家长视角下的幼儿教育小学化问题探析

家长秉持错误的儿童观、不科学的教育观和过高的教育期望是造成幼儿园教育小学化的重要原因之一,解决这一问题的关键在于切实加强家园合作.举办幼儿家长学校,利用家长开放日创设家园共育栏及家园互动手册,举办家庭教育咨询活动和经验交流会等是纠正家长错误的儿童观和教育观的有效方式.     

Special education in Pakistan

The aim of this research was to examine the type of activities as well as the challenges faced by befrienders supporting persons with autism spectrum disorders (ASD). Twenty-nine volunteers befriending an equal number of families with children with ASD participated in this study. Content analysis was applied on visit logs (n = 465) completed by befrienders during a nine month period, supplemented by thematically analysed evidence derived from semi-structured interviews with befrienders at the end of their volunteering experience. In agreement with our expectations, findings indicate a variation in the type, number and location of activities as well as the challenges of befrienders, depending on the level of ability of persons with ASD. Befrienders in both groups were mostly involved in leisure activities, had greater social interaction with the high functioning autistic group and carried out more structured 1:1 activities with individuas with low functioning autism. Interestingly, befrienders in both groups did not differ significantly on their reported challenges. The implications of this befriending service as a means of social support for families with persons with ASD are discussed.     

Reflections on teaching observations and the use of a personal development journal in medical teacher education

In this article, I reflect on the events and experiences that occurred during (and after) my studies for a Diploma in Teacher Education. The elements required for the award of Diploma included a professional development journal, a number of peer teaching observations and an action research project. At an early stage, I selected vaguely ‘peer teaching observation’ as the topic for my research. As the course progressed my journal began to contain an increasing amount of material relating to the teaching observations and finally the three components – journal, teaching observations and research project merged into one. Through a process of progressive focusing, the project was clarified and came to be about my role in the observation. I was surprised to find it became a very personal examination of myself in order that I could understand more fully the process of teaching observation. In the end, almost everything else diminished compared to the insights I gained about myself. I concluded that, for myself, perhaps a direct critical self-examination was too threatening and potentially painful to endure. However, by looking at myself as an observer of teaching then the very objectivity that was potentially so safe turned out to allow me to reflect on myself as a person. To become a reflective practitioner is not easy, yet the process can be intellectually engaging.     

教育管理视角下高校家庭困难学生资助机制对学业发展影响分析--以X高校为例

基于对应用型本科院校家庭困难学生资助工作的调研数据,研究教育管理视角下家庭困难学生资助机制对学业发展的影响及其间接激励效应,即学生对资助的满意度问题。泊松模型的回归结果表明,大学生资助可以明显提高学生学业成功的可能性,受资助学生获得奖学金的概率更高。定序Logit的回归结果表明,受资助学生对学校资助充足度和工作满意度更高,资助工作在一定程度提升了学生对学校的满意度,进而对提升学生本人学业表现具有正向促进作用。     

Victimization and adversity among children experiencing war-related parental absence or deployment in a nationally representative US sample

This study compares children and youth who have experienced lifetime war-related parental absence or deployment with those having no such history on a variety of victimization types, non-victimization adversity, trauma symptoms, and delinquency; and assesses whether cumulative adversity and victimization help to explain elevated emotional and behavioral problems among children of parents who have experienced war-related absence or deployment. The National Surveys of Children’s Exposure to Violence (NatSCEV) are comprised of three cross-sectional telephone surveys conducted in 2008, 2011, and 2014. Data were collected on the experiences of children aged one month to seventeen years. In each survey, interviews were conducted with youth 10–17 years old and with caregivers of children 0–9 years old. The analyses use pooled data from all three U.S. nationally-representative samples (total sample size of 13,052). Lifetime parental war-related absence or deployment was a marker for elevated childhood exposure to a wide array of victimization and adversity types. Cumulative past year exposure to multiple forms of victimization and adversity fully explained elevated trauma symptoms and delinquency in this population of children. Given the breadth of victimization and adversity risk, children with histories of parental war-related absence or deployment, as well as their families, represent important target groups for broad-based prevention and interventions to reduce exposure and ameliorate consequences when it does occur.     

The Vocabulary Reality from Elementary School to High School in China

The purpose of this research is to examine how large English language vocabulary is used in elementary, middle and high schools in China in order to plan for teaching how much English vocabulary colleg...     

贵州世居苗族家庭伦理道德的基本向度

贵州世居苗族的伦理道德体现在他们生产劳动和社会生活的各个方面.本文从“尊老、爱幼、平等、自由”四个基本向度对贵州世居苗族的家庭伦理道德进行探讨.     

单亲家庭子女的心理健康教育研究

教育对象中有一个特殊的对象群体---单亲家庭的儿童。作为教师应该给与这些家庭的孩子更多的关心和关爱,帮助他们能够以积极的心态,健康地成长。然而每一个孩子是否能健康的成长,与良好的家庭环境是密不可分的。一个幸福、和睦的家庭给孩子带来无限的力量,能够让孩子充满自信地面对生活中的每一天。在单亲家庭中成长的孩子给外界的感觉是比较自卑,做任何事情都缺乏勇气、缺乏自信,在与人的交往中表现为不合群、孤僻、甚至抵制外界的事物,从而严重地阻碍了孩子心理的健康发展。     

Engaging Latino/a Students in the Secondary English Classroom: A Step Toward Breaking the School-to-Prison Pipeline

Behavior issues in the classroom directly relate to the teaching style and the type of interactions between the teacher and students. In particular, Latino/a students need to be engaged in the curriculum content if they are to be successful, both academically and emotionally. If this does not occur, then behavioral issues will arise, which will then feed into the school-to-prison pipeline theory.     

“My Mom Tells Me I Should Follow the Rules,That’s Why They Have Those Rules”: Perceptions of Parental Advice Giving Among Mexican-Heritage Adolescents

Relatively little research has examined the ways in which immigrant Latino parents can effectively support their adolescent children’s schooling. To address this gap, we conducted in-depth interviews with 32 Mexican-heritage 9th graders. Students identified parents’ advice giving as the most salient form of involvement. Parental advice emphasized the importance of persisting in school, avoiding hardship as experienced by parents, and exhibiting social competence in relationships with peers and teachers. Parental advice giving was transmitted most effectively in the context of parent–child closeness. The findings form a basis for fostering effective and sustainable parent–school partnerships.