School psychologists’ beliefs and practices about treatment integrity in 2008 and 2017

A random sample of 1,000 Nationally Certified School Psychologists were mailed a 17‐item survey about treatment integrity. A total of 132 responded and answered questions about the importance of treatment integrity data for tiered interventions and the frequency and methods used to measure treatment integrity in one‐to‐one and problem‐solving team consultation. Ninety‐eight percent agreed that treatment integrity data were critical for tiered interventions. However, only 7% in one‐to‐one consultation and 0% in team consultation reported it was “always” collected. Respondents identified barriers of time, workload, system factors, and staff knowledge as explanations for why there was a gap between belief and practice. The participant responses were compared to those from a 2008 survey and found to be almost unchanged. Issues associated with decision‐making when treatment integrity data are lacking and recommendations for improving the assessment and reporting of treatment integrity are discussed.     

School psychology graduate education retention research characteristics: Implications for diversity initiatives in the profession

Lack of racial and ethnic diversity in the school psychology workforce has been a concern since the profession's inception. One solution is to graduate more racially and ethnically diverse individuals from school psychology programs. This structured review explored the characteristics of studies published from 1994 to 2017 that investigated graduate student retention and school psychology. An electronic search that included specified databases, subject terms, and study inclusion criteria along with a manual search of 10 school psychology journals yielded two published, peer‐reviewed studies focused primarily on graduate student retention and school psychology over the 23‐year span. Two researchers coded the studies using a rigorous coding process with high inter‐rater reliability. Findings suggest that mostly Black and White individuals served as participants, undergraduate students represented the largest group sampled, and key school psychology stakeholders’ views were missing. Additionally, programs interested in retaining racially and ethnically diverse students should have a commitment to multicultural issues, expose students to diverse professional networks and mentorship, and cultivate an inclusive program environment. Implications point to a need for more studies focused on school psychology graduate student retention in general and in specific relation to retaining racial and ethnic minoritized students.     

Educating sick children: an Irish hospital school in context, 1900–1980

The teaching of sick children in hospital is an often overlooked aspect of Ireland’s national education system. Prior to the 1970s, there was hardly any formal structure in place for this type of schooling in the country, despite the fact that many children could be inpatients for weeks or months at a time. In 1980, a report, published by the Association for the Welfare of Children in Ireland, revealed that although there had been an improvement in the intervening decade, only 6% of hospitals had a dedicated schoolroom. Drawing on previously unresearched papers belonging to Temple Street Children’s Hospital, this article will take a closer look at the socio-political forces that held back the development of the hospital classroom in Ireland for so many decades; it will also explore some of the factors that promoted its development after 1970, thus helping to explain why the education of sick children is so firmly established today.     

电气控制与PLC应用工学结合课程建设研究

从培养技能型、应用型人才的角度,分析了高职院校电气控制与PLC应用课程教学存在的一些问题,介绍我校以工学结合为切入点,从课程标准建设、课程团队建设、教学资源整合、教学方法与考核制度改革等方面进行的成功经验。     

关于工作过程系统化课程开发与实施探讨

高职教育的培养目标是使学生具有扎实的理论知识,熟练的专业技能,良好的职业道德和职业素质,实现这一培养目标,必须转变教学观念,突出能力目标,以学生为主体,以生产项目为载体,进行工作过程系统化课程开发与教学设计。     

汽车电器与电子技术课程教学改革初探

在汽车电器与电子技术课程教学过程中,针对车辆工程与汽车服务工程两个专业不同的培养要求,合理制定教学内容,对教学资源进行了建设,并对实践教学环节进行了有意义的探索。     

大学生应用型创新人才培养策略探讨

进入知识经济时代,创新型人才培养成为当前我国高等教育最紧迫的任务。大学生应用型创新人才培养是一个复杂的系统工程。首先,树立＂以学生为中心＂、＂注重创新思维、创新能力、创新素质＂的创新教育观念;其次,政府应通过制定系列的法律、法规、扶持政策等措施强化对合作办学的扶持力度;第三,基于开放式办学理念改革教育管理制度体系;第四,优化整合教学资源创新教学体系;最后,建立＂多主体、全方位、动态化＂的教学质量评估系统。     

浅析《学记》中的教学原则及对语文教学的指导意义

《学记》作为教育史上最早的专著,对教学相长、长善救失、善教善喻和藏息相辅四个教学原则进行了精辟和系统的阐述。文章对此展开了相关阐述,同时分析了以上四个原则对语文新课标的指导意义。     

试述马克思主义职业教育思想中国化新成果——校企一体化

本文在马克思主义职业教育思想中国化的视角下,从校企合作一体化育人、半工半读一体化学习、生产实践一体化作业、课程共担一体化实施、双师互动一体化指导等五个方面,来充分论述校企合作新模式即校企一体化的基本内涵和理论渊源。     

晚清教会学校的商务英语教学:利益导向下的世俗化与功利化选择

晚清教会学校的商务英语教学是在社会对英语人才需求日盛的背景下所做出的一种世俗化和功利化的选择。其课程设置发轫于以内容为基础的专业英语教学,逐渐增设基于商务语言技能和内容的商务英语课程,并随着教会学校的发展而不断拓展和深化,最后发展为近代化职业教育基础之上的商务英语教学。教学方法从语法翻译法一统天下逐渐向语法翻译法与古安系列法共存的格局转变,且均与其世俗化和功利化的教学理念和目标相适应。尽管存在诸如教学宗旨的宗教属性及跨文化商务交际教学缺失等不足,但其英语与商务知识相结合的课程设置造就了大批商务英语人才。其旨在培养既熟练驾驭英语语言又掌握商务专业知识的复合型英语人才的教育模式,对当今商务英语教学具有一定借鉴意义。