Addressing the wicked problem of behaviour in schools

Behaviour management is an influential educational cliché in Australia, Canada, England, New Zealand and US. In practice, efforts to control student conduct in schools frequently utilise a manage-and-discipline model: a misinformed but deeply rooted set of interconnected notions about how to ensure an orderly and productive classroom. Students with disabilities affecting their behavioural development or who have mental health (MH) difficulties frequently face disadvantage, suspension or exclusion as a result of the application of this model in practice. Accommodating the behavioural needs of this population and at the same time, enabling their inclusion therefore represents a significant wicked problem for education in Australia, Canada, England, New Zealand and US. Evidence-based initiatives designed to address this dilemma in the US since the late 1990s, using PBS (Positive Behaviour Support) and also SWPBS (School-Wide Positive Behaviour Support), are outlined but the conclusion is reached that these efforts do not appear to have been successful. Recommendations are made for progress in tackling this wicked problem and include: wholehearted rejection of the manage-and-discipline model by practitioners; targeted support for teachers experiencing (or at risk of experiencing) occupational burnout; and the introduction of tangible educational policy incentives intended to encourage schools to include students who might otherwise face suspension or exclusion on behavioural grounds. Finally, this article advocates radical change in attitudes by teachers towards student conduct in schools and argues that educational practice should align with insights about human behaviour arising from research in developmental psychology.     

Being left out: rejecting outsiders and communicating group boundaries in childhood and adolescent peer groups

Although communication scholars have examined adult group processes, they have paid little attention to the peer group experiences of children and adolescents. Successfully gaining entry to peer groups is significant, in that rejection in childhood affects self-concept, social skills, and school successes. Guided by a bona fide groups perspective, this study collected over 600 adolescent accounts of group rejection. Narrative accounts revealed five strategies peer groups used to communicate rejection (Ignoring, Disqualifying, Insulting, Blaming, and Creating New Rules). Rejection was stressful for observers as well as rejectees, with females, Caucasians, and regularly-excluded students reporting highest levels. Females and those frequently rejected reported the most stress when observing the rejection of others. Specific interventions are discussed for primary and middle-school teachers to stimulate prosocial group inclusion.     

流动儿童的学前教育机会：三群体比较分析

利用2013年“流动人口社会融合调查”数据和深度访谈资料,论文采用定量和定性研究方法,分析了流动儿童学前教育机会的最新状况与特点,探讨了制度排斥与流动儿童学前教育机会的关系。结果表明,尽管城-城和乡-城流动儿童的在园比例和概率与户籍儿童没有显著差别,但他们就读公立幼儿园的比例分别只有52.6%和40.1%,大大低于户籍儿童的67.9%;即便控制其他变量,流动儿童进入公立幼儿园的概率也仅为户籍儿童的38%。流入东部地区儿童的在园概率低于西部地区,但就读公立幼儿园的概率高于中西部地区。这表明,经济发展与流动儿童的学前教育机会并非简单的线性关系,而是受制于制度安排和资源丰盈与否。户籍类型、流动范围、父母在流入地居住时间对流动儿童的学前教育机会没有显著影响,这再次说明,流动儿童的学前教育机会受到了户籍制度和教育制度的双重排斥。     

康梁保皇派与美国华侨的认同问题

1882年美国通过华侨华人历史上第一个排华法案后,美国华侨陷入认同危机。康梁保皇派适时在美国华侨社会中宣传其救国思想,其活动客观上推动了华侨认同的改变和爱国主义思想的形成。     

REP协议与政府网站信息安全研究

搜索引擎机器人的自动采集行为可能会引起信息安全问题,机器人排除协议(REP)可以将全部或部分网站内容排除在机器人的采集范围之外。通过国内外政府网站应用REP协议的调查,发现国内政府网站很少使用REP协议限制机器人的行为。通过科学合理的利用REP协议设置排除规则,可以在一定程度上保护政府网站的信息安全。     

Improving educational access of vulnerable children in high HIV prevalence communities of Malawi: The potential of open and flexible learning strategies

Many children in Malawi have poor access to learning and are at risk of exclusion and early dropout. In the context of HIV/AIDS, formal schools need to become more flexible and responsive to children's lives. Introducing an educational model that integrates open and flexible learning strategies with conventional schooling, this paper highlights the potential of such an approach to enhance learning experiences, bring psychosocial benefits and improve retention of vulnerable pupils in high HIV prevalence communities in rural Malawi. This paper also argues that effective innovation requires strategies to create an enabling environment and promote an inclusive philosophy within schools.     

Abdication of the Education State or Just Shifting Responsibilities? The appearance of a new system of reason in constructing educational governance and social exclusion/inclusion in Finland

The connections between the new governance in education and new procedures of social exclusion and inclusion in Finland are examined. The main focus is on the emergence of a specific discursive formation constituted by an intersection of the myths of competition, corporate managerialism, an educational clientele and social democracy with images of rational choice makers and invisible clients (pupils) and individual-centred learning professionals (teachers) in a mass institution. The research material is extensive, including national statistical data, education policy texts, interviews with educational actors at the national, municipal and school levels and a survey of pupils. The conclusion of the paper outlines a new system of reason as a historical shift of responsibilities in the national education system.     

美国排华浪潮兴起的种族主义根源

19世纪中叶以后,美国排外主义运动在华人移民问题上再起狂澜。以往学者主要从经济和政治的角度解释美国排华浪潮,其实美国天生的种族主义倾向才是排华兴起的根本原因,现拟从种族优越论、种族文化歧视和美国传教士的种族偏见三个方面来探讨全美排华浪潮兴起的原因。     

Education Governance in Transition: An introduction

The purpose of this article is to present concepts and research problems dealing with education governance and social inclusion and exclusion. Education restructuring, as a recent international movement, is regarded as a combination of transitions in governing and new managerialism. Social inclusion and exclusion is conceived of as a duplet concept, mutually defining each other. The relation between new governance - deregulation, decentralisation, privatisation and steering by goals and results - and social inclusion/exclusion is conceptualised as an equity problematic and a knowledge problematic. It is argued that there is a need to understand the system of reason in order to capture the implications of education governing in transition.     

基于容斥原理计数公式的推广及应用

介绍容斥原理及计数公式,依据容斥原理提出20个计数公式并给出证明。并给出应用实例。