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1.
ABSTRACT

An increasing number of youth are exhibiting social, emotional, and behavioral problems that hinder their ability to function at grade level. Subsequently, school mental health services have not been able to address the need for services particularly among students who are minority and poor. A mixed methodology study was conducted to determine the treatment outcomes from a brief strength-based leadership training group for primarily students who are African American and poor. Pre–post scores on three scales and focus group data revealed significant positive changes in regard to internal areas of functioning and social skills, anger management skills, and school attitude. Gender and age significantly impacted outcomes.  相似文献   
2.
To increase our understanding of the dynamics of young people’s embodied engagement in health, this article analyses Danish upper secondary school students’ understandings and practices of health and the role of the school environment in these dynamics. Participatory, visual and narrative data were collected during fieldwork with 37 students aged 16–17. Deleuze and Guattari’s philosophy of the body is applied to analyse the affective relations and emerging body-health assemblages within the students’ school life, which generated force and vitality (here conceptualised as health). Through becoming within sensuous, social and political body-health assemblages, the students attempted to curb school stress, sustain social belonging in an individualistic school environment and both reproduce affirming power discourses and subvert their territorialisation. The study proposes an analytical shift in perspective on young people’s health away from an individualistic ‘components approach’ towards a relational understanding, and suggests that students’ health at school relates to collectivity, quality, rhythm and co-produced engagement, rather than individuality, quantity, rules and performance, which increasingly characterise Danish health discourse and school policy.  相似文献   
3.
The educational inclusion of rural–urban migrant children in Chinese urban schools has been promoted in the past decades. This paper provides a contextualized interpretation of recent policy developments governing large Chinese cities and evaluates its impact upon the status of migrant children's education. Drawing on data collected from 1,331 migrant children in urban inclusive schools, this study compared current migrant children's family backgrounds and psychological sense of belonging at school in relation to educational outcomes at the primary education level. Results showed that migrant children's socioeconomic status (SES) levels were slightly higher than their counterparts in inclusive schools and a salient SES stratification of migrant students was found. This correlates with students’ reports of fewer incidences of discrimination than hypothesized. Furthermore, capital in migrant families was positively associated with the psychological sense of belonging and academic achievement. These results reveal a significant change to migrant students’ SES as a result of the recent population control policy pertaining to China's large cities since 2014. Implications for research and educational practice, especially with at‐risk migrant students of low‐SES, are discussed.  相似文献   
4.
提升学生的阅读素养是当前我国阅读课程教学改革的重要目标之一。本研究首次尝试将群文阅读这种新兴的阅读教学方式与传统的单本阅读教学方式进行对比研究,主要从提升学生阅读兴趣的效能方面进行分析与探讨。实验涉及我国中西部5个省市、6个区县共计1 231名中小学生,并使用MIMIC模型,在有效控制测量误差的基础上,对实证数据进行了量化建模与分析,通过分析发现,群文阅读教学对激发学生阅读的“情境兴趣”有更加显著的作用,具体表现为对学生阅读注意力、情感体验、探索意愿、价值感知的影响更大,同时也验证了Knogler提出的“情境兴趣模型”在阅读教学领域的适用性,从而为进一步推进我国中小学阅读课程教学改革提供了科学的数据支撑。因此,为提升中小学生阅读素养,在阅读教学中引入群文阅读这一新兴的教学方式,具有重要的实践价值和现实意义。  相似文献   
5.
ABSTRACT

Studies surrounding the sexual abuse of children by school personnel in Canadian contexts are infrequent and often limited in their scope. The present study addresses this drawback with a contribution of data gathered from disciplinary decisions of educator misconduct, media reports, and published case law concerning child/student sexual abuse cases (between 1997 and 2017) that involved any individual employed (or formerly employed) in a Canadian K-12 school. The study revealed a number of interesting points about the larger student victim and offender demographic patterns and characteristics across Canada. The study found 750 cases involving a minimum of 1,272 students and 714 offenders, 87% of which were male. Moreover, 86% of all offenders were certified teachers, and offenders employed grooming as the main tactic in 70% of the cases. Of the child/student victims, 75% were female, 55% were sexually abused on school property, and more than two-thirds of all victims were in high school at the time the offense was committed. The study also found that excluding Ontario and B.C., the media was the sole source of information for 50–86% of all cases depending on the province/territory. Finally, almost three-quarters of offenders from the study were charged with at least one criminal offense, and of the cases that proceeded to trial, 70% resulted in findings of guilt.  相似文献   
6.
职业学校是技能形成制度中的重要组织,中国技能教育组织经历了从学徒制到职业学校制度、行业办学到教育统筹的转变。组织演变经历了行业办学的中职学校、教育系统统筹的中高职院校和技术大学阶段。在计划体制下,内部技能形成制度的工厂学徒制和行业中职学校制并存,但市场化转型以来,这种内部技能形成制度逐渐丧失了社会制度和组织基础,被外部技能形成制度所取代,表现为行业系统和国有企业以经济生产为中心,逐步剥离职业教育和社会性功能,职业学校的管辖权则从行业系统逐步转移到教育系统统筹。在教育体系建设阶段,职业学校演变的实质是国家教育体系建设下的规模化发展和组织升级。职业教育组织变迁的背后是职教理念的推动,职校制度是一种正式的院校化、规模化、集群式的技能培养模式,对知识的追求建构了教育等级序列,教育理念更倾向精英化和学术性,关注职业教育在系统知识体系和教育科层中的等级地位。在职教体系建设下,学校对教育系统身份认同的追求,形塑了职业学校向上获取资源的理性策略和大学化的组织发展路径。  相似文献   
7.
For charter schools to open they must gain the approval of an authorizing body, most commonly a local school board. When deciding whether or not to authorize a particular charter, school board members often engage in public disputes that entail clashes between multiple and conflicting conceptualizations of the goals of education. Drawing on insights from pragmatic sociology and institutional theory, this paper examines videos of 119 public meetings to document how members of a large, urban school board drew on competing ways of conceptualizing the common good to justify their votes on charter school authorizations. Moreover, it also shows how the neoliberal context of contemporary education limited the range of justifications used. Even school board members who argued against charter school authorizations did with justifications draped in neoliberal language. Neoliberalism thus impacted decisions not by becoming cognitively taken‐for‐granted but rather by shaping the range of arguments made for or against the choice to authorize particular schools.  相似文献   
8.
Inappropriately high weight in children is a persistent problem in the United States, and physical activity is often reduced in schools due to academic demands. Effective after-school programs could positively impact both physical activity and overweight/obesity, however previous reviews and meta-analyses have indicated minimal effects. Both 4- and 3-day/week versions of a social cognitive theory-driven physical activity/nutrition after-school program were evaluated against unstructured care to assess effects in children (overall Mage = 10.00 years, SD = .80). For changes over 9 months in body mass index (BMI), effects sizes (Cohen’s d) were .68, .40, and .07 in the 4-day (n = 70), 3-day (n = 70), and unstructured (n = 50) groups, respectively. Similar patterns of effects were found for changes in free-time physical activity and cardiovascular endurance. Incorporating a theory-based prediction model previously supported in teens through older adults, with and without medical disorders and health-risk factors, improvements in exercise-related self-regulation and self-efficacy, and mood, significantly predicted increased free-time physical activity (R2 = .48). Effects significantly strengthened to R2 = .62 when completion/non-completion of the recommended 300 min/week of physical activity was also accounted for. Change in BMI was inversely related to physical activity change, β=-.14, p < .05. The present evaluation process indicated promising effects, and indicated theory-based targets to foster future program improvements.  相似文献   
9.
信息化战争和重大突发事件的现实需求要求中国必须转变传统的动员工作模式,向信息化、智能化、高效化、精准化等具有敏捷特征的方向发展,因此敏捷动员成为新时代国民经济动员的主流动员模式。结合军民融合发展战略,在分析敏捷动员理论出现和发展历程的基础上,设计敏捷动员理论体系框架,明确动员联盟、动员链、动员网、集成动员和动员物流等理论成果之间的关系。研究认为:敏捷动员理论以"超常供给"为核心理念,动员联盟是敏捷动员的组织基础,动员链和动员网是实现敏捷动员的载体,动员物流是动员链和动员网的具体实现形式,集成动员是开展敏捷动员的工作模式。  相似文献   
10.
家庭、村庄和学校是农村学生成长过程中的三个重要教育主体,三者相辅相成共同构成农村教育主体结构。农村中小学生正是在该结构中获得成长,而农村校园欺凌事件的频发和多发则与其变化相关。农村教育主体结构的变化包括三个方面:一是家庭教育主体的缺位,表现为农村家庭隔代抚育的“不过问”逻辑;二是村庄教育主体的缺位,表现为村庄交往中的村民相互“不得罪”的逻辑;三是学校主体的缺位,表现为学校管理中官僚主义的“不出事”逻辑。这些主体行为逻辑的变化,进而带来了三者之间良性互动的阻隔,包括家庭与学校勾连的中断、村庄对学生和家庭监管的缺位,以及学校对农村社会的脱嵌。治理农村校园欺凌事件,除了法制和规范进校之外,还要搭建新型的教育主体结构,形成多元化、多主体农村校园欺凌的治理格局。  相似文献   
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