多轨道教师评鉴制度的规划与推动

教师评鉴应以形成性评鉴为主、总结性评鉴为辅，二者各有其目的和功能。规划健全的多轨道教师评鉴制度是长期而专业的任务，建议把握法制化、专业化、民主化、弹性化等策略或原则。其推动策略包括：持续推动教师评鉴纳入“教师法”、扩大办理教师专业发展评鉴、落实教师成绩考核、建立教学辅导教师制度、加强不适任教师的辅导与处理、建立初任教师辅导与评鉴制度、根据教师专业标准持续研修教师评鉴规准。     

Mentoring relationships: implications for practitioners and suggestions for future research

This review of the literature is intended to help HRD practitioners facilitate healthy mentoring relationships and better address potentially negative functions or outcomes of the mentoring process within their own organizations. This work provides a review of the social learning processes that play a role in mentoring relationships. In addition, it reviews the functions and outcomes of mentoring for individuals and organizations, as well as the characteristics of good mentors and the influence mentors have upon career choice. Finally, the implications for mentoring relationships among individuals with disabilities, minorities and women are briefly reviewed in order to provide practitioners with a sense of the breadth of individuals who may benefit from well-planned or well-implemented mentoring. This article concludes with critical comments on the current state of mentoring research. Suggestions are made for future research in order to stimulate greater study into certain aspects of mentoring.     

高拱与恩师、同年、门生关系考略

明嘉、隆时期的政治家和改革家高拱从政三十余年,结成了各种人际关系网络。梳理和考辨高拱与恩师、同门、同年、门生之间的关系,既有助于了解高拱的求学经历和社交范围,也有助于把握"隆庆改革"群体的形成和实态。     

Speed Mentoring in Teaching and Learning: Young people with experience of the care system mentor social work students

The value of listening and talking to young people with experience of the care system has been recognised as a vital and positive contribution to social work students' learning. A model of co-production was used to develop a series of speed mentoring events whereby social work students placed in local authority children and family settings were mentored by young people with experience of the care system. This tentative review of this small-scale project shares the authors' critical reflections on the value and reliability of this model, for evaluating the outcomes of co-productive mentoring relationships between young people and social work students. The reversal of the power dynamic between student and service user contributed to the unsettling of assumptions about each other and empathy for each other's role. The student authors reflect on learning about the child's experience that has influenced their practice. The mentor authors welcomed the opportunity to participate in the development of ‘young people friendly’ social workers. Suggestions are made as to how this model could be developed to contribute to a more systematic approach to the role of service users in mentoring, advising and contributing to the supervision process of students and social workers.     

Evaluating Parents in Partnership: A Preliminary Study of a Child Welfare Intervention Designed to Increase Reunification

Child welfare systems struggle with how best to accomplish reunification for children who have been removed from their home due to child maltreatment. Parent mentor programs may facilitate the reunification process. In these programs, parents who have successfully reunified with their children after child welfare involvement provide support and guidance for parents currently navigating the system. The current study examines (a) whether distance was a barrier to participation in orientation of a parent mentor program (called Parents in Partnership [PIP]) for 98 parents involved with the child welfare system and (b) whether participation affected reunification outcomes for 73 parents. Logistic regression models showed parents who lived closer to the PIP orientation location were more likely to participate in the orientation. Further, parents who attended PIP orientation were 5 times more likely to reunify with their children. Parent mentor programs may be one way to increase the likelihood of reunification for families involved in the child welfare system and may increase the engagement of fathers involved with the child welfare system. Future research should examine whether participation in parent mentor programs reduces the length of time children stay in foster care in addition to increasing rates of reunification.     

Influences on Authorship Issues: An Evaluation of Receiving,Not Receiving,and Rejecting Credit

A survey on credit issues was conducted of academic chemists in Ph.D. granting institutions in the United States. Six-hundred faculty members responded representing 16% of the survey recipients. Fifty percent of the respondents reported not receiving appropriate credit for contributions they had made to published projects. Neither the number of years after receiving their Ph.D., their fields of expertise, their total number of publications, nor their total number of single-author publications showed any significant relationship with the perception of not receiving appropriate credit. Twenty percent of the respondents had discovered that they were an author of a paper, after that paper had been submitted to a journal. Forty-nine percent reported that they had asked to have their name deleted as an author. Relationships between these perceptions and academic background factors were examined. For example, respondents who had asked to be removed from authorship were more likely to give authorship or an acknowledgement to others and were also more likely to have had an authorship problem with others, both of these factors being related to longevity as a publishing scientist.     

‘I am the face of success’: peer mentors in child welfare

Child welfare systems have struggled to create innovative, culturally sensitive programmes to address the multiple and pervasive barriers that exist in engaging child welfare parent clients in their service plans. Peer mentor programmes—those in which parents who have successfully navigated the child welfare system and reunified with their children, mentor parents newly entering the system—are designed to address some of these barriers, to improve reunification outcomes. Focus groups with parent clients (n = 25) and interviews with peer mentors (n = 6) were conducted to identify the characteristics of peer mentoring programmes that are critically helpful to parent clients, as well as the mechanisms that allow peer mentors to be effective in their work. The qualitative analysis uncovered three general themes to which both parents and peer mentors frequently referred in interviews—the value of shared experiences, communication and support. Additionally, the study found that peer mentorship has positive effects not only on parent clients but also on the mentors themselves. The inclusion of peer mentors in child welfare practice suggests an important paradigm shift within child welfare that could lead to culture change for the field.     

地方高校基于重点学科的导师团队制博士生培养模式

为了进一步提升高校学科建设、办学层次和科学研究的整体水平,博士生培养模式的建设正成为各高校建设的一项重要内容。对地方高校博士生培养的导师团队模式进行了探讨,以期为地方高校的博士生培养模式提供有益参考。     

Achieving high quality and long‐lasting matches in youth mentoring programmes: a case study of 4Results mentoring

Mentoring programmes show significant promise for enhancing the well‐being of youth with complex needs. Research indicates that high quality mentoring, although difficult to achieve, positively impacts youth development across behavioural, social, emotional and academic domains. The difficulty of sustaining long‐term matches between mentors and youth, however, remains an important concern for the field of mentoring, as foreshortened matches can be harmful to youth. The 4Results mentoring programme has been identified as a Promising Practice through the Washington State Inventory of child‐serving behavioural and mental health programmes and has developed a unique infrastructure to support critical programme values such as match longevity. In 7 years, the programme has successfully retained 98% of mentors for at least 1 year with an average match length of 3.7 years. The following article describes the programme's guiding philosophy and approach to recruiting and training mentors in the context of existing best practices research.     

关于高校创业导师制度的研究与思考

通过对作为教育者的创业导师群体和作为受众的大学生群体进行小范围问卷调查，文章就创业导师对大学生进行创业教育的内容、形式、相关因素和对策进行了分析和探索，力图为高校新兴的创业导师制度提出有益的参考建议。