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1.
成因与对策:高校招生生源失衡现象探析 总被引：1，自引：0，他引：1
随着我国高等教育改革的深入发展以及招生制度改革步伐的日益加快,高校招生呈现出失衡现象。这些现象的产生,与高校教育资源和教学质量的差异、招生政策的变动、招生宣传引导的不到位、就业情况的影响以及考生个人等因素息息相关。要解决当前高校招生生源的失衡问题,必须切实提高高校的教学质量,积极构建更加人性化的招生政策,不断加大宣传引导力度,努力扩大就业渠道,日益完善考生适时服务系统。 相似文献
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A total of 228 Illinois school psychologists responded to a questionnaire regarding networking and liaison activities and job satisfaction. The results suggested that Illinois school psychologists are satisfied overall with their jobs and spend a considerable amount of time engaging in networking and leadership activities involving various school personnel, family members, and community agency representatives. Implications for the field of school psychology and future research are discussed. 相似文献
3.
Following consistently high demands for educational psychology services (EPSs) and recent influences upon the delivery of EPSs, the contribution of assistant educational psychologists (EPs) was explored via a multiple case study design. Participants included assistant psychologists, EPs and senior/principal psychologists from two local authority EPSs in England. Recorded focus groups and interviews were transcribed and a thematic analysis was conducted to produce a cross case analysis. It was found that the assistant EP role emerged from EP recruitment difficulties and that assistants work in diverse ways to enhance and extend the EPS offer to schools to improve outcomes for children; however, the role did not reduce EP workloads. Challenges to the successful deployment of assistant EPs were highlighted along with implications for their practice and future research. Benefits for the assistants themselves included career progression experience. 相似文献
4.
Rose Mary Newton Aaron Hughey Peter Zeitoun 《Journal of Personnel Evaluation in Education》2001,15(3):233-243
This article reports the results of an empirical study examining whether the benefits of school council service function as incentives for teachers to seek the position. Public school teachers (N = 132) read a recruitment message depicting the financial awards and informal rewards accruing to council members and indicated the likelihood that they would seek the position. Analysis of variance revealed that categories of job benefits (pecuniary, nonpecuniary) interacted with teacher job experience (relatively inexperienced, experienced) to influence teacher ratings of the recruitment message. Teachers with 10 years or fewer than 10 years teaching experience reacted more positively to recruitment messages emphasizing pecuniary job benefits than did teachers with more than ten years teaching experience. The results have implications for policies designed to restructure the educational workplace. 相似文献
5.
Ian Smillie 《Educational Psychology in Practice》2020,36(3):328-344
ABSTRACT Many studies have focused on the importance of the participation of children and young people (CYP) in their education, although fewer papers discuss the practical aspects of seeking their views and fewer again on representing them. A mixed method approach was used to collect information regarding educational psychologists’ (EPs’) practice in obtaining and representing CYP’s views. A questionnaire (n = 73) was used to gather data from local authority educational psychology services (EPSs) across Wales and eight participants who completed the questionnaire took part in an interview to explore their views in more depth. Using thematic analysis, the major themes constructed included “accessing a true representation of CYP’s views”, “gaining CYP’s views empowers them” and “child-centred practice”. The implications of the present study for the role of educational psychologists are discussed, together with future directions for research and the limitations of the present study. 相似文献
6.
Norah Frederickson Sue Morris Lisa A. Osborne Phil Reed 《Educational Psychology in Practice》2000,16(4):405-429
This paper describes a survey of psychology undergraduates' perceptions of educational psychology, and the factors most likely to motivate or deter them from joining the profession. Results suggest that interest in educational psychology as a career option is at its lowest level for thirty years or more. The paper presents evidence that the current recruitment crisis within the profession needs to be addressed at a number of levels, including: the promotion within first degree programmes of improved understanding of educational psychology as a discipline and a profession, and of the links between basic research and its applicability to educational psychology in practice; the further development of the role which educational psychologists (EPs) fulfil, and the accurate dissemination of information about the profession; stream-lining and rationalising post-graduate training routes for psychology graduates, in order to offer a more accessible career route, and maximising its direct relevance in supporting the acquisition of core professional skills; and attenting to pay and conditions within the profession, so that it competes on more equal terms with other career destinations considered by undergraduates. 相似文献
7.
教师教育过程中教师职业倦怠的组织应对 总被引：3，自引：0，他引：3
教师职业倦怠的普遍现象已经引起我国教育界、心理学界的广泛关注。教师教育作为教师培养和成长的主要载体,在整个教师教育体系中设置科学规范化的组织策略,将有助于避免或减少教师职业倦怠感的产生,进而完善教师从职前培养、人职教育到在职培训的一体化进程,以确保我国教育事业健康发展。 相似文献
8.
Paul Timmins Mohammed Bham Jane McFadyen Joanna Ward 《Educational Psychology in Practice》2006,22(4):305-319
In this article we describe how the RADIO process enabled EPiTs to negotiate research with an EPS around its desire to evaluate and develop its consultation work with schools. Findings of the evaluation and their implications for the Service are described and the potential of RADIO as a tool for providing external research support from HEIs for EPS or LA development, is discussed. Further discussion identifies the benefits of the application of RADIO in the research training of EPiTs in HEIs. 相似文献
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10.
Despite their important role in the assessment and decision-making process, there has been very little research on the attitudes of educational psychologists (EPs) to inclusion. In this article, we report a recent study in which 144 EPs from 37 English local education authorities responded to a postal questionnaire. This examined their hypothetical and ideal placement of a range of children with different special educational needs, and their orientation to inclusion and beliefs about the nature and process of children's learning. Results reveal that the majority were supportive of inclusion and adopt a social constructionist philosophy toward the nature and process of children's learning. 相似文献
11.
在不同层次高等院校和教师中,运用32个测量项目对工作压力源和压力反应进行的问卷调查显示,5个工作压力源维度和3个压力反应维度以72．32个测量项目的高校教师工作压力问卷通过实证检验,具有较高的信度与效度,为大学教师工作压力现状的研究提供了有效的测量工具。比较不同人口统计学变量教师的工作压力感与压力反应程度,发现在压力源与压力反应全部或部分维度上具有显著差异,这对高校教师差别化压力管理以及教师关注自身的身心健康都具有借鉴意义。 相似文献
12.
Cathy Atkinson Sandra Dunsmuir Jane Lang Sarah Wright 《Educational Psychology in Practice》2015,31(2):159-173
The Children and Families Act (2014) extends statutory protections for young people with special educational needs and disabilities until age 25. Consequently the core curriculum for trainee educational psychologists (TEPs) needs to be developed beyond the current focus of work with early years and school-age children. In order to define requisite professional competencies for working with young people aged 16–25 with learning difficulties and disabilities, and mental health needs, the Delphi Technique was employed to obtain consensus amongst an expert reference group. Two rounds of an online questionnaire and a face-to-face meeting with educational psychologists (EPs) reporting expertise in working with post-16 learners enabled the identification of areas to be added to, or extended within, existing training curricula. A competency framework for EPs working with young people aged 16–25 is proposed and implications for both TEPs and practitioner EPs explored. 相似文献
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14.
Edward M. Levinson 《Psychology in the schools》1990,27(1):64-74
This study utilized the Minnesota Satisfaction Questionnaire and a demographic data form to investigate the relationship between job satisfaction and actual/desired role functioning and perceived control over role functioning among a population of school psychologists. Results indicated that school psychologists spend more time in assessment activities than they desire to and less time in consultation, counseling, and research than they desire to. Both discrepancy between actual and desired role functioning and perceived control over role functioning were found to be significantly associated with job satisfaction. Role function and perceived control variables combined accounted for almost half of the job satisfaction variance. Four role function variables emerged as significant predictors of job satisfaction: discrepancy between actual and desired time spent in assessment, discrepancy between actual and desired time spent in clerical activities, actual time spent in research, and discrepancy between actual and desired time spent in research. Results are discussed in terms of their practical significance for practicing school psychologists. 相似文献
15.
John R. Surber 《Educational Psychology Review》1990,2(3):311-314
Benton and Hoyt have surveyed educational psychologists regarding their views on reform of teacher-training programs. Ostensibly based on the results of their survey, Benton and Hoyt have called for a greater role of educational psychologists in shaping the reform of teacher training. The present article questions: (1) whether educational psychologists have skills that would contribute to reform as it is being conceptualized; (2) whether the reform movement is focusing on aspects of the educational system that will result in improved student outcomes; and (3) whether it is the educational system that needs reform or our expectations for the educational system. 相似文献
16.
A survey was conducted of 231 psychologists from a midwestern state. Investigators surveyed perceptions of job satisfaction, job stability, and quality of professional life. Responses of rural and urban professionals were compared. While resembling urban colleagues in most regards, rural psychologists appear more satisfied with working environments and job policies. Discussion is presented on differences between the two groups on a number of variables influencing perceptions. 相似文献
17.
Paul A. Winter Chad L. Kjorlien 《Community College Journal of Research & Practice》2013,37(7):547-566
The study reported in this article was a factorial experiment that addressed the usefulness of the Rynes and Barber (1990) applicant attraction model and the Byrne (1971) similarity-attraction hypothesis as theoretical frameworks for conducting empirical research about community college faculty recruitment. Study participants (N = 136) were business professionals completing the masters of business administration degree who position announcements of community college business faculty vacancies. The independent variables were job mobility (relocation required vs. relocation not required), recruiter background (business vs. education), and applicant gender. The dependent variable was a composite rating for applicant reaction to a job described in a faculty position announcement. Both male and female applicants rated jobs most favorably when the job did not require relocation F(1,128) = 5.16, p.05 and the recruiter conveying the job message had a professional background similar to that of the applicant F(1,128) = 11.97, p.001. These findings have implications for theory, educational recruitment practice, and future research. 相似文献
18.
职业倦怠（Job burnout）最早是由精神病学家费鲁顿伯格（Freudenberger）于1974年提出的。在以后30多年的教育实践中,教育学家和心理学家对其进行了充分的研究,取得了一定的发展。目前造成高职教师职业倦怠的原因有很多,有主观原因,也有客观原因。分析教师倦怠的原因,可以帮助教师尽早走出倦怠的困境,全身心地投入到教学工作中。 相似文献
19.
T.A.W. N. MacKay J. M. Boyle 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2):187-196
A questionnaire survey was conducted in all primary schools in the Dunbarton division of Strathclyde region (N=117) to obtain the views of headteachers regarding the involvement of local authority educational psychologists in the area of learning difficulties. This was a follow‐up to a previously published study of the views of learning support coordinators in secondary schools throughout the division. The results of the primary survey are presented and comparisons made with the secondary schools. The findings suggest that schools perceive psychologists as having a central role to play in the area of learning difficulties but indicate a considerable shortfall between present and desired levels of service. It was also noted that after more than a decade of reconstruction of psychological services in which a major theme has been a reduced emphasis on direct work with individual children, the traditional role of individual assessment and counselling is the one which continues to be strongly endorsed by teachers. Some implications for psychological services and schools are considered. 相似文献
20.
This paper describes an exploratory pilot research project, aimed at investigating occupational stress amongst educational psychologists. It investigated three areas: educational psychologists’ perceptions of their own stress levels, sources of stress and possible work conditions, which may reduce stress levels. Data was collected via questionnaires, which were distributed amongst four educational psychology services. The results indicate that 58% of educational psychologists in this study feel that their work as educational psychologists is at least moderately stressful or more. The biggest source of stress was cited as “amount of work” and in direct relation to this, having “more administration time” was identified as the most likely reducer of stress. 相似文献