Chapter 12. What I Have Learned

SUMMARY

In this chapter I revisit the goals of TANF in light of the findings of this research study and present recommendations for policy change.     

Environmental and Individual Influences on Australian Students' Likelihood of Staying in School

In this longitudinal study, the author examined environmental and individual influences on the likelihood of Australian adolescents staying in school. Participants were 6,778 Anglo Australian, 350 Asian, and 472 European students (mean age = 14.7 years) who were in Year 9 when the study began. The analyses indicated that adolescents from middle social status backgrounds and Asian families were more likely to stay in school than were those from lower social status backgrounds and Anglo Australian families; academic self-concept, achievement, perceptions of environments, and aspirations had a large independent association with staying in school; and there were significant differences in relationships among the aforementioned variables for adolescents from different ethnic groups and among those who decided to stay in or drop out of school.     

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.     

计算机化考试与中国教育评估

本文由张华华教授讲座内容整理而成,主要是关于计算机化考试的理论、技术、方法,以及美国教育进展评估给中国教育评估带来的启示.本文对于较全面深入了解计算机考试相关内容的读者具有重要借鉴意义.     

Virtual Learning in a Socially Digitized World

Contemporary education is awakening from a crisis that has held the development of its potential and its relevance at bay for well over a century. Revolutions in science and spirituality are emerging a new relational intelligence that demands commensurate educational paradigms for its blossoming into daily engagements with life and the world around us. At the same time as people are leading increasingly interconnected lives, aware of and often participating in the narratives of people and ecosystems in other parts of the planet, information and communications technologies are increasingly integrating with and serving to mediate the human experience. This article explores the power of this confluence at the current nexus of civilizational demands in the context of increased planetary stresses and destabilizations. The case is made for a thrivable education praxis that draws on these emergent aspects of our developmental potential and emphasizes the importance of functional conviviality as an operational principle of learning for life.     

医学教育改革与医学生整体素质培养的再思考

新时期对医学生的素质有新的要求,医学教育改革面临新的挑战.医学问题最终是关于"人"的问题,能培养出素质高、能力强、全面发展、自我发展、持续发展的医学人才,是改革的关键.     

To identify and limit the risks of neglect in orphaned students: Can France manage it?

Orphans' needs are barely identified, barely acknowledged, and barely treated notably in France. Yet, parental loss might generate specific needs associated with cognitive, relational/behavioral, and emotional difficulties. In turn, such difficulties are likely to give rise to lower academic achievement. In this theoretical paper, we argue that, due to the detrimental impact of parental loss on academic achievement, orphaned students should be considered as students with special educational needs. This is important to provide appropriate educational responses consistent with inclusive education. The present paper aims to identify different specific needs of orphaned children, as a way to limit neglect of orphans. We discuss various ways to reduce the risks of neglecting orphans in French schools by using Bronfenbrenner's ecological development model and propose avenues for relevant pedagogical responses.     

AN ANALYSIS OF SOCIAL SKILLS GENERALIZATION IN TWO NATURAL SETTINGS

The interactional behavior of two groups of elderly mentally retarded residents of a community facility was measured in two generalization situations before, during, and after one group received social skills training. The training group received social skills training within a game format, whereas the contrast group simply played a game with no emphasis on interactional behavior. Results suggested that generalization to natural interactional situations may be delayed following training and that it is more likely in some situations (i.e., with trained peers) than others (i.e., in the presence of untrained peers).     

试论颜元的教育心理思想

本文对颜元的教育心理思想进行了初步探讨:一、颜元教育心理思想的基本观点,二、颜元的德育心理思想,三、颜元的学习心理思想。