Telling It Like It Is: Developing Social Stories™ for Children in Mainstream Primary Schools

In this article, the author reports on a practical strategy originally developed for use with pupils with Autism Spectrum Condition (ASC). Based on a small-scale research project, the article focuses on the use of Social Stories to promote pro-social behaviour with a group of non-ASC pupils. The topic was chosen for systematic enquiry by the author, herself the parent of a child with autism, following requests from colleagues to develop the strategy for use with other pupils with behavioural difficulties. The tensions arising from the extension of use of the strategy, devised for a particular group with specific needs, are highlighted, in particular recognising the need to maintain the integrity of the original work. The report concludes that Social Stories involve a complex strategy that relies upon sound relationships between teacher and pupil and suggests that, instead of determining success by behavioural outcome, Social Stories might be judged in terms of self-esteem and perceptions of self of the pupil during the key process leading to the writing of the story. The strategy may be effective in helping all parties to recognise challenging situations, particularly with pupils who have difficulties in taking the perspective of others. The author also makes practical suggestions for consideration by teachers who are concerned with the pastoral care and well-being of pupils.
The words 'Social Story' and uncapitalised variants are the trademarks originated and owned by Carol Gray. References to 'stories' hereafter indicate 'Social Stories^™' as the full citation .     

我国中小学教学改革30余年历时性特征分析

改革开放30余年来,教学改革的推进模式、实施主体、价值目标、理论基础以及教学改革的研究视角和研究主题等都发生了转折性的变化,对30年来我国教学改革脉络进行回顾、梳理、反思,寻求教学改革研究思路和方法论上的更新、突破,以适应未来教学实践的新要求,无疑具有重要意义.     

Visions for literacy: parents’ aspirations for reading in children with Down syndrome

Although children with Down syndrome (DS) can learn to read, few studies have explored parental perspectives on the reading development of this group of children. This article, written by Leila Ricci and Anna Osipova, from California State University, explores visions and expectations regarding reading held by parents of children with Down syndrome in the US. Parents of 50 children with DS (aged three to 13 years) completed a survey about their children's interest in reading and responded to open‐ended questions inquiring about their views on their children's reading development. A majority of parents in this study described their children's positive attitude toward reading, stated their reading‐related goals for their children, defined their children's relative strengths in reading, and shared strategies used in the home to promote literacy in this population. Parents pay close attention to and have high expectations for their children's reading achievement, and thereby would benefit from partnerships with informed educators willing and capable of teaching reading to children with DS.     

Teaching in higher education: Good teaching through students’ lens

This study explored 2475 Israeli students’ conceptions of good teaching and examined the relationship between these conceptions and students’ background characteristics. Data were collected using an internet survey designed to measure students’ conceptions regarding five teaching dimensions referring to goals to be achieved, long-term student development, teaching methods, relations with students, and assessment. Results indicate that students perceived assessment as the most important of the five teaching dimensions and long-term student development as least important. Only gender and field of study made a salient difference in students’ perceptions of good teaching. Implications for the evaluation of teaching are discussed.     

Pedagogy,empowerment and discipline: comparative perspectives of novice teachers in England and Turkey reflecting on ‘the other’

This article discusses the views of Turkish and British novice teachers on pedagogy and pedagogical relationships with school students when confronted with the pedagogical practices of the ‘Other’ in particular policy contexts. Experiences of those practices were gained by novice teachers during an exchange visit for British and Turkish university students in the period 2008–2009. Data was collected through questionnaires and focus group interviews. Findings suggest that Turkish and British novice teachers initially constructed the ‘Other’ as very different from themselves. The views of members of both groups were heavily influenced by the cultural contexts in which they trained and worked. British novice teachers tended to take as axiomatic constructivist and inclusive approaches to pedagogy and the relevance to successful pedagogy of listening to students’ voices. Turkish novice teachers questioned both, many seeing control and dissemination of knowledge as central to pedagogy and student teacher relationships.     

Remarks Made During “Dialogue on Intellectual Diversity,” a Forum Held 11 October 2007 at the University of Missouri–St. Louis

In 2006, a bill was submitted in the Missouri Legislature designed to address issues raised during a lawsuit by a Missouri State University social work student contesting requirements that Missouri public colleges and universities take steps to insure tolerance of diverse perspectives in the classroom and on campus. Although the legislation did not pass, it motivated university administrators among other measures to sponsor a forum on “intellectual diversity,” held on 11 October 2007 on the University of Missouri–St. Louis campus. In his remarks as a faculty panelist, J. Martin Rochester makes five distinct points about the realities and pitfalls of regulating tolerance and the true meaning of diversity on a college campus.

凤眼看世界，见证她时代——《今日女报》的内容差异化战略探析

《今日女报》基于市场背景和自身基础实施内容差异化战略,并坚持“女性视角、周报特色”,从报道视角、报道手法和报道版块设置上,围绕“女”字落实内容差异化战略。     

贝多芬《第五交响曲》的多视觉审视

长久以来,贝多芬的《第五交响曲》被认为是世界上最经典的音乐华章之一,它带来的不仅仅是音乐的盛典,还带来与黑暗现实抗争的勇气和激情。19世纪初,动乱的年代让民众在黑暗无力中彷徨,而贝多芬的《第五交响曲》为他们的精神世界带来了希望和力量。200余年已过,那激昂奋进的乐曲依然响彻云霄,让人们不得不重新审视它的魅力。该文基于多视觉角度,全面诠释贝多芬《第五交响曲》的艺术价值和魅力,希望能够尝试着从更加多元的角度探索其内在含义。     

小学生抗挫能力的培养

小学生的抗挫能力培养是极具现实意义的问题。提高小学生的抗挫折能力,引导其自觉调整心理状态,正确对待挫折,是摆在我们每一位教师面前的重要任务。