Community‐based early intervention for children with behavioural,emotional and social problems: evaluation of the Scallywags Scheme

Scallywags is a community‐based, early intervention programme for young children (aged 3–7) with behavioural, emotional and social problems, which integrates work in the home and school with a parenting curriculum and direct work with children. A pre‐post intervention study across multi‐sites of 340 participants is reported. Using standardised measures, the study found statistically significant reductions in problems at home and school experienced by children who completed the programme, and in parental stress levels. Participation was found to be high and the project acceptable to parents, many of whom would be described as hard to reach. The rigorous evaluation of this real‐life service and its positive outcomes highlight the potential of such programmes to tackle the needs of these children and families, and help prevent longer‐term problems associated with early onset behavioural problems, including social exclusion, antisocial behaviour and educational failure.     

Effects of the WhyTry social skills program on students with emotional and/or behavioral problems in an alternative school

Social skills training (SST) is an evidence-based intervention to help increase social competence for students with emotional and behavioral disorders (EBD), but there is limited research that addresses SST for students identified as experiencing EBD at alternative campuses. A mixed methods design was utilized to examine SST at an alternative campus for students identified as experiencing EBD. Pre-intervention data were collected for students' attendance, grades, office disciplinary referrals, and behavioral rating scales, after which the WhyTry SST program (Moore 2008 Moore, C. 2008. The WhyTry Program, Salt Lake City, UT: WhyTry.  [Google Scholar], WhyTry, Salt Lake City, UT, USA) was implemented. Following the intervention, the same data were collected. Non-parametric statistics guided the quantitative analysis, because of the small population being studied. Differences from pre- to post-intervention were examined. Students exhibited significant differences from pre- to post-intervention in the number of office disciplinary referrals and several areas on the behavioral rating scales. Triangulation methods drove the qualitative data collection through observations, student interviews, and teacher interviews. Insight into motivation and perceptions was gained through the qualitative analysis.     

Communicative-based curriculum innovations between theory and practice: implications for EFL curriculum development and student cognitive and affective change

This qualitative study examines the influence of teacher conceptualisations of communicative language teaching on their actual classroom practice and student cognitive and affective change. The qualitative paradigm underpinned this research at the levels of ontology (multiple teacher realities), epistemology (interaction with, rather than detachment from, the respondents), and methodology through using an idiographic strategy (qualitative case study), instruments (qualitative interviews, participant observation and questionnaires), and data analysis technique (explanation-building). The results indicated that teachers who understood CLT and managed to materialise its principles into action significantly improved student language learning (cognitive change) and motivation (affective change). Moreover, traditional, structural and didactic teaching as well as communicative knowledge that was not translated into practice had almost a typical negative impact on student learning and motivation. Recommendations for curriculum development, teacher development, teacher training and future research are made.     

基于培训迁移理论视野的教师培训实效性研究

当前教师培训普遍存在实效性不强的问题,为切实提高培训的实效性,基于培训迁移理论视野,通过对培训实效性的内涵、培训实效性的影响因素分析,对提高教师培训实效性的策略进行探讨。     

闽台艺术设计人才的培养模式———以闽南文化语境为视角

在各级政府部门的大力扶持下,一系列针对闽南文化和闽台交流的相关政策相继出台,为海峡两岸经济和文化教育带来实实在在的生机和发展机遇。闽台高校的艺术设计教育应该以此为契机,在闽南文化语境下开展深度交流与合作,发挥闽南文化优势,开展特色教育,共同找到一种培养艺术设计人才的新模式。     

基于教育信息化的农村中小学教师校本培训现状调查及策略——以鄂西北十堰市农村中小学为例

教育信息化程度的提高为农村中小学的校本培训提供了新的机遇,为农村中小学的校本培训模式的多样化创造了有利条件。文章以十堰市为例调查了农村中小学利用教育信息化资源开展校本培训的现状。针对当前存在的问题提出了相应的对策,并探讨了基于教育信息化的校本培训模式,以便促进农村地区中小学教师素质的提高。     

我国高校工程训练中心的建设与发展

工程训练中心是在工科高校内实施工程实践教学的基础性平台,是中国高等教育改革发展中出现的一个新事物,近10年来得到快速发展。基于国家级工程训练示范中心的相关数据统计,对工程训练中心的发展历程及其建设现状进行了介绍和分析。     

数学专业分类教学及人才培养模式改革与实践

为提升数学专业师范生的就业竞争力,增强人才培养的社会符合度,以学生的个性发展和市场需求为导向,提出了数学专业分类教学的人才分类培养模式,构建了多元化的人才培养体系．     

中小学教师培训的新方向:混合式培训——以安徽省中小学教师教育网为例

混合式培训是对传统教师培训反思构建的一种新的培训模式,它采用了网上培训和线下研修相结合的形式,拓展了教师学习的空间,能够有效解决教师专业发展过程中的现实困惑。通过对传统中小学教师培训模式不足的研究,指出中小学教师混合式研修的优势与发展方向,以从根本上提高中小学教师培训的实效,进而提高教师的课堂教学水平和专业素养。     

进城农民工就业培训管理问题及对策

进城农民工就业培训存在管理不完善、培训效果不理想、培训所需的经费没有较固定的来源等问题。为了较好地解决这些问题,可以采取以下措施：第一,完善农民工就业培训管理。加强进城农民工组织化;建立多层次培训模式,满足不同群体的培训需求;完善农民工就业培训监督管理制度。第二,消除社会排斥,优化培训供给效能。加大宣传,营造培训氛围;培训机制优化,资金使用效率提高;建立多元化的农民工培训经费筹措机制实施多元化的培训补贴方式;合理利用社会力量培训资源,引入竞争机制。第三、完善配套措施,保障培训福利供给效能发挥。政府应建立相应的农民工就业培训配套措施;逐步建立和完善就业准入制度;逐步完善农民工就业培训的宏观政策和法律法规。