Communal School Organization Effects on School Disorder: Interactions with School Structure

Previous research has demonstrated multiple beneficial outcomes of communal school organization for teachers and students alike. The current research uses data from a nationally representative sample of 253 public, non-alternative, secondary schools to examine how a communal school organization interacts with school contextual factors, such as school size and racial diversity, to affect school disorder. It was found that more diverse schools are less likely to be communally organized and that communal school organization had a stronger negative effect on school disorder in these more diverse schools. Theoretical and practical implications of these findings are discussed.     

Primary School Correlates of Secondary School Achievement

This study is an investigation of the relationship between third grade final marks, achievement test scores, and subsequent achievement in elementary and secondary school. It was focused on the early identification of students for whom changes in the curriculum might be indicated.     

高中生的自我概念与其学校适应

本研究对258名高一、高二年级的学生进行了问卷调查．对其自我概念和学校中的社会行为、同伴关系、学业成绩进行了研究,结果发现：高中生的自我概念不存在显著的年级和性别差异,其年级和性别的交互作用也没达到显著水平;自我概念与敏感退缩行为没有密切关系;身体自我概念与社会喜好、学业成绩有显著负相关,并且对两者有显著预测效果;自我概念部分因子与社会影响、亲社会行为、攻击行为有显著正相关,且也对它们具有显著预测力。     

小学儿童入学准备的类型及其与学校适应关系的研究

对北京市389名儿童入学准备的类型进行研究,探讨不同入学准备类型儿童的特点,并通过追踪数据考察儿童入学准备类型对其一学期后学校适应的影响。结果表明:(1)入学准备可以分为入学准备良好、身体健康和动作技能准备不足、身体健康和动作技能突出/其他领域准备不足和入学准备综合不足四种类型;(2)女生入学准备良好型的比例显著高于男生,而身体健康和动作技能准备不足型、入学准备综合不足型的比例显著低于男生;(3)城区儿童入学准备良好型的比例显著高于郊区,而入学准备综合不足型的比例显著低于郊区;(4)入学准备良好型儿童的学校适应好于身体健康和动作技能准备不足型和入学准备综合不足型,入学准备综合不足型的学校适应最差。     

School neuropsychology

There is an increasing interest among school psychologists in the field of neuropsychology as it relates to children in the educational environment. This article attempts to identify those forces which have led to this increased interest as well as to provide a conceptual framework for recognizing this area of specialty within the profession of school psychology. Potential roles related to levels of training and preparation are discussed.     

稷下学宫与吕克昂学园之比较

稷下学宫和吕克昂学园是两所处于同时代的东西方著名学校,都对后世产生了深远的影响,在东西方的历史上是具有重要地位的。本文从办学性质、办学目的与动机、治学特点、管理方式等方面对两所学府进行比较研究,进而总结两者的特色,以期对中国大学的发展得出有益的启示。     

学校归属感与学生发展的探索研究

采用问卷调查法探讨中小学生的学校归属感与学校适应、自我概念、同伴关系及班级环境的关系。结果表明:1)学校适应、自我概念、同伴关系和班级环境与中小学生的学校归属感有密切的关系;2)学校归属感能有效的预测学生的自我概念;3)师生关系和同伴关系对学校归属感有重要影响,是学校归属感显著的预测变量;4)学校类型对学校归属感有显著的影响,重点中学学生的学校归属感显著高于其他类型学校的学生。     

The School Counselor's Role in School Dropout Prevention

The role of the school counselor has undergone numerous revisions over the past few decades. The current emphasis on accountability and academic performance of students has forced counselors to scrutinize their role in promoting students' academic success and school completion. In this article, the authors review the problem of school dropout from the school counselor's perspective and offer guidelines for how school counselors can deliver empirically supported strategies to address this problem as part of their comprehensive guidance programs.     

The Longitudinal Relationship Between School Belonging and Subjective Well-Being in School Among Elementary School Students

Situated within a positive psychology perspective, the present study explored the relationship between school belonging and subjective well-being (SWB) in school among elementary school students. In order to ensure the applicability of the Brief Adolescents’ Subjective Well-Being in School Scale (BASWBSS) to elementary school students, firstly, we provided evidence for its validity using two samples (total n?=?1333) of elementary school students. Secondly, we used cross-lagged structural equation modeling techniques to evaluate the nature and directionality of relationships between school belonging and SWB in school. To test these relationships, 890 students (58.54 % male) completed a measure of school belonging and SWB in school at two time points, 6 weeks apart. The results showed that (1) BASWBSS has good applicability among elementary school students and (2) significant bidirectional relationships were found between school belonging and SWB in school. Overall, the present study provided important evidence of applicability of the BASWBSS with elementary school students and the role of school belonging in elementary school age children’s SWB in school.     

摄论学派与早期华严宗的形成

摄论学派对<华严经>的研究,是以昙迁为中心人物而展开.智俨的师承:杜顺、达法师、法常、灵辨、静琳、智正,后四位皆曾受教于昙迁,都具有融合<摄论>与<华严经>的学风.昙迁<亡是非论>阐明"亡是非"、"无心"与"性起"观念中的"离相"、"不起"等观念相合,所以能够"顺性起".智俨是针对<瑜伽论>、<成唯识论>为三乘始教,而强调<摄论>为三乘终教;但是,他又将<摄论>置于"从始入终"的位置,唯识学经过<摄论>的中介作用,最后进入<地论>、<起信论>的终教.法藏通过接受摄论学派的"三无性同一无性",而提出"三性一际",最后归入<起信论>的如来藏缘起,建立了"法界缘起".     

The Potential Contribution of School Counseling to School Integration

The author discusses the goals of desegregation, the impact of desegregation on pupils' educational outcomes, and ways in which counselors can foster high quality education in integrated settings.     

学校气氛问卷(初中生版)的研究报告

以Moos关于人类环境的三分法为理论指导,结合当前初中生心理发展实际和学校环境的特点,编制了学校气氛问卷(PSCI-M),分为师生关系、同学关系、学业压力、秩序与纪律和发展多样性5个维度共38个条目。信效度检测表明,该问卷具有较高的内部一致性信度和折半信度,其内容效度、结构效度和外部关联效度均较为理想,可以作为初中生知觉的学校气氛的测量工具。     

Evaluation of a Trauma-Informed School Intervention with Girls in a Residential Facility School: Student Perceptions of School Environment

In response to the high nationwide prevalence of psychological trauma among court-involved youth who have been exposed to abuse and neglect and the associated far-reaching adverse consequences, there are calls to develop a trauma-informed workforce across the various systems (child welfare, juvenile justice, mental health, and education) designed to serve this population. We describe a pilot test of a modified version of the Heart of Teaching and Learning (HTL) curriculum, an intervention designed to increase trauma-informed practices in education settings. This program was implemented in a public charter school that exclusively serves court-involved youth placed in residential treatment. The intervention was associated with decreases in trauma symptoms experienced by youth. Because student perceptions of teachers were high both before and after implementation of the curriculum, no statistically significant changes were observed. The article concludes with a discussion of the ways in which the curriculum can be used to help prepare a national education workforce capable of implementing trauma-informed evidence-based practices in school settings.     

Predictors of High School Achievement in a Hong Kong International School

Asian students consistently achieve academically at higher rates than other students. This study reports on the prediction of grades by teenagers' values and autonomy expectations, and their mothers' reports on these variables. Fifty-eight Western and 66 Asian juniors and seniors and their mothers were recruited from an international high school. Teenagers' value priority for Openness to Change and their autonomy expectations predicted academic achievement in the entire group of students, unpackaging the effect of culture on academic achievement. Mothers' value priorities and autonomy expectations did not associate with their teenagers' grades. Teenagers' value for Openness to Change emerged as a significant independent predictor in the combined group; however, the effect was stronger in Western than in Asian teenagers. This study provides unusual evidence for pancultural correlates of academic achievement.     

The School Counselor as Perceived by School Counselors and Their Principals

This study was designed to ascertain the perceptions of school counselors and school administrators of the school counselor's activities and the attributes necessary for him to be effective in his role. The findings were interpreted to suggest that differences that exist between the perceptions of counselors and administrators tend to be in the degree to which they view certain activities or attributes as important. Ranking of activities and the attributes by both groups tended to be similar but differences were found to exist between the mean scores of counselors and administrators in various areas. Sources of discrepancy were discussed as possibly relating to the need for counselors to establish clearer priorities for their activities and the administrators' perception of the counselor as fundamentally a quasi-administrator of guidance services.     

Assessing School Academic Productivity: The Case of Chicago School Reform

This paper considers the issues raised in using standardized achievement test scores for purposes of examining the academic productivity of schools. We critique some commonly used practices by urban school districts and suggest an alternative approach – the school productivity profile. This profile is based on an assessment of each school's contribution to student learning, or value-added, rather than just the overall level of student attainment. We illustrate, using 10-year achievement trend data from the Chicago Public Schools (CPS), both the problems with some commonly reported indicators of school effectiveness and the idea of a school productivity profile. While our analyses suggest broad-based improvements in student learning in many Chicago schools over the past 10 years, we also found that the current testing system is not well designed to make such judgments accurately. We conclude that extant standardized testing systems, like the ITBS used in Chicago, do not afford an accurate basis for assessing school productivity and how this might be changing over time. These results have important policy implications. As school districts seek to become more outcome oriented, they will need to invest in better testing and reporting systems in order to know whether they are making genuine progress in this regard.