Teacher Wellbeing: The Importance of Teacher�CStudent Relationships

Many studies have examined the importance of teacher?Cstudent relationships for the development of children. Much less is known, however, about how these relationships impact the professional and personal lives of teachers. This review considers the importance of teacher?Cstudent relationships for the wellbeing of teachers starting from the Transactional Model of Stress and Coping of Lazarus (1991). Based on theories on interpersonal relationships, it is postulated that teachers have a basic need for relatedness with the students in their class. It is discussed that teachers internalize experiences with students in representational models of relationships that guide emotional responses in daily interactions with students and change teacher wellbeing in the long run. In addition, the notion of mental representations of relationships at different levels of generalization could offer a window to understand how individual teacher?Cstudent relationships may affect the professional and personal self-esteem of teachers. Lastly, it is argued that the influence of student misbehavior on teacher stress may be more fully understood from a relationship perspective. The review shows that few studies have directly tested these propositions and offers suggestions for future research.     

Culture,Literacy, and Power In Family–Community–School–Relationships

For too long, educators have held diminishing beliefs about Latino students' home life. Such beliefs are irrelevant except for the fact that students do not leave their culture at home; rather, home life is closely intertwined with their learning. Language and culture play a major role in students' learning and parents figure prominently in their children's academic success. In Latino communities, parents often feel disempowered because of their limited English language skills and their limited knowledge of the educational system. This inequality prevents Latino parents from advocating for their children in schools. However, balanced power relations between schools and Latino families are possible. The Carpintería research study reveals the transformation that is possible for parents and students when the family's language, culture, and literacy are acknowledged, appreciated, and utilized to empower students, families, schools, and communities.     

Strategic Management of Educational Technology—The Importance of Leadership and Management

Through case study research critical leadership and management tasks are identified regarding the integration of educational technology in teaching at research universities. The institutions studied, regardless their different characteristics and approaches, face common difficulties in engaging ‘second‐wave’ faculty. Furthermore, the coordination of different support units such as edtech centres, IT support, teaching and learning labs or the libraries to offer well‐rehearsed educational technology services is challenging. Strong leadership is critical to motivate faculty and to assist support units to overcome sub‐cultural differences. Similarly, solid management practice is indispensable. Incentive, reward and support structures need to be adjusted to new realities and a well coordinated workflow needs to be designed.     

The Importance of Fathers

毫无疑问,母亲在孩子的生活中扮演着无比重要的角色。她们也显而易见是抚养孩子的英雄。然而,父亲又扮演着什么角色呢?和有着光辉形象的母亲比起来,父亲又有多重要呢?我的观点是:父亲和母亲一样重要。没错,就是这样。当然我指的并不是照顾,也不是牺牲,而是对孩子的成长和其情感的丰富而言。父亲是我们生活的坚实基础,是我们疲倦时回归的港湾,是我们迈向社会第一步的力量所在。父亲可能温柔,粗犷,脆弱或是坚强,但这些可能是我们会明白的最简单的爱。对女儿来说,父亲是她们第一个崇拜的人,第一个当他们注视我们时眼里会无限惊奇的人,是第一个…     

The Family–School Linkage in Addressing Bullying in Hong Kong: A Sociocultural Perspective

Abstract

The phenomenon that around ten percent of schoolchildren are bullied regularly in Hong Kong has attracted much scholarly attention in anti-bullying research. Current literature suggests taking into consideration the contextual features and socioeconomic factors in anti-bullying research, instead of applying identical intervention/prevention measures across cultures. Therefore, this article examines the role of school-family linkage as a mirror of the wide social-culture context, and analyzes the functions of such linkage in anti-bullying practice in Hong Kong. This study was conducted following a film approach in 2015. That is, a group of middle school teachers in Hong Kong were invited to watch small films showing typical bullying and anti-bullying episodes, followed by semi-structured interviews. The article demonstrates a list of good practices representing the functioning of a positive family-school linkage in bullying addressing. However, parental involvement does not always facilitate and can hinder bullying addressing on campuses. This study implies that efficient bullying addressing aligns with parental involvement in the intervention process, suggesting more parental involvement and more collaboration between family and school in anti-bullying. It also raises an urgent question in regards to balancing the various opinions between parents and teachers in child-raising and bullying addressing. This article suggests further and more investigations examining anti-bullying from a socioeconomic perspective.     

The Importance of Good Manners

<正>“Keep your elbows1 off of the table.”“Don't slurp2 your soup.”“Say ‘please’”Most of us have heard our parents say these phrases many times. Did our parents simply enjoy enforcing3 these rules, or do good manners actually have a purpose in life? As we mature4, manners, or the socially correct way of acting, become more and more important. Good manners are nec-essary to succeed in business, social, and family situa-tions.     

Advocating for the Rights of the Child Through Family–School Collaboration

The United Nations Convention on the Rights of the Child celebrates its 25th anniversary in 2014 as the premier international human rights treaty focused on childhood rights and protections. In this article, we briefly review the 41 substantive principles embodied in the 54 Articles of the Convention and stress the need for educators, and specifically school psychologists, to work in concert with families to promote these premises through effective collaborative partnerships. Finally, we review examples of how the themes and positive ideology of the Convention can be enhanced through family–school collaboration infused into schooling practices within a multitiered service delivery framework to meet the learning and development best interests of the child.     

Relationships Between Home Literacy Practices and School Achievement: Implications for Consultation and Home–School Collaboration

In a 5-year longitudinal study of typical literacy development (Grades 1–5 or 3–7), relationships were examined between (a) parental responses to questionnaires about home literacy activities and ratings of children’s self-regulation at home, both completed annually by the same parent, and (b) children’s reading and writing achievement assessed annually at the university. Higher reading and writing achievement correlated with engaging in more home literacy activities. Parental help or monitoring of home literacy activities was greater for low-achieving than for high-achieving readers or writers. Children engaged more minutes per week in reading than writing activities at home, but parents provided more help with writing and reported computers were used more for homework than for school literacy instruction. Parental ratings of self-regulation of attention remained stable, but executive functions—goal-setting, hyperactivity, and impulsivity—tended to improve. Results are translated into consultation tips for literacy learning and best professional practices.     

Teacher Depressive Symptoms and Child Math Achievement in Head Start: The Roles of Family–Teacher Relationships and Approaches to Learning

This study examined the direct and indirect associations of teachers’ depressive symptoms with children’s math achievement through teachers’ reports of family–teacher relationships and children’s approaches to learning (ATL) in Head Start. This study included 3- and 4-year-old 1,547 children (49% female; 27% White, 24% Black, 41% Hispanic/Latino, and 8% others) who attended Head Start from fall 2014 through spring 2015. Results indicated that teachers’ depressive symptoms were directly associated with lower gains in children’s math skills over a year. In addition, teachers who reported higher depressive symptoms were less likely to report positive family–teacher relationships. This, in turn, resulted in lower gains in children’s ATL and was associated with lower achievement in math skills (r² = .69).     

Developing Future Women Leaders: The Importance of Mentoring and Role Modeling in the Girls’ School Context

In this article, I explore the concepts of mentoring and role modeling with regard to developing student leaders within the girls’ school context. The foundation for this discussion lies in two qualitative studies involving staff and students from girls’ schools located in Australia, New Zealand, and South Africa. Both survey and focus groups were used as methods of data collection. Mentoring and role modeling in school settings is reported in this study as taking place in two different forms: student/student and staff/student. This research identified the multidimensional nature of these relationships with regard to female school staff who then became role models for female students. Ultimately, mentoring and role modeling may help female students in developing the knowledge and skills required for leadership as well as assisting in an understanding of gender barriers in relation to leadership roles.     

The First Day of School

一A:Hello,John. Come here quickly.B:Oh,I'm coming.A:Where's Peter?B:Look,he's there.He's with Wang Fang.A:Peter,huppy up.It's time for school.     

The Importance of a Second Language

自函叭吧.粉二‘翩兹巍亥八、今夭.攀‘谊甲旬二夕，洲，，褚臀姆彝卿，铆碑旗尸哪….哗号_拼至阉娜·Howr imPortantitisto know母一胆印叫’Ia胆甘叩e!这句话的意思是钾掌握第二种语言是多么熏到包!是一个感叹句。英语的感叹句常用“what’’和“h。衬”引导，不过大家要注意     

Teacher–Pupil: The Changing Relationships of Mentors and Protégés

ABSTRACT

This study investigates the nature of the mentor/protégé relationship of community college presidents, and likens it to that of teacher/pupil. The qualitative study focuses on how a mentoring relationship evolves and matures over time to create a learning experience that fosters the development of cognitive leadership complexity. Six strategies of the leadership learning process are analyzed: affirm (including listen, support, reflect, and mirror), motivate, evaluate, create networks, be and model, and make people aware of leadership development. Ultimately, the mentors created cognitively complex learning cultures that fostered the development of leadership.     

The Influences of Family,Peers, School and Media in Children’sProsocial Behaviors

Children's skills of social interaction is a significant index of their following psychological development. Prosocial behaviors which influenced by many factors are fundamental representatives of social interaction. Present essay illustrates an indepth review of literature concerning the impacts of family,peers, school and media in Children's prosocial behaviors and also indicates the limitations of each research.     

The Importance of Informal Learning in EFL

除了课堂上的正规学习,在日常生活中老师应如何抓住时机丰富学生的英语知识呢?您不妨一试以下作者的建议。