The relative impact of school‐wide positive behavior support on teachers’ perceptions of student behavior across schools,teachers, and students

School‐wide positive behavior support (SWPBS) is a systemic approach for implementing a proactive schoolwide discipline and for improving students’ academic and behavioral outcomes by targeting the school’s organizational and social culture. With a multilevel approach, the present study evaluates the relative effectiveness of SWPBS on teachers’ perceptions of the student behavior (N = 3,295) across schools, teachers, and children using a multilevel approach. We assessed teacher perception of student problem behavior five times during a 3‐year implementation of SWPBS in 23 Dutch schools. Multilevel analyses not only revealed a small increase in perceived prosocial behavior and a small decrease in problems with peers, but also different effects across children, teachers, and schools. Effects were stronger for girls and for students with higher severity of perceived problems at baseline. At teachers’ level, higher mean baseline severity of perceived problems was associated with the reduced impact of SWPBS on perceived emotional problems and problems with peers. At the school level, effects were stronger for regular schools as compared with special needs schools.     

关于毕业生就业现状调研的思考——赴成都市开展毕业生就业现状调研有感

在实际调研的基础上,综合用人单位及毕业生对学校的反馈意见,认为我校在今后的发展过程中应着重加强大学生的思想政治工作,全面提高大学生的综合素质,在教学过程中继续加强地学基础教学质量,并加大专业调整力度,同时还应注重理论研究,保证学校办学的前瞻性.     

政治冲突与整合理论的研究现状及发展趋势

政治冲突与整合理论是政治学理论的重要组成部分。当前对政治冲突与整合理论的研究还很鲜见。虽然不乏一些精品出现，但总的来讲对于这个领域研究还不够深入，还需要进一步探讨。本在历史与逻辑相统一的理论框架下，对政治冲突与整合理论研究的现实意义、研究现状及发展趋势进行了深入的分析和预测。     

Social inclusion in two worlds: the conceptualization of the social role of lifelong learning in the education policy of Brazil and the UK since the mid 1990s

Aspects of post‐16 education, particularly with reference to vocational education and training, have acquired a degree of common presentation in the policy making of many national and international organizations in recent years. This paper compares similarities and differences in the rhetoric and reality of policy implementation in Brazil and the UK in post‐16 education, particularly Technical and Vocational Education and Training. It finds an increasing alignment between these two very different countries at the levels of both discourse and practice. It argues that this reflects the dominance of international and regional agencies on whom both countries draw in developing policy, and the subsequent dissemination of those agencies' particular assumptions about the relationship between education, skills and economic performance.     

Evaluating a computer‐based reading programme with children with Intellectual Disabilities: feasibility and pilot research

Increasing evidence indicates that individuals with Intellectual Disabilities (ID) might benefit from phonics‐based reading instruction. However, research and instruction in this field has predominantly focused on sight word reading. Models for complex interventions recommend that feasibility research be conducted prior to conducting randomised studies to assess efficacy of interventions (Thabane et al., 2010). The aim of the current paper is therefore to investigate feasibility questions relating to conducting a full‐scale randomised controlled trial (RCT) evaluation of an online, phonics‐based reading programme (Headsprout^? Early Reading; HER) with children with ID. Employing a randomised pre‐test post‐test group design, this study explores and trials important aspects of a RCT evaluation to inform a full‐scale RCT. We also found that HER had a significant effect on reading skills when compared with ‘education as usual’, with large effect sizes on the main outcome measure. This indicates that further, more robust evaluations using HER with children with ID are a worthwhile pursuit.     

The cooking teacher: investigating gender stereotypes in a Korean kindergarten

This article discusses some findings from a small‐scale investigation of children's gendered beliefs and behaviours in a Korean kindergarten which was attempting to challenge gender stereotyping through the anti‐bias intervention of a ‘cooking curriculum’. A sample of 14 children, some with ‘working’ mothers and some with ‘housewife’ mothers, was observed for two months, and informally interviewed on several occasions. The children's mothers were also interviewed. The findings are situated in the context of the changing, but still traditional, culture of Korean society, as well as in the contexts of early childhood education and theories of gender acquisition. They confirm that, although children are highly likely to reproduce the beliefs current in their home environment, they are open to reconstructing these views when actively challenged to consider alternatives, either by the school curriculum or by engaging in debate with a researcher or practitioner. The nature of the ‘alternative’ views available may however be problematic.     

基于学校的儿童多动症综合干预

多动症是学龄儿童发病率最高的心理行为问题之一.基于学校的综合干预是由临床心理医生、心理教育研究人员、学校教师和家长分工合作,共同参与,主要在学校和家庭实施的,以认知行为辅导为主、药物干预为辅的干预模式.由于充分发挥了医、教两方面的优势,这一模式不仅能有效改善多动症的核心症状,还能对儿童各方面产生了良性引导,并能够建起较...     

语言理解及表达力先天发育水平表现因素研究

为了最大限度减少后天因素对语言理解及表达力先天发育水平的影响,以3岁幼儿为研究对象,在分析现有对语言理解及表达力研究的基础上,提出语言理解及表达力表现因素测评指标框架,依据其共性表现因素并结合3岁幼儿语言理解及表达力的个性表现,进行了测评指标实验研究。对西安地区不同水平幼儿园随机抽样的297名儿童进行测评,结果表明这种测评方法具有普适性与可操作性。     

发展性课程观:课程价值取向的必然选择

发展性课程观是在批判传统课程中根深蒂固的且至今仍存在于现实课程活动中的观念和行为以及人与课程之时代发展走向的基础上提出的,是课程观转型的时代主题。发展性课程观以马克思的人类解放理论为理论依据,它的核心是教化个体与改良社会,而教化的目的在于促进个体的全面发展与个性化成长,进而促成社会发展。构筑发展性课程观的互动、共生及再造的实践机制,廓清其运演的机理,激发个体的生命自觉,构筑和谐的课程生态,实现个体生命的超越,这是课程价值取向及人的发展的必然选择。     

创新实践教育与经济管理实验教学示范中心建设

创新实践教育对于提高高等教育人才培养质量具有重要作用。分析了创新实践教育的内容,指出了创新实践教育内容由价值教育、目标教育、创新教育和群性教育组成,在创新教育中,激发学生兴趣、培养创新意识具有重要的引领作用。讨论了创新实践教育中的发展性评价问题,结合国家级经济与管理实验教学示范中心的建设工作,分析了创新实践教育与实验教学示范中心建设的关系以及在提高人才培养质量中的作用。