努力推进教学科研工作 实现学院跨越式发展——学习《国家中长期教育改革和发展规划纲要(2010-2020)》体会

《国家中长期教育改革和发展规划纲要(2010—2020)》规划了未来10年中国教育改革发展要实现的目标。要增强本科办学意识和质量意识,必须认真学习高等教育的有关文件精神,切实抓好教学管理工作和科研管理工作,才能实现从专科层次到本科层次的跨越。     

生命关怀：赋予小学生人格养成生长的力量——生命关怀下小学生人格养成教育的整体建构研究

开展扎实有效的人格养成教育的序列研究,是江阴市晨光实验小学从＂八五＂到＂十二五＂课题实施的轨迹。文章在简要解读课题的内涵,回顾近20年的研究历程,以及探寻课题研究价值的基础上,从生活指导、社团活动、课堂教学三个维度对操作实施进行了具体的阐释,旨在促进学生形成积极的人生态度,培养健康的审美情趣,养成自主的学习能力。     

Community differences in the implementation of Strong Communities for Children

In 1993, the U.S. Advisory Board on Child Abuse and Neglect recommended a neighborhood-based strategy to prevent child abuse and neglect. The Board further recommended the development of Prevention Zones to allow for testing of the effectiveness of community-wide child protection efforts in neighborhoods of differing population density, ethnic and cultural composition, and social and economic resources. Following the Board's recommendation, this article presents the results of a trial of the effectiveness of a neighborhood-based strategy in low- and high-resource communities. Using management, survey, and administrative data, the research showed that both community types experienced declines in founded cases of and injuries suggesting child maltreatment for children under age 5. Low-resource communities experienced greater levels of mobilization, as measured by community and institutional engagement, and a greater number of positive outcomes related to changes in the quality of life for families and community norms relative to child and family well-being. In particular, the low-resource communities experienced the largest increases in receiving help from neighbors, neighboring, perceived household safety for neighborhood children, and observed positive parenting. High-resource communities experienced greater increases in intermediate outcomes related to self-reported parenting practices. The findings suggest that, ultimately, community mobilization can occur and be an effective means of preventing child maltreatment across community types. It appears, however, that community mobilization may play a more significant role in low-resource communities.     

Increasing engagement of students with learning disabilities in mathematical problem‐solving and discussion

Engagement in problem‐solving and mathematical discussion is critical for learning mathematics. This research review describes a gap in the literature surrounding engagement of students with Learning Disabilities in standards‐based mathematical classrooms. Taking a sociocultural view of engagement as participation in mathematical practices, this review found that students with LD were supported towards equal engagement in standards‐based mathematics through multi‐modal curriculum, consistent routines for problem‐solving, and teachers trained in Mathematical Knowledge for Teaching. Using this small set of studies (7), we identify the need to deepen the engagement of students with LD in mathematical problem‐solving and discussion. This review concludes with implications for teaching and learning.     

Exposing the culture of silence: Inhibiting factors in the prevention,treatment, and mitigation of sexual abuse in the Eastern Caribbean

This article features a study that explored the presence of adverse childhood experiences (ACEs), including childhood sexual abuse and neglect, among women associated with Partnership for Peace (PfP), the first and only culturally adapted domestic violence diversion program for men in the Eastern Caribbean. Within a multiyear evaluative study that assessed the impact of the PfP intervention in reducing domestic violence in Grenada in the West Indies, life-history interviews were collected from a subsample of women (N = 9) associated with men enrolled in the PfP program between 2009 and 2011. We found that the exposure to sexual abuse and neglect during childhood was evident in the histories of the women. Most perpetrators were trusted family or community members who suffered from a common set of behavioral patterns, most prominently alcohol use. Our findings reflect an evidence-based connection, as one causative factor, of a culture of silence that is related to child sexual abuse and its management. The apparent lasting effects of these traumatic childhood exposures reflect cycles of abuse in the life histories collected during the domestic violence evaluation study. Our study identified three key structural deficiencies (insufficient research, ineffective policy, and lack of public-health interventions) and one embedded cultural norm (the culture of silence) that together “inhibit current attempts to address ACEs as a means of curbing domestic violence in the Caribbean.”     

Peer and teacher supports in relation to motivation and effort: A multi-level study

This study examined adolescents’ perceptions of peer and teacher supports in relation to internalized values, academic self-efficacy, efforts to learn, and goal orientations at the individual and classroom level in a sample of middle school (n = 169) and high school (n = 71) students from 6 schools (15 classrooms). Novel approaches to assessing classroom-level effects included use of coefficient of variation scores to capture consensus among student reports and use of cluster-robust standard errors to account for clustering. At the individual level, significance tests for indirect pathways and formal mediation indicated that relations between perceived peer expectations for prosocial behavior and effort and mastery orientation were mediated by internalized value; and, the relation between perceived emotional support from peers and effort was mediated by self-efficacy. At the classroom level, teachers who were perceived similarly by students with respect to provisions of emotional support also tended to have students who reported high levels of internalized value, and a high degree of student consensus concerning their teacher’s value for subject matter was related positively to their internalized value and effort. Consensus of student reports concerning internalized value was a negative predictor of performance orientation.     

Community sport and social inclusion: international perspectives

Abstract

This opening article examines the relationship between community sport and social inclusion in research and practice. We discuss the notion of community sport, its multifarious meanings and diverse applications in different parts of the world. We further explore the conceptual and practical links between community sport and different conceptions of social inclusion. In doing so, the article draws together key themes, issues and debates addressed in the collection of articles in this special issue. We conclude by formulating implications and directions for future research and practice.     

What does the greek model of parallel support have to say about co-teaching?

Parallel Support (PS) is a co-teaching program designed to deliver education services in inclusive settings in Greece. In this quantitative study, 236 special education PS teachers from six major educational regions participated in a survey. The findings indicate that PS is similar to the One Teach, One Assist approach, constituting a static model, which typically provides services to one or two students with disabilities. Deeper cultural characteristics of the Greek educational system may shape the PS's peculiarities. In our transcultural hypothesis, the PS model is a compromise between a highly demanding collaborative approach and a pre-existing low collaboration school culture.     

Exploring the work and learning stories of para‐teachers in a college for further education in England

This paper reports findings from a research project which developed and introduced the Enhanced Learning Support Assistant Programme (ELSAP). This was a source of professional development for learning support assistants who were supporting students with additional learning needs in a college for further education in England. The purpose of this paper is to share findings from the project and to report on how learning support assistants experienced their work in inclusive college classrooms. The research project was a mixed methods study with participants drawn from learning support assistants within one college for further education in England. Data was collected throughout the 14‐week intervention. Findings indicate that issues exist around the uniqueness of the vocational curriculum and the implications this has for classroom support. It also shows how conflicting classroom procedures can generate feelings of confusion and how learning support workers often feel lonely in their role with no natural opportunity to mix with others. Furthermore, it indicates how a general lack of knowledge about teaching and learning contribute to them experiencing difficulty when performing their role which feed their views that a college for further education can be a complex and hostile environment to work in.