教师支持如何影响农村留守儿童学习适应——基于县域视角的调查研究

农村留守儿童的学习适应是农村留守儿童教育问题的核心议题。基于文献梳理,设计了农村留守儿童教师支持与学习适应的评价指标并提出研究假设,将问卷调研区域聚焦在县域层面,选择河南省X县为样本采集区域,采集调研数据,并进行数据分析,探寻教师支持对农村留守儿童学习适应的影响机制。研究发现:情绪性支持对工具性支持具有直接的正向影响效应;工具性支持对学习态度、学习成效具有直接的正向影响效应;学习态度对学习成效具有直接的正向影响效应。研究发现,从留守儿童学习适应改善的角度提出相应的教师支持策略:以鼓励、关爱及尊重为教师情绪性支持要点,助推工具性支持改善;以倾听、沟通与指导为工具性支持策略,改善学习态度及成效;以学习认知、表现及体验为关注点,提升留守改善儿童的学习成效。     

我国特殊需要儿童教育诊断评估的研究现状与发展趋势

教育诊断评估是特殊需要儿童教育的起点,也是特殊需要儿童教育质量的保障。本文对近十年(1997-2006)国内关于特殊需要儿童教育诊断评估的研究成果进行分析、梳理、总结、概括,探讨国内特殊需要儿童教育诊断评估的研究现状及发展趋势,从而为我国特殊需要儿童的诊断评估的发展、完善提供借鉴。目前我国特殊需要儿童教育诊断评估研究反映出四个特征、六个问题与六个发展趋势。     

简析郑渊洁儿童文学创作特色

郑渊洁儿童文学创作的特色,具有看来"叛逆",实则真实自然的写作风格。其作品所反映出本真、自然以及扶植儿童的个性发展,让孩子更加自由、快乐成长的思想。     

学生创新能力培养与教师队伍建设关系探讨

高等学校毕业生创新能力的培养是高等教育的重要目标。教学实践表明:建立高水平教师队伍,加强教师创新能力培养,实施教学名师和教学团队建设工程,鼓励教师投身于教学,改革课程内容和手段,增加有利于提高学生创新能力的课堂教学和实践教学内容,是培养卓越人才、提高学生创新能力的有效手段。     

When the child gets in the news? A case study on the national written media in Turkey

The main purpose of this study is to analyze news stories regarding children in the national print media in the last five years using top eight newspapers in terms of circulation and evaluate these news stories based on the Convention on the Rights of the Child, which was issued by the UN and signed by Turkey. The research was undertaken as a case study. The study data were collected from top eight newspapers in terms of circulation between 2010 and 2014 in order to reveal when and how newspapers at national level represent children and the scientific content of impressions in the national media. Results show that children appear in the national media in mostly negative cases. In conclusion, it was observed in this study, children’s rights to life, development, protection, and participation were violated at both national and international levels. In this sense, news reflects the truth about “children’s rights violations”. However, the way that children appear in news and reflection in media constitute a secondary children’s rights violation.     

Listening to children’s views of spiritual and metaphysical concepts: A new dimension to educational psychology practice?

Educational psychologists (EPs) have for many years been developing techniques for listening to children. The aim of the present research was to investigate ways of listening to the “spiritual” views of children in order to develop questions that educational psychologists might use as part of the assessment repertoire. The study explored children’s spiritual concepts such as their purpose for “being on the planet” and the “meaning of their life”. The findings suggest that primary and secondary school children from mixed religious backgrounds can respond to spiritual questions in a clear way. In addition, most children believed that spiritual views influence how children behave. Further research is required to explore whether children’s views of spiritual concepts are linked to learning and progress in school and in life.     

Constructing normalcy: a qualitative study of parenting children with Asperger's Disorder

Children with Asperger's Disorder present unique challenges due to their impairments in social functioning. In order to better understand the experiences of parents of children with Asperger's Disorder, interviews were conducted with 20 parents. The interviews were taped, transcribed, and coded using the systematic methods of Grounded Theory. The central phenomenon of “constructing normalcy” emerged from the data as a salient construct for participants. Parents interviewed described a process of meaning‐making with respect to standards of “normalcy” and an effort to create adaptive environments for their children.     

Internationalisation,planetary citizenship and Higher Education Inc.

The internationalisation of higher education aims to produce ‘citizens that feel at home in the world’ but the process is driven by both economic and educational motivations. Today, the international community aspires to promote Education for Sustainable Development (ESD) and Education for Democratic Citizenship (EDC), together planetary citizenship, and with them emphases on personal and ethical responsibilities to the environment and future that contrast with current competitive individualism. Driven by rising numbers of international students, curricula are already shifting toward more global assessments of society and environment. However, progress is being impeded by management systems that take commerce as their model. While instructors strive to ensure that learners consider their responsibilities through ESD and EDC, their message is being contradicted by their context. Since learners learn from their total environment, not just in classrooms, changes are required. Granting greater attention to sustainability issues and the empowerment of learners and teachers would allow a better constructive alignment between educational and economic imperatives.     

Teaching,learning and ethical dilemmas: lessons from Albert Camus

Over the past half century, Albert Camus's story ‘The Guest’ has attracted a great deal of scholarly attention. ‘The Guest’ focuses on the ethical dilemmas faced by Daru, a school teacher in Algeria, and the two visitors he receives one day: Balducci, a gendarme, and an unnamed Arab prisoner. This paper addresses Camus's text from an educational point of view. The first section outlines the position taken by Daniel Muhlestein, who analyses ‘The Guest’ in the light of Louis Althusser's distinction between Repressive State Apparatuses (RSAs) and Ideological State Apparatuses (ISAs). The second section provides an alternative educational reading of the text – one based on the moral complexity of the three principal characters. It is argued that the ethical questions raised by ‘The Guest’ are similar to those faced by many teachers, and that this is a story worthy of continuing educational engagement.     

13‐year‐olds’ perception of bullying: definitions,reasons for victimisation and experience of adults’ response

This study formed the second wave of a longitudinal research project examining bullying from the students’ perspective. A sample of 877 Swedish 13‐year‐olds filled out a questionnaire regarding the definition of bullying, reasons for why some students are bullied and the experience of adults’ response to bullying. In their definitions, girls were more likely than boys to include the victims’ experience of bullying, whereas boys were more likely than girls to mention bullying as an imbalance of power and a set of repeated actions. Assigning responsibility for the bullying to the bully was more common among girls and bullied adolescents than among boys and non‐bullied adolescents. Furthermore, among bullied adolescents, 23% had not told anyone about the bullying and 35% had not received any help.