多源流理论视角下《新时代基础教育强师计划》政策议程解析

以多源流理论为分析框架,对《新时代基础教育强师计划》制定过程进行深入分析。研究得出：多组客观数据指标所表征的教师思想素质、能力素养、资源配置、地位待遇等问题,在师德失范焦点事件的伴奏以及相关政策反馈信息的推动下迅速形成问题流;政府部门人员倡议、相关政策措施、专家学者利益共同体的回应汇聚成为政策流;强烈的国民情绪以及党的“办好人民满意的教育”的执政意识与理念构成政治流。三源流不断嵌套、互动、积累,在“耦合”之时,开启政策之窗,促成《强师计划》政策议程的确立。     

技工学校钳工生产实习教学改革探讨

随着改革开放的不断深入和社会主义市场经济的迅速发展,社会及企业对技能人才的知识与技能结构提出了更新更高的要求,而技工学校的钳工生产实习已不能适应这一要求,必须进行改革。本文就对技工学校钳工生产实习教学在校本教材开发,重视核心技能训练,校企结合,建立实习基地,建立高素质的实习教师队伍,做好学生教育工作等方面如何改革进行了有针对性的探讨。     

会议口译准备简论

人们对口译的研究常常强调口译的过程和技巧,但是对于一次具体的会议口译,会前的准备工作往往起关键作用。文章将具体谈论如何准备会议口译。     

兼容并蓄十年磨一剑 凝心聚力名校树风范——江苏教育学院附属高中校长华明友个案研究

本文试图通过叙述华明友校长鲜活的故事 ,考察名校长管理学校的方式 ,感受名校长的理想和追求 ,并由此展开对名校长教育思想发展轨迹的梳理。     

新时期加强教师职业道德建设的思路与对策

教师的职业道德是教师在从事教育活动中形成的比较稳定的道德观念、行为规范和道德品质的总和,是调节教师与他人、教师与社会相互关系的行为准则,是一定社会对从事教师职业的特殊道德要求。本文结合新时期社会转型特点,从主观因素与客观因素两方面分析了师德建设的思路与对策。     

News and Comment

Using personal narratives and research on teacher “communities of practice,” the authors outline a proactive response to high-stakes testing policies that places teacher learning at its center. Although research on the effects of these policies is mixed, the authors are troubled by the ways in which the policies have been used to strip teachers of their autonomy and the erosion of the value placed on their professional knowledge. The authors—who have both taught in urban schools where students had to pass high-stakes social studies tests to graduate—argue that teachers must work together to reclaim their role as leaders in response to the policies. They provide key questions that social studies teachers can use to guide an inquiry into the tests themselves and suggest ways to use the knowledge gained to better serve their students’ learning and raise test scores.     

Student Views on Good Practice in Social Work Education

This article focuses on the delivery of a social work degree programme in England, one of the constituent jurisdictions of the United Kingdom, and explores student perceptions of their learning experience and what constitutes effective teaching. The data are drawn from a larger research project which is ongoing and focuses upon the specific ways in which the BSc Hons Social Work degree at a university in the East Midlands prepares students to meet the demands of employers. Linked to the national evaluation of the new social work degree, social work academics at the university worked with final year social work degree students as co-researchers to evaluate student views on the quality of teaching practices across the teaching team.     

Work-based Supervisors: The Neglected Partners in Practice Learning

The introduction of the Degree in Social Work programme in 2003 prompted considerable diversification in arrangements for practice supervision, teaching and assessment. A small scale exploratory study was undertaken into a model which utilises work-based supervisors, working in tandem with off-site practice teachers who are primarily responsible for the assessment of student social workers. The study focused on exploring the experiences of work-based supervisors and off-site practice teachers working to this model. The findings pointed to increased anxiety and confusion about roles amongst work-based supervisors and off-site practice teachers. Work-based supervisors described themselves as the ‘neglected partners’ in the learning process, taking on most of the work, but with limited recognition, reward or status. Work-based supervisors valued the new range of professional development opportunities to support them in their role but had difficulty in accessing these due to other professional commitments.     

Preparation for practice: embedding the development of professional identity within social work curriculum

Newly qualified social workers often enter challenging interdisciplinary settings where they need to be able to clearly articulate a distinctive professional identity. To prepare for these realities, this paper discusses how the development of professional identity has become increasingly central to qualifying social work curriculum at an Australian university. Preparation for social work practice has long been the focus of research in a number of countries, with a significant emphasis on knowledge and skill acquisition, rather than on the development of an overarching professional identity that is also underpinned by shared values and sense of professional purpose and expectations. Against this backdrop, the paper describes initial changes that have been made within core social work courses to progressively embed the development of professional identity more consciously across their studies, to be better prepared for contemporary challenges in the workplace. It is concluded that further changes are needed to fully transform the curriculum, and that the impacts of these changes be systematically evaluated in relation to preparedness for practice.     

Teacher and center stability and school readiness among low-income, ethnically diverse children in subsidized, center-based child care

Given large numbers of children attending center-based child care and considerable teacher and child mobility, it is important to study correlates and outcomes of children experiencing a change in their primary teacher/caregiver and/or a change to a different child care center. The present study investigated teacher and center stability in a group of 3238 urban, ethnically diverse, low-income, four-year-olds receiving subsidies to attend center-based child care. Children were individually assessed for cognitive and language development at the beginning and end of the pre-kindergarten year. Parents and teachers rated children on their socio-emotional skills and behavior at both time points. Children who experienced a change in their primary caregiver from the beginning to the end of the school year (41% of the sample) showed less growth in initiative for learning and attachment/closeness with adults over time, and scored lower on most indices of school readiness compared to those that had a stable caregiver. Children who moved to a different center during the year scored lower on teacher-reported initiative and attachment. African American children who switched centers were particularly at-risk for poorer outcomes, and boys who experienced a change in primary teacher, in particular, showed slower growth in cognitive development.