Initial teacher training: understanding ‘race,’ diversity and inclusion

There is little research which has explored how students on Initial Teacher Training (ITT) courses understand and conceptualise discourses of ‘race’, diversity and inclusion. This article will focus on student understandings of racialised identities; it will explore the discourses by which students understand what it means to be White and what it means to be Black, within the context of ITT. The article will examine the different facets and themes of identity within the context of belonging and exclusion which exist within higher education in the cultural and social contexts of English universities. The findings indicate that students’ understandings of ‘race’, diversity and inclusion on ITT courses are complex and multifaceted. The article argues that greater training is needed in relation to the practical assistance that student teachers require in terms of increasing their understanding of diversity and dealing with racism in the classroom.     

How student teachers (don’t) talk about race: An intersectional analysis

This study explores how student teacher talk about their students illuminates the identities ascribed to these same students. It uses a hybrid intersectional framework based on Disability Studies, Critical Race Theory, and Latino Critical Theory and methodologies (like examining majoritarian stories, counter-storytelling, coded talk, and post-civil rights race talk) to uncover how student teacher talk reveals oppressive discourses of race, disability (and language status). This article focuses on how the medicalization of disability facilitates student teachers not identifying the racialization of disability in school. It demonstrates the need for educational research to employ an intersectionality lens when exploring educational issues related to students’ identities.     

Investment model predictions of workplace ostracism on K–12 teachers’ commitment to their schools and the profession of teaching

The purpose of this study was to determine how the ostracism of K-12 teachers influences their commitment to their schools and commitment to the teaching profession. The investment model was used to situate ostracism as a predictor of teacher commitment. Participants were 200 full-time K-12 teachers who completed a survey assessing their experiences with ostracism at work and investment model variables (i.e., investments, quality of alternatives, satisfaction, and commitment). Results confirmed investment model predictions with teachers’ investments, quality of alternatives, and satisfaction predicting their commitment to their schools and profession. Results of mediation models also demonstrated that controlling for teachers’ investments and quality of alternatives, ostracism predicted commitment indirectly through its effect on satisfaction. This study revealed that teacher commitment is explained by investment model predictions, but after controlling for those predictions, is further explained by ostracism from teacher colleagues.     

Toward a teacher solidarity lens: former teachers of color (re)envisioning educational research

Based on a two-year self-study by a group of early-career scholars of color, we explore and purposefully name our role, within the contemporary context of neoliberal reform, as educational researchers of color who are former K-12 teachers. We capture the insights that emerged from our self-study through a close reading of dominant neoliberal educational reform discourses, particularly through an examination of the writings of Michelle Rhee and Wendy Kopp. Along three dimensions of: (1) experience as teachers; (2) solidarity with teachers; and (3) analyses of racism in schooling, we characterize prominent discourses through which educators, researchers, and the public describe teachers and teaching. We name these discursive frames to make explicit the assumptions that are embedded in each and the intentional or inadvertent consequences of each. Finally, we propose a teacher solidarity lens through which we strive to approach our research and work with teachers.     

三元交互决定论对幼儿园新教师职业适应的启示

社会认知心理学家阿尔伯特·班杜拉提出三元交互决定论，认为个体、环境、行为三者之间互为因果，每两者之间都具有双向的互动和决定关系。幼儿园新教师入职过程是教师个人、幼儿园环境以及教师行为之间相互作用相互影响的过程。本文试图以三元交互决定论为理论基础，来探讨幼儿园新教师职业适应问题，并从教师个体认知、幼儿园环境以及教师个体行为三个方面分别作了阐述，以期对幼儿园新教师职业适应问题有所启示。     

试论高校教师管理激励机制的健全与完善

激励是高校教师管理工作的核心。在高校管理中通过采取一系列有效措施，建立健全科学的教师管理激励机制，对于高校的发展具有至关重要的作用。目前我国的一些高校管理部门在对教师的激励手段、方式和措施等方面还存在一些问题和不足，激励机制有待于进一步完善。因此，必须针对存在的问题，采取科学的、切实可行的对策和措施，进一步健全和完善高校教师管理中的激励机制，使其更好地发挥自身的作用。     

高等师范院校毕业生就业难的成因与对策

21世纪对中国教育来说，更多的是机遇和挑战。时代与社会的迅速变迁。要求我们必须从长远意义上去关注我国教育和人才培养如何更快融入这个多元化社会。教育的发展离不开高质量的教师，人们已经越来越深刻地意识到我国正处在教师形象必须转变、教师素养必须优化、教师教育必须改革的关键时刻。     

Preschoolers' Attachment to Mother and Risk for Adjustment Problems in Kindergarten: Can Teachers Make a Difference?

Based on attachment theory, two aims were addressed. Firstly, we tested whether close teacher–child relationships may buffer children who are less securely attached to their mothers against negative outcomes, such as aggressive behavior. Secondly, our study evaluated whether teacher sensitivity may protect less securely attached children against forming less close relationships with their teachers. In a sample of 127 children, mother–child attachment was observed in preschool. In kindergarten, teacher sensitivity was observed, and teacher–child closeness and child aggressive behavior were rated by the teacher. Results of multilevel hierarchical regression analyses first showed that with high teacher–child closeness, less securely attached children are no longer at risk for more aggressive behavior. Secondly, it was found that with high teacher sensitivity, less securely attached children are no longer at risk for developing less close relationships with their teachers.     

萨迦政权时期的两个问题

十三万户的建立和八思巴受封“帝师”是元代西藏历史上的两个重要问题,但十三万户建立的时间和名称以及八思巴受封帝师的时间和封号的内容,在各种汉藏文史料中记载不同,以致在教学中出现混乱现象。本文拟通过以汉藏文史料对比的形式,对这两个历史问题进行考证,以期得到更符合历史史实的认识。     

提高民族学生英语发音的方法

提高学生的英语语音发音对提高民族学生的英语整体水平起着不容质疑的基石作用。本文就如何开展该方面的教学、培养学生的学习兴趣及学习技巧提出一些浅显的建议。