Applying a family systems perspective for understanding parent—professional relationships: a study of families located in the Anglo‐Jewish community

Under current government directives, parents, along with professionals, are ascribed a central role in contributing to the processes associated with meeting their children's special needs. Yet many obstacles continue to hinder the achievement of good working relationships between parents and professionals. For parents located within minority ethnic communities, however, it is known that the challenges to attaining partnership working are often further heightened. Drawing on the day‐to‐day experiences of six families located in one minority ethnic context ‐ the Anglo‐Jewish community ‐ the author uses family systems theory as a useful lens through which parents' understandings of, and responses to professionals can be further interpreted and understood. All the names used in this article are pseudonyms.     

A Study of the Decision-Making Behaviours of Turkish Adolescents

The research reported in this paper aimed to examine the relationships between decision-making behaviours, self-esteem, and the perceived problem-solving skills of adolescents and to investigate the contributions of self-esteem and perceived problem-solving skills in predicting decision-making behaviours (decision response styles, decisional self-esteem, and decisional stress). Another aim of the study was to investigate whether there is a difference in the decision-making behaviours of adolescents considering gender and school type. For this purpose, Decision Behaviour Questionnaire, Self-Esteem Inventory, and Problem-Solving Inventory were administered to 511 adolescents (276 females and 235 males) in Turkish high schools. The findings revealed that decisional behaviours were positively correlated with self-esteem and problem solving. At the same time, self-esteem (general, social, academic, and home/family) and problem-solving were significant predictors of decisional behaviours. There were significant differences in decisional behaviours according to gender and type of school.     

抗战时期贵州苗族特种初等教育

抗战军兴,国民党的统治重心由东南沿海逐渐向相对落后的,少数民族聚居的西南、西北地区转移,如何发展边远少数民族地区经济？如何处理和少数民族的关系？凝聚各民族的力量支持抗战,成为当时必须面对的一个重要问题.贵州处于西南地区中部,地理位置重要,而苗族在贵州人口中占有很大的比例,因此发展贵州苗族地区社会经济问题,在西南地区建设中占有重要的地位.而教育的作用在战时更为突出,发展苗族特种教育成为解决这一问题的关键.本文就抗战时期贵州苗族特种初等教育快速发展的原因、特点、成效作一探讨,以期对今天的少数民族教育有一点启示.     

HSK听力短文题型障碍分析及训练对策

分析了HSK听力短文题型中所存在的语速适应障碍、记忆能力障碍、应试技巧障碍及文化冲突障碍,提出了HSK听力短文题型训练中应加强记忆力、听力技巧、听力速度的训练并跨越文化障碍等对策。     

Pupil involvement in special educational needs disagreement resolution: some perceived barriers to including children in mediation

Recent legislation in England has encouraged the use of disagreement resolution and mediation and emphasised the need to involve pupils in their own schooling. These policies apply in the educational system generally, but are particularly significant in the area of special educational needs (SEN). Kirstie Soar, a lecturer in the School of Psychology at the University of East London; Katie Burke, a PhD student at Salford University, Manchester; Katia Herbst, an independent researcher offering research and development services to the not-for- profit sector; and Professor Irvine Gersch, Director of the MSc educational psychology programme at the University of East London, set out to examine how pupil involvement in informal disagreement resolution has developed across 11 English regions since its introduction. The research consisted of 12 in-depth interviews with local education authority (LEA) SEN officers, mediators and parent partnership officers (PPOs) involved in informal special educational needs disagreement resolution. The aims of the study were to determine how far children were actually involved in mediation and what, if any, barriers existed which were seen to restrict such pupil involvement. A thematic analysis of interview content was conducted. Four major themes emerged, including: the distinction between direct and indirect pupil involvement; the importance of the child's view and how it is elicited; the role of other agencies; and other barriers to pupil involvement in informal disagreement resolution. Direct pupil involvement was found to be limited and variable, but indirect pupil involvement was more prevalent. In this article, the authors note a series of recommendations concerning pupil involvement in the mediation process and, in conclusion, put forward the implications of their work for future policy, practice and research.     

How Good Are Our Schools

ABSTRACT

Research suggests a positive relationship between schools’ efforts to engage parents and parents’ involvement in their child's education. The authors investigated school socioeconomic status, school size, grade level, and student–teacher ratio as predictors of schools’ efforts to engage parents of students receiving special education services. The dependent variable was the Schools’ Efforts to Partner with Parents’ Scale, which has been validated for states’ use in their federal accountability systems. Mean school-level scores were calculated for 265 schools in a large southeastern state. Results indicated that student–teacher ratio was the strongest predictor of parents’ perceived school engagement efforts. Implications are drawn for ways in which all schools, including those with high student–teacher ratios, can improve their collaboration with parents of students receiving special education services.     

园艺专业“双线式·2—3—1”人才培养模式的构建

商丘职业技术学院园艺专业在特色专业建设过程中,以实践能力培养为主线,以基本素质、知识结构和创新能力为重点,以市场需求为目标,合理设计教学内容,进一步加强“双师型”教师队伍建设,探索出一套“双线式·2—3—1”特色专业建设模式,真正实现了工学结合人才培养模式的具体化。