Enjoying A Good Story: Why We Use Children’s Literature When Teaching Adults

Early childhood teacher educators frequently enhance their teaching by reading children’s books to their adult students. It is not unusual for faculty outside of early childhood to question devoting precious class time to read-alouds which they may consider a curious, if not frivolous, instructional strategy. Quality children’s literature can, however, enhance students’ experiences in the college classroom, contribute to their understanding of course content, promote their personal growth and self-understanding, increase their appreciation for quality children’s literature, and enhance their ability to integrate storybooks into their own teaching. Children’s books often capture a child’s point of view. They have the potential to provide historical or cultural perspectives on children and families. They also can lead to the examination of universal truths and can facilitate the discussion of sensitive or emotional issues A list of books with suggested uses is included.     

基于艺术素质教育的美术教学方法的改革研讨

依据美术教学的内在规律,分析了学校美术基础教学的三个层面,提出了在美术教学中,必须不断改革教学方法,更新教学手段,使美术教学再上新水平,从而推进素质教育的全面实施。     

浅析影响沥青路面平整度的因素

分析了影响沥青路面平整度的各种因素，并针对存在的各种因素在施工中应注意的问题提出了相应的建议。     

试论知识迁移的广义相似说与体育教学

综合各家迁移理论,应用广义相似原理在教材的选编、教法的选择和练习的设计等方面实现"为迁移而教"的 目的。展望未来,广义相似说在体育教学中的应用具有积极的意义。本文就广义相似说在教材的选编、教法的选择和练 习的设计中的应用作一尝试研究。     

Interagency collaboration between child protection and mental health services: practices, attitudes and barriers

OBJECTIVE: The aim of this paper is to examine some of the factors that facilitate and hinder interagency collaboration between child protection services and mental health services in cases where there is a parent with a mental illness and there are protection concerns for the child(ren). The paper reports on agency practices, worker attitudes and experiences, and barriers to effective collaboration. METHOD: A self-administered, cross-sectional survey was developed and distributed via direct mail or via line supervisors to workers in statutory child protection services, adult mental health services, child and youth mental health services, and Suspected Child Abuse and Neglect (SCAN) Teams. There were 232 completed questionnaires returned, with an overall response rate of 21%. Thirty-eight percent of respondents were statutory child protection workers, 39% were adult mental health workers, 16% were child and youth mental health workers, and 4% were SCAN Team medical officers (with 3% missing data). RESULTS: Analysis revealed that workers were engaging in a moderate amount of interagency contact, but that they were unhappy with the support provided by their agency. Principle components analysis and multivariate analysis of variance (MANOVA) on items assessing attitudes toward other workers identified four factors, which differed in rates of endorsement: inadequate training, positive regard for child protection workers, positive regard for mental health workers, and mutual mistrust (from highest to lowest level of endorsement). The same procedure identified the relative endorsement of five factors extracted from items about potential barriers: inadequate resources, confidentiality, gaps in interagency processes, unrealistic expectations, and professional knowledge domains and boundaries. CONCLUSIONS: Mental health and child protection professionals believe that collaborative practice is necessary; however, their efforts are hindered by a lack of supportive structures and practices at the organizational level.     

Narrative autoethnography and the promotion of spiritual well‐being in teacher research and practice

This article demonstrates through an example the usefulness of autoethnography as a mechanism for teachers acquiring clarity about their spiritual experiences, which has the potential to contribute to facilitating pupils’ spiritual growth. I begin by examining the role of the spiritual dimension in the promotion of a holistic model of education. The purposes and ethical implications of autoethnographic research and its benefits for teacher development are addressed. A story about illness, neurosurgery and rehabilitation is presented, written according to introspective and autoethnographic techniques. The narrative reflects aspects of the writer’s spiritual growth and highlights the need among teachers to explore their own spiritual well‐being as much as the spiritual well‐being of their pupils. Suggestions are made about the diverse use of narrative to promote spiritual learning experiences in the classroom. This is an important part of the work carried out by teachers in the delivery of a curriculum that prepares learners to fulfil their potential in life and work.     

如何制订面向全体学生的课堂教学目标

体育课的教学目标应该是面向全体学生的,考虑到学生的个体差异,教学目标应该表现为:方向目标与达成目标的统一;学生目标与教师目标的统一;个体目标与群体目标的统一.