Additional support needs policy in Scotland: challenging or reinforcing social inequality?

ABSTRACT

This paper focuses on Scottish policy on additional support needs and its material outcomes. The central question addressed is the extent to which the Scottish additional support needs system undermines or reinforces existing social and economic inequalities. Administrative data highlight the inflation of the additional support needs category, particularly in relation to non-normative sub-categories such as social, emotional and behavioural difficulties which are strongly associated with social deprivation. Strategies in navigating the additional support needs system by families from different social class backgrounds are illustrated through short vignettes. The paper concludes with a discussion of the way in which sociological theory may help us to understand recent developments in Scottish additional support needs policy and practice. It is argued that the expansion of the umbrella category of additional support needs has been accompanied by an intensification of its association with social class, particularly in relation to categories which carry high levels of social stigma.     

认知弹性理论对网络教学的指导原则

认知弹性理论是建构主义学习理论的一个重要分支，其主要内容可归结为高级学习说；随机通达教学说和超本学习环境说，本对该理论进行介绍，并提出了认知弹性理论对网络教学设计多角度，多侧面地呈现同一主题，运用案例进行教学（且案例中应包含多个相互联系的概念）和非线性组织教学内容的三大指导原则。     

Academic motivations of Yi youths in China: Classmate support and ethnic identity

To enhance the academic achievements of Yi ethnic minority youths in rural school settings, the authors examined the effect of classmate support and the meditating role of ethnic identity in promoting their academic motivation. Cross-sectional survey data were collected from Yi youths sponsored by a philanthropic organization to attend local schools in Liangshan, rural China (n?=?657; 7–12 years old; 52% boys). Results of structural equation modelling showed that classmate support positively affected ethnic identity-commitment and ethnic identity-exploration, which then had positive impacts on three academic motivation outcomes: intrinsic motivation, extrinsic motivation-external and identified regulation, and extrinsic motivation-introjected regulation. The mediating effects of ethnic identity-exploration and ethnic identity-commitment were statistically significant, except for the pathway from classmate support to extrinsic motivation-introjected regulation via ethnic identity-commitment. The authors found that ethnic identity can be facilitated through building supportive classroom environment for positive academic motivations in Yi youths. Cross-cultural significance of this study is also discussed.     

现代远程开放教育学习支持服务系统的研究与实践

文章结合现代远程开放教育实践，对远程开放教育学习支持服务系统构建的基本方法、常见问题和对策进行了研究。     

认知心理的运用与体育教学

认知心理学将人的大脑活动看成是信息加工过程，人们对技术动作的学习是一和信息的输入，转换，加工分析，贮存和提取运用的过程，体育教学应如何运用认知心理学理论，根据认知心理信息加工与体育技术动作形成的相互关系，促进人们认识技术动作的学习和掌握与大脑活动的相关规律，改革传统的教学观念和方法，运用符合学生心理活动规律和认知方式的教学方法，以提高体育教学质量。     

世界幼教事业发展趋势:国家财政支持幼儿教育

国家财政支持幼儿教育已成为一个世界性的发展趋势。这一趋势的出现基于对幼儿教育重要性的认识、有关幼儿教育的正外部效益的发现和对幼教市场缺陷的揭示。幼儿教育经费整体投入不足、有限资源分配不公、效益不高是我国幼儿教育财政投入体制的主要问题,必须从制度和政策层面加以改进。     

Using quality enhancement processes to achieve sustainable development and support for sessional staff

Abstract

Consistent with quality enhancement, we report on how we used a continuous improvement cycle to formalise and embed an academic development and support programme for our School’s sessional staff. Key factors in establishing and maintaining the programme included: local change agents supported initially by institutional project funding; School support for key academic and administrative roles; timely access to reports and tools from nationally-funded projects and sessional staff input. Reviewing our approach against national standards highlighted ongoing actions while collaboration with academic developers is critical for advancing our understanding and reviewing our approaches in our continuously changing context.     

开放教育管理模式改革的探索与实践

在远程开放教育的管理模式改革中，首要是转变管理观念，关键是要做好支持服务。“协议”、“承诺”方式和“时限管理”是教学管理改革中的创新；“协议”、“承诺”就是把远程教育中的支持服务纳入法律框架，“时限管理”可以提高管理效率。     

农科开放教育农村教学支持服务系统的现状分析与对策

本文就河南举办农村开放教育的情况，针对教学支持服务需求开展调查，结合教学实践，提出了因地制宜建立多种教学资源、开展多种形式教学活动的教学支持服务系统构建对策。     

社会支持视域下应用型独立学院学生心理精准帮扶与调适实效

心理健康是应用型独立学院学生全面发展的重要方面,是建设人力资源强国和教育强国的必然要求。加强学生心理精准帮扶是促进心理健康教育的重要转变,心理精准帮扶目标应从多元公平向靶向精准转变、帮扶资源应从单维供给向多维整合转变、帮扶主体应从规模建设向专业发展转变。在社会支持理论范式下,剖析了应用型独立学院学生心理精准帮扶的实例,认为应从精准预防、精准识别、精准干预、精准帮扶等环节加强应用型独立学院学生心理精准帮扶工作。