How teachers respond to concerns about misbehavior in their classroom

The present study examined kindergarten to Year Two teachers' responses to concern about classroom misbehavior in terms of (a) support they access, (b) strategies they use, and (c) information they require to more effectively deal with misbehavior. The extent to which teachers' confidence in behavior management mediated the relationship between students' misbehavior and a, b, and c was also examined. Results indicated that concern about their students' misbehavior was negatively associated with teachers' confidence. Concern about misbehavior was positively associated with the use of school‐based support. Concern about misbehavior was positively associated with the use of non‐physical punishment and referral of the student to other school personnel. In relation to information needs, concern about students' misbehavior was most strongly associated with the need for specific information on how to deal with misbehavior and, to a lesser extent, associated with the need for positively‐focused and teacher‐focused information. Teachers' confidence mediated the relationship between misbehavior concerns and the tendency to refer the child to other school personnel. © 1999 John Wiley & Sons, Inc.     

黑龙江省辽东木资源的利用与保护

对黑龙江省野生辽东木资源的分布、经济价值、利用现状进行了评述 ,分析了浅山区辽东木资源濒危的直接原因和我国野生植物资源保护所存在的深层次问题 ,提出了野生植物资源的主动保护思想 ,勾画出地方重点保护野生植物的框架 ,并提出建立野生辽东木资源的保护管理费制度、资源调查监测系统和研究其合理利用与保护方法等对策     

The Ecosystemic Approach to Personality

There has been considerable interest recently in the ecosystemic approach, particularly with regard to interpersonal relations and groups (Cooper & Upton, 1990a, 1990b; Upton & Cooper, 1990; Tyler, 1992). This paper shows how the personality theories of George Kelly and Carl Rogers embody many of the principles of ecosystemics. By considering the work of these two important figures in this way, further light is thrown on the nature of the ecosystemic approach itself and its connection with humanistic psychology.     

An alternative assessment to higher education outcomes: Differentiating by institutional type

In this paper we propose higher education, and community colleges in particular, be evaluated not solely on their functional merits, but on their value in promoting, what Dewey (1966) called an active citizenry. Rather than considering only how well higher education meets the needs of democratic capitalism, we investigate alternative methods of assessing the contribution of higher education to the development of active citizens. In this exploration we consider how higher education preparation differs based on an individual's gender, race, class, academic program and the postsecondary institution attended. We explore alternative concepts of assessment in higher education not as proof we have discovered the method for assessing outcomes of higher education, but, rather, as an alternative approach to understanding the potential outcomes of higher education at its different institutional levels. Of special significance for our study is the finding that although students who attend a community college, for example, may not be as successful economically as university students, attendance at a community college is associated with an increased sense of self-empowerment. When we consider community colleges have a higher proportion of students who are typically marginalized by postsecondary institutions, the community college does appear to offer opportunities for students that are not measured only in economic terms.     

Evaluating the impact of Forest Schools: a collaboration between a university and a primary school

The Forest School movement, an important part of education in Scandinavia, has gained momentum in the UK in recent years. Within the context of declining access to, and engagement with, the natural environment Forest Schools can provide invaluable life experiences for our children. In 2012 the University of Northampton investigated opportunities to develop part of its campus as a forest site for use by schools and to enhance its students' learning. A researcher from the university evaluated the impact of visits made by children from the pilot primary school through a series of pupil, staff and parent interviews. Analysis of the interview data showed that evidence of impact was anecdotal and it was clear that a systematic approach was needed. The university and school have collaborated in developing a toolkit for evaluating this impact, which will act as a starting point to support other schools visiting the site.