评价有效性的重要因素,也是决定评价是否发挥其实质性功能与作用的关键要素。它包括评价理念与专业品质、评价态度与主体意识、评价策略与实践智慧等三方面内容与判断标准。目前,国内幼儿教师评价素养的提升尚受到外部支持系统以及教师自身知识与技能水平的制约,因此需要通过提供积极的外部环境支持、加强对幼儿教师评价知识与技能的园本培训、探寻幼儿教师评价素养自主提升等途径,切实提高幼儿教师评价素养。     

赠送教师一份温馨的关怀--教育管理者写作评语艺术

我们知道，传统的教师评价制度，注重的是对教师教学效能的考核与评价．在教师的管理上曾发挥过一定的作用。然而，在素质教育日益深化的今天，已越来越明显地暴露出缺陷与不足。它不仅不能促进和推动教育教学活动的开展，反而严重阻碍教育的发展，制约着教师的进步与成长。     

浅议对教师情感关怀的缺失

目前,无论在社会还是学校,大家都很关心学生的情感健康问题,却很少有人对教师的情感问题加以关注。这是一个值得深思的问题,因为在某种程度上这是对教师情感关怀缺失的表现。造成这种现象的原因是错综复杂的,本文试图围绕其成因和对策做粗浅的分析。     

浅析如何做好职专班主任工作

职业中专学校是实施中职教育,培养初级应用性人才的基地和场所。班主任工作的好坏,对教学质量有着不可轻视的作用,对学生健康成长、成熟、顺利就业起着举足轻重的作用。职业中专班主任的工作在很多方面与普通高中有所不同,有其特殊性。     

高职教师教育技能刍议

高等职业教育在规模迅速发展的同时,高职教师的质量与数量正面临巨大的挑战。在众多影响高职教师质量的要素中教育技能是最基础的要素。面对我国高职教师师范性缺失,教育技能发展不足的现状,本文从高职教育体制、教育制度以及教育机制三方面提出一些初步建议。