普通高校艺术教育的现状与对策研究

普通高校艺术教育是学校美育的重要内容,艺术教育的好坏直接影响到学校素质教育的发展与提高.本文从艺术教育概念和要求入手,分析当前普通高校艺术教育存在的问题,提出了相应的对策.     

How important is homeland education for refugees’ economic position in The Netherlands?

We use data on refugees admitted to The Netherlands that include registration of education in their homeland by immigration officers. Such data are seldom available. We investigate the quality and reliability of the registrations and then use them to assess effects on refugees’ economic position during the first 5 years after arrival. The most remarkable finding is the absence of returns to higher education.

How can context and discourse affect teachers’ and mental health professionals’ interactions with adults with mental illness?

Patients with severe mental illness may have needs different from those of patients with more limited illnesses and might benefit from other types of intervention than traditional treatment. We interviewed health care professionals from two open, short-term psychiatric wards and teachers from two schools for adults with psychiatric diagnoses. The focus was to explore how differences in contextual factors such as time, tasks, and organizational demands might affect the actions and attitudes of health care professionals and teachers, as well as the potential consequences for patients and students. Data were collected through qualitative interviews. Participants included 14 health care professionals and 14 teachers. The informants worked with patients and students with similar diagnoses and illness durations. All interviews were conducted during the informants’ work time. Findings and interpretations showed that both teachers and health care professionals were engaged in their work and in the wellbeing of students and patients. However, they described marked differences in practice, including the amount of time spent with students/patients, the organization of their work, main tasks, amount of control over their tasks, and social structure. These differences seemed to affect relationships with students/patients, attitudes toward students/patients, norms and values, and opportunities for patient empowerment. Our findings suggest that while existing psychiatric health care might be appropriate for limited short-term problems such as single-episode depression, a model with a supportive environment, based on stable relations and possibility for learning, may improve personal development and mental health for persons with severe mental illness and disturbances in self-experience.     

Women’s experiences of,and attitudes to,maternity education across the perinatal period in Victoria,Australia: A mixed-methods approach

Background

While the provision of maternity education across the perinatal period can increase the confidence and self-efficacy in childbearing women, there is still thought to be a lack of effective educational resources for parenthood. This study, conducted in Victoria, Australia, investigated women’s experiences of, and attitudes to education communicated in maternity service provision.

Contextual influence on evaluation capacity building in a rapidly changing environment under new governmental policies

Evaluation capacity building (ECB) is a context-dependent process. Contextual factors affecting ECB implementation have been explored theoretically and practically, but their influence within a changing environment has seldom been discussed. This study examined essential context-sensitive parameters, particularly those involved in implementing new governmental policies regarding higher education. Taiwan was used as a case study for exploring the effect of contextual change on ECB attributes from the perspectives of training receivers and providers. Surveys and interviews were used for data collection and importance–performance analysis was applied for data analysis. Four prominent features were identified. First, the ECB attributes perceived as important by receivers were performed adequately, whereas those perceived as less important were performed less well. Second, under new policies, training provider designed training covering a wide range of ECB, whereas receivers focused on those can be directly applied in evaluation process. Third, in a small education system such as Taiwan’s, the complexity of peer review is high and ethical issues become important. Fourth, because the evaluation structure has been changed from single- to dual-track, receivers expect more training for institution staff, whereas providers insist on hierarchical training. Aligning ECB supply and needs is paramount for adaptation to new policies.     

Virtual Worlds and Social Work Education

ABSTRACT

The introduction of computerised virtual worlds in the early twenty-first century was considered to be an innovation that would be widely used in higher education. There are a number of examples of virtual worlds used for higher education in medicine, nursing, and allied health, including examples in social work. The aim of this article is to explore the potential value of virtual-world technology to enhance the student learning experience for social work education in interpersonal communication skills in a virtual health centre. Findings of a study of Australian undergraduate social work students who engaged in a role play in a virtual health centre for skill development in interpersonal communication are presented. The study findings highlight issues for social work educators to consider when deciding whether or not to use virtual-world technology in social work education, and when designing further research on similar innovations.     

Reconsidering “community liberated”: How class and the national context shape personal support networks

The “community liberated” thesis has been influential in describing contemporary social support systems. Specifically, “community liberated” argues that people do not seek support in their immediate neighborhood but rather entertain a network of far-flung ties to support-providing alters. This paper uses personal network data from six countries – Australia, Germany, the US, Austria, Hungary and Italy – to evaluate this argument and shows that the degree of liberation of one's community is strongly linked to one's socioeconomic status – specifically, one's education level. Additionally, we describe strong country-level heterogeneity in the spatial dynamics of personal support networks and find national contexts to be moderating the effect of education on community liberation, especially in Italy and Hungary, thus suggesting network geographic dispersion to be linked to national economic structures and labor markets. The paper thus elucidates the effect of two different, yet related social contexts on personal networks: the class context and the national context.     

Rethinking the Individualized Education Plan process: voices from the other side of the table

Parent involvement in the process of creating an Individualized Education Plan (IEP) is authorized under the Individuals with Disabilities Education Act, a federal law in the United States that ensures children with disabilities have the opportunity to receive a free appropriate public education alongside their peers without disabilities in the least restrictive environment. Yet much research has shown that parents often feel like outsiders during the process. To understand parent perspectives about how educators might help make the IEP process more collaborative and inclusive, this study collected qualitative data from 35 parents of students with disabilities who have worked to develop an IEP with a school team. Our findings provide insight into parent experiences and evidence that parents have many suggestions for how educators can improve the IEP process. In our discussion section, we provide educators with strategies to address parent suggestions.     

Learning disabled students and access to accommodations: socioeconomic status,capital, and stigma

In the 1990s, Canadian universities began implementing policies to accommodate learning disabled students. While such policies appear to make post-secondary education more accessible, students must manage considerable complexity and absorb social and financial costs to receive accommodations. Through interviews with learning disabled students, this research explores the effects of socio-economic status (SES) on how, or whether, students access accommodations at a Nova Scotian university. Drawing on the work of Bourdieu and Goffman, this study suggests that SES affects students’ abilities to navigate the accommodation process successfully, and that accommodation policies, while important, may not ensure equal access to accommodations.