Play in the Preschool Classroom: Its Socioemotional Significance and the Teacher’s Role in Play

The goals of this paper were two-fold. The first goal was to examine the emotional and social developmental value of play in the early childhood classroom. This issue is important because of the recent impetus for a more academic focus in early childhood classrooms, and questions about the developmental benefits of play. The second goal was to examine and discuss the role teachers could play in making play a developmental and educational experience. This is because understanding the significance of play could make teachers less apprehensive about using play to promote learning and development, and enable them answer questions regarding the value of play. Using these goals as a backdrop, this paper discussed views of children’s play; the defining characteristics of emotional and social development; play and the socioemotional development of children; and the role of early childhood teachers in children’s play.     

现代远程教育中电大教师队伍建设

教师是学校办学的主体，是办学的关键。加强教师队伍建设，重点是提高教师综合素质。只有教师队伍素质的全面提高，电大才能抢占现代远程教育的制高点。     

Sustaining and retaining beginning special educators: It takes a village

The need to support and retain beginning teachers has become critical given: (1) the shortage of teachers in certain disciplines, and (2) the current emphasis on teacher qualifications and student achievement. In this study, five first year special education teachers in the southwestern section of the United States provided information on the persons and activities that supplied them with much needed and valued support. The results indicate that having a strong network of support and a variety of resources positively influenced these teachers’ ability to focus on student learning and on their intent to remain in their positions.     

关于教师的幼儿事务自主观念的研究

儿童对个人事务的自主权对其自我的发展、自主性的增强及个性的形成有着重要的意义。本研究对大连市区371名幼儿教师进行了问卷调查和访谈。结果表明：（1）教师区分了个人事务、道德事务和常规事务；（2）教师在各事务领域给予幼儿自主权限的程度差异显著；（3）教师在各事务领域对待幼儿的方式差异显著；（4）教师给予幼儿各事务自主权限的程度在教师工作年限、幼儿年龄等因素上的差异不显著。     

基础教育改革对外语教师的挑战及应对策略

英语新课程标准的教育理念、课程目标、内容标准、课程评价、教学实施等对外语教师提出了严峻的挑战，广大教师应从以下几方面积极寻找应对策略：因材施教，认真钻研教法；大力推行实用性教学．淡化应试教育；加强课程资源的开发和利用；自我加压，不断提高自身业务水平。     

优秀教师应该具有哪些特点

优秀教师应该有个性、善变，要多读闲书，有丰厚的文化底蕴，还应该进行教育教学研究。     

中小学教师数据素养评价指标体系构建

教育数据在教育领域不断渗透,教师的数据素养水平对于有效利用教育数据、合理判断学生的行为具有重要影响。本研究旨在用德尔菲法构建中小学教师数据素养评价指标体系,为评估中小学教师数据素养提供参考依据。通过文献分析梳理中小学教师数据素养评价指标,选择相关领域专家12人,采用德尔菲法进行2轮专家意见征询,根据专家打分计算指标权重,形成中小学教师数据素养评价指标体系。问卷征询专家的积极系数为100%,专家权威程度均值为0.72,确定的一、二级指标重要性均值均大于4.00,变异系数均小于0.25,符合德尔菲法要求。最终形成了包含数据意识、数据知识、数据操控技能、数据应用能力、评价交流数据、数据思维6个一级指标和19个二级指标与40条具体内容的中小学教师数据素养评价指标体系。对46位教师进行小范围试用,验证了其科学性与可靠性,该评价指标体系可作为评价中小学教师数据素养发展水平的参考测量工具。     

论教师的职业法律素质

教师职业法律素质是一种后天获得的素质，具有社会性，习得性特征，由教育法规知识，教育法律意识和教育法规的实践操作能力所构成。教师应具有法律知识包括公民基本法律常识，职业法律知识和青少年儿童法律知识三个部分，教师具有一定的法律素质教育是正确行使职业权力的基础。     

特师在职培训要走终身教育之路

我国特教师资队伍存在着学历偏低、数量不足、专业技术薄弱等问题，开展在职特教教师的终身教育十分必要。从政策上给予一定的扶持，进行按需施教，分类培训，发挥高等特教学院的办学职能，积极开展远程教育等，是加强我国在职特教教师终身教育的有效措施。     

Exercising a bounded autonomy: novice and experienced teachers’ adaptations to curriculum materials in an age of accountability

This study explores teachers’ first enactments of a set of theory-based curriculum materials designed to support academic language instruction. Specifically, this multiple case study looks at how six middle school English teachers in three US schools adapted the materials; each case includes a pair of teachers, one novice and one more experienced. All schools were located in the same district where a school performance measurement system was being used to publicly rank schools’ academic performance and growth. Multiple measures were used to look for evidence of adaptations and why teachers made adaptations. We found that all teachers adapted the curriculum, most often in response to either perceived student needs or district reform pressures. In two cases, patterns of adaptation differed by teacher experience; experienced teachers appeared better able to adapt curriculum materials to meet instructional goals. This pattern did not hold up at the third school, where teachers faced greater reform pressures. Taken together, these findings suggest that researchers should pay more attention to the role of school and district policy on teachers’ enactments of theory-based reforms. We conclude with guidance to researchers, instructional leaders and others interested in the potential of theory-based curricula as a lever for improving classroom instruction.