普通高中实施选修课的心理认可度及其影响因素——基于宁波市教师与学生群体的调查分析

以宁波市三种类型六所普通中学为样本,以学生群体和教师群体为对象,采用问卷评定法,以心理认可度为指标,探讨了普通中学师生对于实施选修课制度的主观评价及其相关因素.结果发现：整体而言,学生和任课教师对宁波市普通高中实施选修课的心理认可度较高;存在的主要问题,是学生对选修课学习效果的认可度较低,而教师对学校开展选修课的教学条件的认可度较低,且认为实施选修课制度的外部阻力较大;特色类和融通类学校落实选修课制度的观念性阻力较大;中老年教师对开设选修课的适应性较低.进一步完善选修课制度,需要从教师、学校和政府三个方面形成合力,共同推动旨在促进学生个性化发展的选修课制度的健康发展.     

小学4～6年级儿童数学应用题表征模型的使用研究

该研究考察了小学4～6年级学生在数学应用题中理解阶段和执行阶段使用表征模型的情况,研究运用实验法对某普通小学的158名4～6年级学生进行了应用题改写任务和缩写任务.结果表明：（1）学生在理解阶段更多地选择情境条件,使用情境模型来表征问题;在执行阶段较少选择情境条件,转而使用问题模型来表征问题;（2）随着年级的升高,相对于优等生来说,其他学生在缩写任务中对情境条件的选择数量越来越少,而优等生在这方面一直都做得很好.差等生识别多余条件的能力并没有随着年级的升高而发生改变,而优等生却在不断增强.     

特殊教育教师工作要求与职业倦怠：心理控制源的中介作用

目的：考察心理控制源在特殊教育教师工作要求与职业倦怠间的中介作用.方法：整群抽取252名特殊教育教师接受量表测量.结果：（1）工作要求与职业倦怠存在显著的性别差异;（2）相关分析表明,工作要求、职业倦怠与心理控制源之间呈显著相关;（3）心理控制源在工作要求与职业倦怠间起着中介作用;独立的中介效应检验中,三种控制源（内控性、有势力的他人、机遇）在工作要求与职业倦怠间都起着部分中介作用;综合模型中,工作要求主要通过有势力的他人这一中介与职业倦怠产生联系,同时也与职业倦怠间存在直接效应.结论：心理控制源是工作要求预测职业倦怠的部分中介因素.     

Effects of the Student Success Skills Program on Executive Functioning Skills,Feelings of Connectedness,and Academic Achievement in a Predominantly Hispanic,Low‐Income Middle School District

The authors examined the effects of the Student Success Skills program on executive functioning, feelings of connectedness, and academic achievement of a sample of 193 middle school students in a predominantly Hispanic and economically challenged school district in the southwestern United States. Using multilevel regression analyses in a two‐level randomized design, the authors found treatment effects for multiple executive functioning scales, feelings of connectedness to classmates, and mathematics and reading achievement.     

The role of work–family role integration in a job demands–resources model among Chinese secondary school teachers

The current study examines an integrative demands–resources model of the work–family interface in a sample of 259 Chinese secondary school teachers. Participants completed questionnaires relating to job demands, job resources, work‐to‐family conflict, work‐to‐family enrichment, work–family role integration (WFRI) and burnout scale. Results show that: (i) job demands were strongly and positively associated with work‐to‐family conflict, which further led to an increase in burnout; job resources were strongly and positively associated with work‐to‐family enrichment, and consequently to a decrease in burnout. Job demands also had a significant direct impact on burnout; (ii) a newly proposed construct, WFRI, was found to partially mediate the relationship between job demands and work‐to‐family conflict, as well as between job resources and work‐to‐family enrichment. Theoretical and practical implications are discussed, and future research directions are provided.     

Bridging separate communities: the aspirations and experiences of minority ethnic religious education teachers in England

This article takes as its starting point concerns about community separation that arose in 2001, following outbreaks of violence in English urban centres, and again in 2014, following the so-called ‘Trojan Horse’ case. Despite a series of reports which have highlighted the need to address ‘separation’, promote ‘meaningful contact’ between those who differ in terms of ethnicity and worldview and identify teachers of religious education (RE) as key players, researchers have paid no attention to teachers of RE from minority ethnic and religious backgrounds. The article draws on a qualitative study of teachers from Hindu, Muslim and Sikh backgrounds to explore their concerns about pupils’ perceptions of separation and the ways in which they attempted to address these in white majority and Muslim majority schools. Communication research and studies based on social capital theory are used to suggest that the teachers used ‘bonding’ and ‘bridging’ strategies as means of encouraging pupils to explore their perceptions of separation, engage in a mediated form of meaningful contact with ‘the Other’ and expand their thinking. The conclusion calls for further research in to the strategies reported and for policy makers to support the recruitment, training and career development of minority ethnic teachers of RE.     

Mapping the Social World of Classrooms: A Multi‐Level,Multi‐Reporter Approach to Social Processes and Behavioral Engagement

Understanding the social context of classrooms has been a central goal of research focused on the promotion of academic development. Building on the current literature on classroom social settings and guided by a risk and protection framework, this study examines the unique and combined contribution of individual relationships and quality of classroom interactions on behavioral engagement among low‐income Latino students in kindergarten to fifth grade (N = 111). Findings indicate that individual relationships with teachers and peers and classroom quality, each independently predicted behavioral engagement. Moreover, high‐quality classrooms buffered the negative influence of students’ difficulties in individual relationships on behavioral engagement. Findings illuminate the need to consider multiple layers of social classroom relationships and interactions and suggest the potential benefit of targeting classroom quality as a mechanism for improving behavioral engagement in urban elementary schools.     

Exploration of counsellors' perceptions of the redesigned service pathways: a qualitative study of a UK university student counselling service

To address the mental health needs of students, UK universities offer bespoke student counselling services. Economic pressures have led services to find innovative ways of redesigning their service pathway. Few studies have investigated staff perceptions of these changes. The aim of this study was to investigate perceptions of staff employed as counsellors at a student counselling service at a UK university that underwent service delivery changes. Face-to-face interviews were conducted with counsellors (n = 5). Framework analysis was used to identify themes and meta-themes. Five meta-themes were identified: the overarching service ethos and service working style; change in the university context; impact of change on working practice; recording and perceived impact on confidentiality; acceptability and effectiveness. Changes to the service resulted in a more efficient service that is perceived to be more acceptable to students. Staff perceptions differed regarding how changes have affected their counselling practice. Despite these differences, the increase in workload was consistently expressed. Tensions remain as staff strive to maintain high standards of service in this changing context. Future research should investigate the process of developing and implementing change as student counselling services strive to evolve sustainable ways of working.     

Strengths use and deficit improvement: The relationship with engagement and fit with study course amongst first-year students

This study sought to test a model of students’ proactive behaviour to use their strengths and improve their deficits and how this relates with their self-reported perceptions of their fit with a study course and engagement. Participants were 692 first-year students from a higher education institution in South Africa (females=60.3%; blacks=71.3%; mean age=19.71; SD=1.93). They completed measures of strengths use, deficit improvement, perceptions of fit with a study course and engagement. Structural equation modelling was utilised to examine the relationship between students’ strengths use and deficit improvement, perceptions of fit with a study course and student engagement. In addition, the bootstrapping method was used to identify possible mediating effects of fit with a study course. The results indicated that only deficit improvement showed a significant relationship with engagement. Perceptions of fit with a study course mediated the relationship between students’ strengths use and deficit improvement.