An ordinary moonlighting activity? Determinants of the provision of private tutoring by Czech schoolteachers

Teacher moonlighting (teachers working other jobs in addition to teaching) may have positive as well as negative implications. In the context of post-socialist countries, the provision of private tutoring is one of the common forms of teacher moonlighting. The aim of the paper is to analyse the prevalence and factors that are associated with a) having a paid job in addition to one’s regular teaching obligations; b) provision of private tutoring among teachers. Results are drawn from a representative sample of 494 Czech teachers of academic school subjects in lower secondary schools who responded to an online questionnaire survey. Male teachers working part-time, with shorter professional experience, higher household financial burden and lower satisfaction with teacher salaries were more likely to moonlight. The provision of private tutoring was only associated with shorter professional experience and the teaching of core subjects, suggesting that Czech teachers’ motivation to provide private tutoring is currently not primarily financial.     

Should I stay or should I go? Predictors and effects of studying abroad during high school

In an increasingly globalized and culturally diverse world, extended stays abroad during high school are considered important opportunities for acquiring and improving a variety of skills, most importantly, language achievement. This study examines both predictors and effects of studying abroad in an English-speaking country during high school, using population data from the second largest city in Germany (N = 5361; 13% went abroad). In order to determine the most central predictors of studying abroad, we employed logistic regression models in which students’ socioeconomic background emerged as the strongest predictor of studying abroad. To test the effects of studying abroad, we applied propensity score matching. Studying abroad had positive effects on standardized achievement, grades, and course choice in English, whereas it had hardly any effects on outcomes in math. Implications for studying abroad during high school and future research directions are discussed.     

高职院校学习预警平台的构建及其实证分析

开展信息化、智慧化预警工作是实现全面精准育人的重要途径,而预警应用平台无疑是预警工作的有力工具和实践载体,其设计方案应用效果的好坏直接决定着学习预警信息化愿景的达成度。文章在分析高职院校学习预警工作现状的基础上,从工作流程设计、平台框架设计和平台建设方法等3个方面提出了解决方案,并对平台的应用效果进行了实证分析,结果表明:平台的应用扩展了预警范围、提升了预警的精准度和时效性、提高了工作效率,且干预更为灵活、个性化,可为当前高职院校学习危机的实践改革提供新思路。     

指向武术核心素养的中小学武术有效教学策略与方法设计

为了有效促进学生武术核心素养的培育,针对我国武术教学中存在套路内容“繁难”、教法单一、重“形”轻“击”、重知识灌输,轻自主性培养、重教师的“教”,轻学生的“学”“学生不喜欢武术课”等一系列问题,提出了有效促进武术认知、武术运动能力、武术人格培育的原则,基于此原则,对“化难为易”策略、“化浅为深”策略、“化无趣为有趣”策略、“化技术为实践”策略、“知新温故”等策略进行了具体探索性设计,并对上述策略的具体实施方法进行了阐述,为中小学武术教学改革提供现实指导。     

Syllable-based reading improvement: Effects on word reading and reading comprehension in Grade 2

This study examined the effects of a syllable-based reading intervention for German second graders who demonstrated difficulties in the recognition of written words. The intervention focused on fostering word reading via syllable segmentation. The materials consisted of the 500 most frequent syllables typically read by 6- to 8-year-old children. The aims were to practice phonological recoding, consolidate orthographic representations of syllables, and routinize the access to these representations. Compared to children randomly assigned to a wait-list group, poor readers in the treatment condition showed significant improvements in standardized measures of phonological recoding, direct word recognition, and text-based reading comprehension after the 24-session intervention. Poor readers in the treatment condition also showed greater improvements in development of word recognition compared to children with efficient word recognition skills. The results provide evidence that a syllable-based reading intervention is a promising approach to increase struggling readers’ word recognition skills, which in turn will improve their reading comprehension.     

‘I would say nine times out of 10 they come to the LSA rather than the teacher’. The role of teaching assistants in supporting children's mental health

This research explored how seven primary school teaching assistants (TAs) experienced their role in supporting children's mental health. Interviews were analysed using Interpretative Phenomenological Analysis (IPA). The participants believed that they supported children's mental health and particularly referenced the close relationships that they formed with children. Throughout their accounts of supporting children, the TAs referenced helpful factors (e.g. support from other staff) and challenges (e.g. hierarchy) within the school system. Supporting children’s mental health was an emotional experience for the TAs; they discussed the rewarding element, however, the topic also elicited fear. The findings provide several implications for school staff and external professionals about how TAs can be supported in their role. These include involving TAs in training opportunities, providing TAs with supervision, considering communication systems in schools, and introducing a mental health policy.     

巧用概念图开展小学数学教学研究

概念图是小学课堂中重要的教学手段,它可以通过图片的形式,将数学知识点之间的联系表达出来,有利于培养学生的数学学科综合素养。本次研究根据小学生的特点,帮助学生培养运用概念图的习惯,以期获得良好的小学数学教学效果。     

高职院校顶岗实习管理机制构建探析

顶岗实习是实现高职人才培养目标的重要途径。鉴于当前高职顶岗实习中学校、学生及教师各层面都存在的问题,重新设计了顶岗实习的流程体系,通过校、企、师、生、家五方联动,构建了五途径保障实习岗位、两维度驱动实习成效、四层次规范实习管理、三主体强化实习评价的“五二四三”顶岗实习模式,实现学生、企业、教师、家长、导师和学校的六方共赢。     

大学生孤独感对手机成瘾倾向的影响:生命意义感的调节作用

为了探究大学生孤独感、手机成瘾倾向和生命意义感之间的关系,采用UCLA孤独量表、大学生手机成瘾倾向量表、人生意义感问卷,选取408名大学生作为被试进行问卷调查。结果发现:(1)孤独感与手机成瘾倾向呈显著性正相关,生命意义感与手机成瘾倾向呈显著性负相关,孤独感和生命意义感相关性不显著;(2)孤独感和生命意义感都显著预测手机成瘾倾向,生命意义感在孤独感和手机成瘾倾向之间的调节效应显著,低生命意义感大学生的孤独感对手机成瘾倾向的预测力更强。因此,大学生的孤独感能正向预测手机成瘾倾向,生命意义感能调节二者之间的关系,低水平的生命意义感会加剧孤独感对手机成瘾倾向的预测作用,而高水平的生命意义感会使孤独感对手机成瘾倾向的影响较小。