Structural empowerment,psychological empowerment,and work engagement: A cross-country study

In this cross-country study we drew on job demands-resources theory to investigate whether psychological empowerment mediates the positive association between structural empowerment and work engagement and, consequently, task performance and intention to quit. A total of 1033 employees working in the service sector in Spain (N = 515) and the United Kingdom (N = 518) participated in the study. Multi-group structural equation modeling analyses revealed that psychological empowerment partially mediated the positive relationship between structural empowerment and work engagement, and that work engagement associated positively with task performance and negatively with intention to quit. Invariance analyses suggested that the positive link between psychological empowerment and work engagement was stronger for employees working in the UK than in Spain, providing support for partial structural invariance of the hypothesized model. These findings suggest that psychological empowerment is an underlying mechanism that may explain why structural empowerment relates positively to work engagement with implications for theory (i.e., extend the nomological network of the investigated constructs) and management practice (e.g., emphasize the role of structural empowerment for work design).     

Feminist and empowerment theory and social work practice

Feminist and empowerment theories are especially important to the understanding of individual and sociopolitical levels of social work assessment and intervention. Incorporating feminist and empowerment approaches in practice will provide social workers with the knowledge, values and skills most likely to promote human rights and social justice. In this paper, we present an overview of both theories and illustrate them with a case example.     

教师教育影响的特征及其启示

教师的教育影响是附属于教师个体的特殊的教育影响。它具有高效性、灵活性、感染性、示范性等特征。教师应充分认识这些特征, 在教育实践中做到教书育人相结合、身教与言教相结合、理论与实践相结合。     

国外教师期望效应研究进展与当代教育启示

教师期望效应是教师对学生的期望在学生的未来发展中得到证实的现象,它反映了教师对学生的态度会影响学生发展的方向和程度,开展该现象的研究对教师观念的改变和学生的健康发展均有重要意义。对教师期望效应的种类、理论模型及国外的相关研究进行了介绍,探讨了其对教育现实的一些重要启示。     

论语文教师的角色定位

语文教育所面临的问题和改革的任务 ,对语文教师的角色内涵提出了新的要求。语文教师转变课堂教学观念 ,树立崭新的语文课程性质观 ,并担当好教学的设计者、学习的促进者、终身学习者和研究者的角色 ,是中小学语文教育走出“少慢差费”困境的一个关键     

The status of women among the scheduled tribes in India

The scheduled tribes constitute about 8.2% of the total population in India. Although there is a large volume of anthropological literature describing the characteristics of and differences among the various tribes in India, little inter-disciplinary research has been done to uncover the status of women among the tribal population in India. This paper will analyze the status of women among the scheduled tribes in India. Frequent comparisons will be made to the social and cultural practices of the scheduled tribes, mainstream Hindus, as well as the scheduled caste population. Through this analysis, we will show the distinctiveness of the tribal cultures and the fact that many women from the scheduled tribes face less discrimination than Hindu women and those from scheduled castes.     

浅谈综合英语课中学生能力的培养

综合英语课是最具有中国特色的英语专业基础骨干课程。它课时多、周期长、影响大 ,是各门课程的龙头。如今 ,应试教育正向素质教育转轨 ,而能力培养则是核心内容。信息时代的综合英语课应该以培养学生能力为突破口 ,积极开创教学新局面 ,以期教学质量的提高     

近五年中英幼儿教师职前教育项目的比较及其启示

2014年以来，中英两国均出台了卓越取向的幼儿教师职前培养项目以提升幼儿教师质量，促进幼儿教育高质量发展。通过比较研究两国幼儿教师职前培养项目在培养机构、课程内容、学员情况、经费投入方面的特色及异同点，分析得出我国卓越幼儿园教师的培养实施可借鉴英国幼儿教师职前教育项目的经验，建立卓越幼儿园教师专业标准，开设职前职后一体化培养路径，健全培养质量监管与激励机制三方面的经验。     

赋权与增能：农民工弱势地位改变的根本途径

农民工①作为一个特殊的群体，为国家和社会的经济发展做出了巨大的贡献，可是他们处于社会的弱势和边缘状态，无法分享经济和社会发展的成果。对此，文章分析了农民工弱势地位的基本表现，农民工弱势地位的产生原因，提出改变农民工弱势地位的途径：赋权和增能。     

Open spaces for dialogue promoting mental health as a social work education methodology

ABSTRACT

The authors discuss service user involvement as a key approach regarding training of social workers. In many European Union countries this is a stable practice with a lengthy tradition in research and application. However, in Poland it is almost entirely absent and marginalized. This article presents the results of a participatory action research project conducted at the Institute of Sociology of the Jagiellonian University in Krakow, the objective of which was to identify and critically analyze the key substantive and formal aspects of training of social workers with the participation of individuals with experience of mental illness. This research project adopted an open approach to cognizing reality based on qualitative co-participatory methods. In the conclusion, the authors emphasize that the fundamental criterion for the success of this particular form of training is voluntary and differentiated participation of students—both in the role of people sharing their own experience and as learners—as well as shaping a culture of open dialogue, educational alliances of recognition and recovery, the foundation of which is axiological experience.