幼儿园教师幸福感调查分析——以河南安阳市幼儿园为例

通过对幼儿教师幸福感现状、影响因素及其关系进行调查分析，得出幼儿教师的幸福感水平一般；她们最在意家庭的温馨、身体的健康、精神生活的充实等；感到不幸福的主要因素有家长不理解、薪酬低等；感到幸福的主要因素有幼儿的天真、无邪、家长、领导的支持和肯定等;并且在幼儿园地域、级别、规模和发展机会、工作压力和收入满意度上存在显著差异。最后根据研究的结果提出了合理性的建议。     

近五年中英幼儿教师职前教育项目的比较及其启示

2014年以来，中英两国均出台了卓越取向的幼儿教师职前培养项目以提升幼儿教师质量，促进幼儿教育高质量发展。通过比较研究两国幼儿教师职前培养项目在培养机构、课程内容、学员情况、经费投入方面的特色及异同点，分析得出我国卓越幼儿园教师的培养实施可借鉴英国幼儿教师职前教育项目的经验，建立卓越幼儿园教师专业标准，开设职前职后一体化培养路径，健全培养质量监管与激励机制三方面的经验。     

Beyond the Preschool Years: Children’s Perceptions About Starting Kindergarten

This article describes a research study that investigated three‐ and four‐year‐old Canadian preschool children’s perceptions about starting kindergarten. Findings from 33 focus‐group discussions suggest that children begin to formulate ideas about starting kindergarten prior to school entry. Children’s responses were grouped according to three themes, play versus academic activities and homework; getting bigger but still needing help; and rules. Overall, the responses highlighted their expectations regarding continuity and discontinuity between the two environments. These findings support the position that children should be given the opportunity to contribute to the planning of transition practices.     

乡村教师科研培训课程体系的构建——基于粤西北的调查

调查显示，乡村教师的科研处于初始或停滞状态，亟需构建科研能力培训课程体系。乡村教师缺乏教育教学反思能力是现实中普遍存在的问题，为此要加强对乡村教师教育理论知识的重温与重构。另外，针对乡村教师科研热情不高的现状，要建立科研培训课程体系。一方面，根据教育实践问题为科研活动提供研究方向，设置侧重科研过程原则性和步骤性的培训课程；另一方面，将乡村教师在日常教育教学中生发的心得体会和经验总结转化为科研论文，设置科研论文写作的培训课程。     

Preschool Policymaking by Stealth: Application of an Alternative Framework for the Policy Process

This study uses the design and passage of universal preschool in two states, Oklahoma and West Virginia, to present an alternative framework for understanding the policy process, Policymaking by Stealth, and demonstrate its usefulness both in expanding the understanding of the politics of public preschool and as a tool for social work policy practice. An overview of the current state of preschool policy in the United States and the political history of federal preschool policy is presented first to provide context to the analysis, followed by an introduction to the analytic framework, and then a formal analysis of the policy passage processes in the two states via the lens of Policymaking by Stealth. The contributions of this new framework to the study of the policy process in general and the practice of policymaking in complex political contexts are discussed.     

‘Having to say everyday … I’m not black enough … I’m not white enough’. Discourses of Aboriginality in the Australian education context

This paper interrogates discourses of Aboriginality about, and by, early career Aboriginal teachers as they negotiate their emergent professional identity in specific Australian school contexts. These discourses position the respondents via their ethnic and cultural background and intersect with self-positioning. This relates to the desire to be positioned as teacher rather than (only) as an ‘Aboriginal’ teacher. Consequently, the over-determination of Aboriginality includes such suppositions as the ‘think-look-do’ Aboriginality with a ‘natural’ connection to community, the ‘good’ Aboriginal teacher who fixes Aboriginal ‘problems’, the Aboriginal teacher as ‘Other’, and [the notion that] ‘Aboriginal work’ as easy, not real work and peripheral to core business. Through qualitative methodology, eleven Aboriginal teachers from the University of Sydney were interviewed. They were able to construct stories of early career teaching and the data was analysed to explore how the participants interpreted, accepted and/or resisted various discourses in their efforts to be agentic and resilient and to make a difference for the Aboriginal students they teach.     

Daily Inhalation Rate and Time‐Activity/Location Pattern in Japanese Preschool Children

Lack of data on daily inhalation rate and activity of children has been an issue in health risk assessment of air pollutants. This study aimed to obtain the daily inhalation rate and intensity and frequency of physical activity in relation to the environment in Japanese preschool children. Children aged four–six years (n= 138) in the suburbs of Tokyo participated in this study, which involved three days' continuous monitoring of physical activity using a tri‐axial accelerometer and parent's completion of a time/location diary during daily life. The estimated three‐day mean daily inhalation rate (body temperature, pressure, saturated with water vapor) was 9.9 ± 1.6 m³/day (0.52 ± 0.09 m³/kg/day). The current daily inhalation rate value of 0.580 m³/kg/day proposed for use in health risk assessment in Japan is confirmed to be valid to calculate central value of inhaled dose of air pollutants in five‐ to six‐year‐old children. However, the 95th percentile daily inhalation rate of 0.83 m³/kg/day based on measurement for five‐year‐old children is recommended to be used to provide an upper bound estimate of exposure that ensure the protection of all five‐ to six‐year‐old children from the health risk of air pollutants. Children spent the majority of their time in sedentary and light level of physical activity (LPA) when indoors, while 85% of their time when outdoors was spent in LPA and moderate‐to‐vigorous physical activity. The results suggest the need to consider variability of minute respiratory ventilation rate according to the environment for more refined short‐term health risk assessment.     

Testing the Vision: Preschool Settings as Places for Meeting,Bonding and Bridging

The OECD (2006 Starting Strong II: Early Childhood Education and Care. OECD Publishing: Paris) envisions early childhood education and care settings as meeting places for diverse social groups; places that build social capital. This vision was assessed in a comparison of three preschools types: full‐fee paying, subsidised‐fee and publicly funded. The social composition within each was examined and the connectedness of the children (n = 472) who attended compared. Publicly funded preschools had more socially diverse populations. The quantity of social connectedness did not differ but children in publicly funded preschools described higher quality social relationships. Not all preschool settings are socially diverse but, where they are, the quality of relationships is highest.     

高职院校教师激励管理制度的实证研究

随着我国教育事业的蒸蒸日上,教育的多元化不断发展,发展民办高职院校已成为教育事业发展的必然趋势之一。如何办好民办高职院校,如何管理好民办高职院校,已成为民办高职院校管理者所要解决的核心难题。本文从高职院校教师的激励管理制度入手,根据计量经济学,借助Eviews统计工具,分析研究各种激励手段对高职院校教师激励程度大小的作用,并提出合理化建议。