浅谈当代大学生的道德问题

当代大学生中有相当一部分人的确存在道德问题,但我们并不能因此否定整个大学生群体的思想道德状况;与身处社会转型期的其他人一样,当代大学生的确存在着一些道德上的问题,但他们渴望得到社会各界的关爱和帮助,使之成为爱国守法、明礼诚信、团结友善、敬业奉献的新一代大学生。     

大学新生班级凝聚力建设团体心理辅导方案设计

为了增强大学新生班级凝聚力,促进学生合作意识的培养,以马斯洛的需要层次理论、人际关系理论、社会心理学理论和团体心理咨询理论为指导,设计了大学新生班级凝聚力团体心理辅导方案,包括理念、目标、设置、具体方案设计、活动效果评价反馈和活动亮点展示几部分。     

An argument for love in intercultural education for teacher education

This paper proposes rethinking intercultural education in teacher education, arguing that any discussion of student teachers’ intercultural education should be connected more explicitly to a theoretical conceptualisation of love. The first part of the paper focuses on identifying discursive boundaries in engaging with intercultural education in teacher education. It is argued that if we are to develop intercultural education, we need to consciously move away from some discourses in teacher education, namely instrumentalism, performance orientation, emotionlessness and seeing the relationship between teacher and learner as static. The second half of the paper develops a theoretical alternative by engaging with the concept of love as a basis for intercultural education in pursuing an alternative to the instrumentalist, performance-based, non-emotional fixed-relationship ethos of intercultural education in teacher education.     

多媒体技术应用于教育对教师的影响

多媒体技术引起了教育革命 ,教师的角色自然发生了变化。笔者从不同的角度论述了多媒体技术应用于教育对教师产生的影响 ,教师职业的专门性有所提高 ,并提出在新的学习模式下 ,教师要扮演指导者、促进者和咨询者的角色     

师德评价对教师职业道德建设的影响

师德评价是教师以道德他律铸造自身道德素质的重要方式.这种评价,可以激发教师的职业责任感和道德荣誉感,唤起教师将师德原则和实践统一起来.在实践中,要构建一种教师和社会广泛参与的师德评价机制,从而加强我国教师职业道德建设.     

Tilting at windmills: a cynical assemblage of the crises of knowledge

The essay offers one piece of a larger conjunctural analysis, in an effort to contribute to a better story of the contemporary organic crisis. It considers three elements of the complexity of the ‘crises’ of knowledge: First, it explores the increasingly felt social perception that knowledge (and the forms of authority that accompany it) has become less determined and determining, less identifiable, less effective, more troubled. It argues that one must think about these developments historically and contextually, rather than going along with the panic that has surrounded their increasing visibility in recent political events. Second, it considers some of the attacks on the university as well as some of the recent changes in the political economy and institutional forms of the academy. Finally, it argues that academics have failed to examine their own contributions to the crises of knowledge, failed to consider the ways their own cultures and practices can be located within rather than against the crises of knowledge.     

Forget “militarization”: race,disability and the “martial politics” of the police and of the university

This article investigates the limits of the concept of militarization and proposes an alternative concept: martial politics. It argues that the concept of militarization falsely presumes a peaceful liberal order that is encroached on by military values or institutions. Arguing instead that we must grapple with the ways in which war and politics are mutually shaped, the article proposes the concept of martial politics as a means for examining how politics is shot-through with war-like relations. It argues that stark distinctions cannot be made between war and peace, military and civilian or national and social security. This argument is made in relation to two empirical sites: the police and the university. Arguing against the notion that either the police or the university have been “militarized,” the article provides a historical analysis of the ways in which these institutions have always already been implicated in martial politics – that is, of producing White social and economic order through war-like relations with Indigenous, racialized, disabled, poor and other communities. It concludes by assessing the political and scholarly opportunities that are opened up for feminists through the rejection of the concept of militarization in favor of the concept of martial politics.     

Bargaining for Success: Examining the Relationship Between Teacher Unions and Student Achievement

While many previous studies have identified a positive relationship between teachers unions and student achievement on standardized tests, little research to date has explored the channels through which unions might actually affect achievement. Utilizing multilevel random intercept models, we examine the effects of two categories of items commonly negotiated in teacher contracts—“industrial union” items and “professional union” items—on individual student math scores. Further, we assess the ability of these two clusters of variables to explain the positive union effect found in previous research. The results confirm that teachers unions are positively associated with student achievement and suggest that the industrial model explains moderately more of the union effect than the professional model; however, only the combination of both models is capable of reducing the union effect to nonsignificance. These findings are also confirmed in a supplemental analysis utilizing instrumental variables to account for the possibility of endogeneity. Finally, a decomposition of the union effect suggests that teachers unions are most beneficial to middle‐ and high‐achieving students. We conclude that through industrial and professional bargaining, teachers are able to secure higher salaries, credentialing, and greater autonomy which lead to improved student achievement.     

Methods Used with a High Ability Group

Teaching for social justice in a standards-driven social studies classroom can be challenging. However, the authors believe that there does not have to be a choice between meeting standards versus meeting the needs of students. Through semistructured interviews with four current social studies practitioners, the authors found similarities in the language the teachers used to describe the role of standards in their classrooms, teachers' perceptions of context as being important to the tension between teaching for social justice and teaching to standards, and the ways that perception impacted how they negotiated that tension. The authors offer social studies teachers an alternate conceptual frame for viewing social justice instruction in terms of methods rather than content.