Implementing Citizenship in the English Secondary School Curriculum: A Follow-Up Study

This article represents a follow-up snapshot of a group of state secondary schools in the North of England. It examines the progress of the schools in the second year of the statutory inclusion of citizenship in the revised National Curriculum. The writers use the same modus operandi as in the previous article (Calvert and Clemitshaw, 2003) to present a picture of both the management and curriculum aspects of the changes. The article draws on data from interviews with the citizenship co-ordinators (CCs) of each school, and there is an overview in the form of a grid. Readers are encouraged to look back at the previous article to track the changes that have taken place since September 2002.
The study reveals that there are some common patterns and difficulties emerging, particularly with regard to assessment and reporting and some of the problems that have always beset PSHE and pastoral care. These same issues are predictably affecting the progress of the initiative. Principally, the status of the subject, resourcing and levels of understanding, training and commitment of staff are ongoing problems. A leitmotiv running through the interviews is the constant pressure of other initiatives and their effects on change at a time of internal turbulence for a number of the schools. Some progress is being made and it would have been unrealistic to expect all schools to adopt the subject without difficulty but, in spite of the CCs' best efforts, there are still issues that might give cause for concern and that are graphically highlighted by individual cases.     

Implementing Citizenship in the English Secondary School Curriculum: A Follow-Up Study

This article represents a follow-up snapshot of a group of state secondary schools in the North of England. It examines the progress of the schools in the second year of the statutory inclusion of citizenship in the revised National Curriculum. The writers use the same modus operandi as in the previous article (Calvert and Clemitshaw, 2003) to present a picture of both the management and curriculum aspects of the changes. The article draws on data from interviews with the citizenship co-ordinators (CCs) of each school, and there is an overview in the form of a grid. Readers are encouraged to look back at the previous article to track the changes that have taken place since September 2002.

The study reveals that there are some common patterns and difficulties emerging, particularly with regard to assessment and reporting and some of the problems that have always beset PSHE and pastoral care. These same issues are predictably affecting the progress of the initiative. Principally, the status of the subject, resourcing and levels of understanding, training and commitment of staff are ongoing problems. A leitmotiv running through the interviews is the constant pressure of other initiatives and their effects on change at a time of internal turbulence for a number of the schools. Some progress is being made and it would have been unrealistic to expect all schools to adopt the subject without difficulty but, in spite of the CCs' best efforts, there are still issues that might give cause for concern and that are graphically highlighted by individual cases.     

Learning From Them Learning From Us. Participating in Citizenship Through a School/District Council Partnership Project

This paper identifies a number of problems facing school councils and examines their possible remit and function. It outlines a project aimed at improving school councils in a rural community college by fostering links with the local district council. The paper summarizes research aimed at understanding the authors' particular concept of participation and responsible action. They describe work undertaken with pupils and adults involved in this project. It concludes that as well as improving the school councils, such work can provide benefits to both partners by widening pupils' understanding of the functions of local government and providing an opportunity for councillors and council officers to connect with young peoples' perspectives.     

中小学教师的组织公民行为:内涵与结构

在现代学校的制度框架下,教师会经常自主的展现超越学校正式的规章制度所要求的行为,这部分虽然没有纳入到学校的考核和奖励体系中,但同样贯彻着学校教育的基本使命。教师的这种组织公民行为包括关心学生生活、自我发展、环境保护等九个方面的内容。教师组织公民行为的研究对于学校管理,特别是学校人力资源管理具有重要的意义。     

中学生同伴竞争人际适应问题及其教育对策

中学生面对中考、高考的压力,同伴竞争的人际适应问题越来越突出.根据中学生同伴竞争人际适应问题产生的原因及其表现,教育工作者要重视两条教育对策：第一,对中学生群体进行面对同伴竞争的人际交往技能的训练;第二,针对少数问题严重的学生进行必要的心理辅导.     

Citizenship and Personal, Social and Health Education in Catholic Secondary Schools: Stakeholders' Views

During 1999–2000, the writer carried out a survey of six randomly selected Catholic secondary schools in England to examine the attitudes of stakeholder groups towards Citizenship and Personal, Social and Health Education. Questionnaires were completed by six governors, 12 parents, 139 pupils, 12 teachers and six school leaders, providing insight into perceptions of the purposes of selected components of Citizenship and Personal, Social and Health Education, viz. Citizenship Education, Moral Education and Sex Education. Drawing on Hornsby-Smith's (1996) definition of contrasting perspectives, which he characterises as 'Open' and 'Closed' Catholicism, the enquiry located attitudes of the stakeholder groups along a continuum of values. While there was evidence of consensus across stakeholder groups within each component, differences in attitudes were also identified. The results indicated that governors and school leaders adopt more 'Open' attitudes towards Citizenship Education compared with pupils, teachers and parents; that school leaders adopt more 'Open' attitudes towards Moral Education compared with pupils; and that pupils and teachers adopt more 'Open' attitudes towards Sex Education compared with governors. One conclusion is that these results demonstrate that, when traditional religious values are challenged by rapid social and technological changes, stakeholder groups in faith schools are faced with added tensions to resolve.     

公民社会时代学校德育目标的思考

长期以来,我国学校德育工作背负太多期望,德育目标呈现“高”、“大”、“全”倾向,而现实的教育效果可能连“底线”目标都无法达到。进入公民社会时代,学校德育应当把培养合格、负责任的公民作为基本目标。     

多元文化境遇中的公民资格观与公民教育观——加拿大公民教育实践探析

加拿大作为多民族和多元文化的马赛克国度,在公民教育中秉承自由主义的多元文化主义公民资格观——差异的公民资格以及国家认同与族群认同并重的公民教育观,并将此理念贯彻落实在公民教育的实践中,通过公民教育实现了国家认同与族群身份的有机统一。对于同样面临多元文化和民族差异问题的中国来说,加拿大的公民教育理念及实践具有一定的参考和借鉴意义。     

国际公民教育的视界:主动公民身份再造

发轫于古希腊城邦时期的主动公民身份思想,随着近现代亲密性社会的兴起而日渐式微。现代社会普遍存在的民主的赤字、社会资本的销蚀和共享价值的迷失都是主动公民身份消解的后果。为了有效地应对主动公民身份消解带来的危机,西方公民教育界开展了政治性描述、理论性界定和经验性分析三种研究路径。在实践中,以全校策略框架为代表的主动公民身份再造运动更是风起云涌。然而,由于主动公民身份的再造是一个动态性的系统工程,因此其再造之路任重而道远。     

重建学校公共生活——中小学公民教育的理论与实践探索

学校公共生活的缺失是当今学校教育中的突出问题。公共生活教育不仅是社会转型期的现实需要,也是构建和谐社会的教育基础。中小学公民教育的道德根基要从传统与现代社会的价值体系中寻找。其核心是重建学校公共生活,前提是加强学校的制度建设,主要途径是学校公共生活正常化和学科课程教学,主要特征是以学生为中心,注重参与,尊重差异,突出实践方法的指导,培育公共生活的道德、技能与智慧。     

关于小学生心理健康教育的几点思考

对小学生进行心理健康教育是必要的,也是可能的。在小学教育阶段,应结合小学生身心发展的特点确定心理健康教育的基本目标、具体目标以及教育内容。     

Name-calling and Peer Beliefs among Primary School Children in Turkey

Name-calling is a common problem among primary school children in Turkey as in other countries. The Name-Calling Survey and Peer Beliefs Inventory were used to determine the relationships between name-calling and peer beliefs amongst a group of 319 primary school children in Turkey. Name-calling was found to be more common amongst boys than girls. A negative relationship was found between name-calling and peer beliefs, so that the greater experience of name-calling, the more children disliked their peers. Gender and grade level were found to have a significant negative relationship. The name-calling experiences of students affected their friendship relationships negatively, which contributed to violence in schools. School counsellors must be aware of name-calling victims and perpetrators, as well as organizing educational programmes aimed at helping students to cope with these problems.     

A Peer Counselling Service in a Secondary School to Combat Bullying: Issues in Planning and Ongoing Management

Peer counselling schemes have been developed in some secondary schools to combat bullying. Research supports the need for bullied victims to speak with their peers. Such schemes need regular monitoring and modification to suit the school's particular pastoral needs. This paper explores the management issues surrounding the provision of peer counselling in one service, managed by a school counsellor. The service is outlined to show that appointment setting requires careful planning and ongoing management. This paper discusses four central issues, which are the role of a peer counselling service; the selected model; the most suitable room location; and the most appropriate time for counselling to take place in secondary school.     

公民教育:从“疏离”走向“参与”

缺乏公民的主体性参与,公民教育极容易产生疏离的状态,即公民知识与公民实践、公民个体与公民社会的分裂与脱离。这种疏离状态由于违背了公民教育的实践属性和主体参与性,因此并不利于公民品质的培养,反而将阻碍健全的公民品质的成长。基于此,有必要建构一种参与式的公民教育,通过引导受教育者参与到学校公共生活、社区公共生活以及更为广阔的社会公共生活领域之中,来促进他们的公民知识、公民理性、公民价值感和公民行动能力等方面的综合发展。公民教育从疏离走向参与,可以更好地体现公民教育的实践本性,促进公民教育的实践回归。     

Educational Practice in Leadership Mentoring: The Singapore Experience

Findings of a study on the practice of school management learned through mentoring reveal that leading surfaced prominently as the prime aspect of what could be learned through formal mentoring and could be put into practice on the job. These principals, who have the opportunity to learn through mentoring, suggest their learning and practice of leading primarily through relating with people. The three features involved are: leading through relating with people actively, promoting trust in relating with people, and serving as worthy models in their dedication to service. As such, the learning of leading through formal mentoring could be of significance in the professional development of aspiring principals. It highlights a known practice of leading, learned through leadership mentoring, for an unknown future. This revised version was published online in August 2006 with corrections to the Cover Date.     

The Components of On-Site Mentoring Contracts: Perceptions of Israeli Mentors and School Counseling Interns

This study examined the perceptions of 159 on-site mentor counselors and 172 school counseling interns from four graduate programs in Israel regarding the main components of working contracts during school-based internships. Qualitative analysis led to data clustering into four broad categories: a) rules and procedures; b) the intern’s work: objectives, content and boundaries; c) the mentoring relationship; and d) ethical standards of practice. Differences between mentors and interns within each category are discussed as well as the possibility of developing a standardized core contract as a platform from which to negotiate unique customized contracts.     

法国公民教育述评

法国是公民教育起步比较早的国家。法国学校通过教学活动、课外活动、与校外教育机构合作和互联网等多种途径和形式向学生传授诸如平等、民主、权利和义务之类的“共和国价值观”,旨在培养能够积极参与社会生活的合格公民。法国公民教育在凸显民族意识、重视社会整合,多种途径综合施教以及重视实践能力的培养等方面表现出明显的特征。     

从教到指导：成人教育的变革

“从教到指导”的成人教育,提倡一种简单的教育理念。即在教育活动中,成年学生只有当他们成为充分的合作者,在决定诸如“应该学什么、如何学习以及为什么学习”等教育问题时,他们才享有充分的发言权和参与权,才可能学习得更好。实现上述转变的基本理念就是:“指导者”、“指导”、“对话”。