威廉姆斯王子

The pright future for Britain's Royalty 不列颠皇室的美好未来 Prince William has come of age. After his father, the Prince of Wales, he is next in line to the throne. This is an enormous responsibility for anyone let alone someone in his twenties. As the future King of England, Prince William lives in the public eye.     

Relationships Between Dimensions of Supervisors' Influence and Counselor Trainees' Performance

Practicum supervisors' expertness, attractiveness, and trustworthiness were related to supervision outcome measures. Trustworthiness proved to have the strongest associations.     

Crits—An Examination

Architectural design education relies upon a practice known in Britain as the ‘crit’ through which to discuss student's work. The author, who studied as an architect and now teaches design to architecture students, describes the history of this institution and the ways in which its use has changed in the last 150 years. She uses the context of a British school of architecture and both contemporary and earlier research examples to support the hypothesis that these changes have contributed to the current atmosphere of doubt in which the crit is held. Central to her argument is the unresolved connection between formative and summative assessment occasions brought about by an apparently unavoidable association between the work of students and the students themselves. The paper supports the call for a review of architectural education methods, whilst stressing that the nature and flaws of the existing process must first be recognised.     

Seating arrangements that promote positive academic and behavioural outcomes: a review of empirical research

Seating arrangements are important classroom setting events because they have the potential to help prevent problem behaviours that decrease student attention and diminish available instructional time. The purpose of this synthesis of empirical literature is to determine which arrangements of desks best facilitate positive academic and behavioural outcomes for primary through secondary high school students with a range of characteristics. Eight studies that investigated at least two of three common arrangements (i.e., rows, groups or semi‐circles) were considered. Results indicate that teachers should let the nature of the task dictate seating arrangements. Evidence supports the idea that students display higher levels of appropriate behaviour during individual tasks when they are seated in rows, with disruptive students benefiting the most.     

'Do You Know Harry Potter? Well, He is an Orphan': Every Bereaved Child Matters

The needs of children who are experiencing loss in all its many guises including separation through divorce, death, war, to name but a few, are many and varied. Presenting issues may include emotional disturbance. In addition, many bereaved children have to cope with a vulnerability to physical illness. In some schools, children are offered counselling or specialist emotional and therapeutic support at times of bereavement. In this article, the author uses case-study examples and autobiographical material, to suggest that child-chosen play, art and children's literature can provide a vehicle for bereavement management and eventual resolution. The author argues that professionals involved in the care and education of children can work together to benefit grieving children.     

Gendered Readings: Helping boys develop as critical readers

ABSTRACT This paper reports recent findings from a national survey of the reading habits of boys and girls aged 10, 12 and 14. Boys' reading habits are considered in the light of concerns about boys' underachievement in school, and in relation to girls' reading and changing patterns of literacy over time. The authors argue that helping boys develop as critical readers involves taking their voluntary reading seriously and rejecting deficit models. The paper argues that boys need to be encouraged to understand how they have been socially constructed as readers; they need to be engaged in discussion about their reading and the implications of the choices they make. It is only by taking differences seriously that critical and discerning readers will bedeveloped, and critical readers are necessary to undermine current highly gendered reading practices which potentially disadvantage both sexes.     

Reflecting on Social Foundations

This essay is a review of Dan W. Butin's edited collection Teaching Social Foundations of Education: Context, Theories, and Issues. I explore how this book helps us to think about the field of social foundations: what it is we do, why, and the challenges we face. I also look at the themes that cut across all ten essays in the collection, including engaging diversity, demonstrating democracy, and reflecting on social foundations as a field.