中学教师工作压力与职业倦怠的成因分析及解决方法

职业倦怠问题是目前中学教师培养乃至于学校发展中所遇到的无法回避的问题之一。研究中学教师的职业倦怠的成因对于解决教师职业倦怠问题,促进教师素质培养和学校发展具有十分重要的意义。文章通过研究和分析教师职业倦怠问题的原因探讨了如何解决教师职业倦怠问题。     

对当代大学生课余文化生活的调查与分析

大学生课余生活是学校生活的主要组成部分,研究大学生学校生活质量和大学生课余生活满意度,有利于掌握大学生的学校生活质量现状,进一步提高大学生课余生活满意度,从而促进大学生的身心健康发展。     

独立以来新加坡中小学教师教育的发展历程及其启示

新加坡中小学教师教育的发展经历了从“量”到“质”、“正规化”、“专业化”与“体系化”等过程,而在这些过程中既体现了新加坡中小学教师教育螺旋式上升的发展模式,同时又体现出与其他各阶段教师教育发展相互均衡、共同发展的特色。分析其发展历程与特色,可以为我国教师教育方案的制定与执行提供可借鉴的经验。     

观念更新:教育发展方式转变的先决条件

转变教育发展方式是当前我国教育领域的核心问题,教育观念更新是教育发展方式转变的首要因素。传统的"分数至上""灌输式教学""被动从属"等教育观念仍然根植于教育系统的责任主体中。实现教育发展方式的转变,迫切需要更新教育观念。但教育观念的转变不仅仅是教师的事情,也是学校、政府的事情。如果没有正确的政策导向,没有良好的学校氛围,没有合理的评价指标,教师观念的转变也无从谈起。因此,要用系统方法,从政府、学校、教师三个层面更新教育观念,实现教育发展方式的根本转变。     

Unpacking Court Divorce Decrees,Children’s Outcomes,and Three Unconfounded Determinants: An Evidence-Based Look

This article examines evidence on 3 determinants of the outcomes of children of divorce that are shaped but neither confound or are confounded by court decrees for custody and parenting time: father contact or involvement, high interparental conflict, and domestic violence. This evidence is brought to bear in an analysis that contrasts predictions based on the rationales for sole maternal versus joint custody and explores implications for judicial decision making. It is found that the best-interests-of-the-child standard better serves children in contested cases when this evidence is taken into account. A call is made for rebuttable presumptions for joint custody and commensurate parenting time except when parent-perpetrated violence or other patterns of abusive behavior are substantiated. Steps for judicial reform are proposed.     

THE END OF THE ART CONNOISSEUR? EXPERTS AND KNOWLEDGE PRODUCTION IN THE VISUAL ARTS IN THE DIGITAL AGE

In this digital age, declarations surface of the death of the expert and the democratization of information. Crowd wisdom is seen as the new guide in constructing and evaluating knowledge. In the context of the art world, this tension between the amateurs and the experts becomes particularly pronounced as popular meets high culture. Questions arise such as: what is the role of the expert in the evaluation of art in contemporary times? Do social media dismantle age-old hierarchies and established priesthoods in the art world? And can we assume that mass participation in valuation results in better judgments? This article addresses such popular notions of participation and expertise concerning social media in the art world through a historical lens by re-examining and positioning art experts from past to present. Particularly, characteristics of intermediaries in the art market are examined closely regarding their strategies in knowledge production and the establishment of expertise. This historical situatedness enables us to move beyond the hype of new media expectations, generating more appropriate avenues of investigation to better grasp possible changes amongst actors within the contemporary art world. This examination is not just theoretically relevant but practically so, given current pressures on art institutions to embrace and reach out to new audiences online.     

Prejudices,social competencies and political orientations in relation to schools’ hidden curriculum

In the framework of a one-and-a-half year long research and development project implemented by the Kurt Lewin Foundation, we studied the relationships between organizational culture and the hidden curriculum of schools, as well as how students’ knowledge, opinions, and attitudes are connected to active citizenship, democratic values, social and political issues, and questions related to minorities. We were interested to discover whether we could find any connections between school life, teaching competencies, teachers’ knowledge and students’ extreme right sentiments, and political attitudes. According to our hypothesis, students in a more democratic school should hold more democratic views, and should be more open towards minorities, demonstrating more support for human rights and the rule of law. Our research – focusing on graduating student cohorts, studying in secondary schools located in Eastern Hungary – only partly confirmed our hypothesis: the schools involved in the project influenced students’ knowledge, opinions, and attitudes regarding issues within schools. However, with respect to most questions, there was a limited relationship between school environment and student attitudes regarding social-political issues outside the schools. Our research also explored the underlying reasons behind the results and – connected to that – possible ways to ameliorate attitudes, from the school management level to educational policy-making.

A Kurt Lewin Alapítvány másféléves kutatási-fejlesztési programja során megvizsgáltuk, hogy milyen kapcsolat van az iskolák szervezeti kultúrája, rejtett tanterve és a diákok aktív állampolgársággal, demokratikus értékekkel, szociális és politikai kérdésekkel, valamint kisebbségekkel kapcsolatos tudása, vélekedése és attit?dje között. Arra voltunk kíváncsiak, hogy található-e kapcsolat az iskolai élet, a tanítás és a tanárok ismeretei, kompetenciái és attit?dje, valamint a diákok széls?jobboldalhoz kapcsolódó érzelmei és politikai attit?dje között. Hipotézisünk szerint a demokratikusabb iskolák diákjai maguk is inkább demokratikusak, nyitottabbak a kisebbségek felé, jobban támogatják az emberi jogokat és a jogállami kereteket. Kutatásunk, melyben kelet-magyarországi középiskolák végz?s diákjai vettek rész, csak részben igazolta feltevésünket: a programba bevont iskolák a diákok iskolán belüli életére vonatkozóan bírnak befolyásoló hatással a diákok tudására, véleményére és attit?djeire. Mindazonáltal a legtöbb kérdés esetében az iskola falain kívüli élet társadalmi-politikai ügyeit illet?en nincsenek jelent?s hatással. Kutatásunk annak is utána járt, hogy milyen magyarázatok találhatók az eredményekre és - ehhez kapcsolódóan - milyen fejlesztési lehet?ségek állnak rendelkezésre az iskolaigazgatási szintt?l egészen az oktatáspolitikai döntéshozásig. Jelen cikkünkben a diákok adott társadalmi-politikai kérdéseket illet? attit?djeire vonatkozó eredményeket és a releváns fejlesztési javaslatokat ismertetjük.     

The subtle–blatant distinction of ethnic prejudice among ethnic majority chidren

Research on ethnic prejudice among children is important for contemporary multicultural schools seeking to enhance communication among students from different ethnic groups and provide effective intercultural education. Current scientific discourse points to the appearance of new implicit forms of prejudice, witnessed in modern multicultural societies, while traditional explicit prejudice tends to decline. However, empirical studies concerning the blatant–subtle distinction of prejudice in children are scarce. This paper examines ethnic prejudice in 329 ethnic majority preadolescents (aged 10–13?years) attending 10 urban and rural schools in central Greece. Data were collected using questionnaires constructed on the basis of focus group discussions with children, in addition to sociometric tests. Findings support the subtle–blatant distinction of prejudice in children and indicate that although blatant prejudice expressed as personal rejection is indeed low, perceptions of ethnic minority groups as a ‘problem’ for school life, as well as subtle prejudice, are substantial. Ethnic minority children are less popular and stigmatizing behaviour is common. Intimacy with an ethnic minority classmate is associated with lower levels of blatant prejudice at the individual level but the other forms of prejudice are not affected.     

Indo-China: Storm Center of Southeast Asia

The authors report the findings of a survey study in which they investigated high school social studies teachers' current practices, challenges, and needs in relation to instruction of English language learners (ELLs). Thirty-three high school social studies teachers in six English as a second language (ESL)-centered schools in central Virginia participated in the study. Drawing on the findings, three themes demand particular attention: the challenges that social studies teachers face teaching ELLs; the accommodations teachers currently make for ELLs; and the types of support teachers need to teach ELLs social studies more effectively. The authors include findings from the field of second-language education to raise social studies teachers' consciousness about their ELLs' needs and conclude with a number of practical suggestions related to instruction and differentiation that are crucial for social studies teachers to help ELLs learn effectively. Further dialogues are needed, particularly regarding ESL inclusion and teachers' critical awareness of serving this particular group of students.