共查询到20条相似文献，搜索用时 93 毫秒
1.
2.
Stephaney Morrison Julia Bryan 《International journal for the advancement of counseling》2014,36(4):440-449
Caribbean students are among the distinct immigrant groups in U.S. public schools with particular needs to be addressed by school counselors. This article discusses the challenges Caribbean immigrant students face that create obstacles to their academic and personal/social success. Guidelines for school counselors are outlined, which can be used to meet the needs of Caribbean immigrant students and promote their healthy adjustment. 相似文献
3.
Akiko Yasuike 《Journal of Latinos & Education》2019,18(1):42-52
Based on 29 in-depth interviews with undocumented Latino college students and graduates in Southern California, this study explores how academic high achievers obtain the information, resources, and emotional support they need to achieve college-student status. The study highlights the importance of the programs offered by schools and nonprofit organizations to compensate for undocumented Latino students’ lack of social capital and their parents’ lack of human capital. Forging a trusting relationship with teachers and/or counselors remains crucial for navigating the unique application process for undocumented students and for identifying private funding sources. 相似文献
4.
以半结构性访谈为主的研究发现,高职院校辅导员的爱情教育存在诸多困境,主要表现在：对爱情教育的地位认识不够;对爱情教育的特征认识不明;对爱情教育的策略认识不清;对爱情教育的功用认识不深。为此,辅导员应当从提高对大学生爱情教育的重视度,构建科学合理的大学生爱情教育课程,加强对大学生爱情心理的调查研究,强化校园文化的环境育人功能和建立立体式的学生教育模式等方面着力克服困境,开展科学的爱情教育。 相似文献
5.
This paper seeks to evaluate the access to Public Private Partnership (PPP) schools by examining their geographic distribution and the factors that predict whether a child enrolls in a public, PPP, or private school in Punjab, Pakistan using multiple micro data sets. The analysis shows that PPP schools are located in districts where high shares of children are out-of-school, unlike public and private schools. The results indicate that while private school students are the most likely to belong to more affluent households and receive private tuition, there is no evidence that students enrolled in PPP schools come from more advantaged households than public school students. Girls are more likely to be enrolled in PPP schools than in public schools, while students enrolled in the New School Program seem to be the most disadvantaged amongst all PPP students. 相似文献
6.
As students with handicapping conditions have been integrated into public schools, the role of the school counselor has been expanded to meet these students' needs. As a result, counselor training programs need to be adjusted to include theory and practice in working with exceptional children. In this article the authors discuss the issue of students with handicapping conditions in public schools and provide suggestions for training school counselors. 相似文献
7.
Coached client methodology can be an important resource in the education of student counselors by simulating a counseling experience with a standard client stimulus before actual counseling is begun. The authors carried out the following procedures for establishing and maintaining standard client consistency: (a) development of a general concept of the content of the client's role; (b) incorporation of specific information about the coached client in a cumulative folder to be used by the counselor; (c) development of specific client statements as essential aspects of the client's role; (d) training the coached client to incorporate all essential statements into his role; (e) assessment of client consistency across interviews with different counselors. Research applications of coached client methodology were discussed as well as its use by schools in the hiring of counselors. Editor Abstract 相似文献
8.
新形势下做好艺术院校学生辅导员工作思路探究 总被引：1，自引：0，他引：1
吴保华 《乌鲁木齐职业大学学报》2010,19(3):79-81,85
辅导员是高校开展大学生思想政治教育的骨干力量,是学生思想政治教育工作第一线的组织者和教育者,是大学生健康成长的指导者和引路人,在提高学生思想政治和科学文化素质、维护校园稳定、加强校园文化建设、培养学生创新实践能力等方面作用尤为重要。与综合类大学学生相比,艺术院校学生在思想观念、价值取向、行为方式等方面又有不同特点,因此,艺术院校学生辅导员工作必须以科学发展观为指导,立足实际,创新思路,改进方法,不断提高自身素质,努力探索出适合艺术类大学生思想政治教育工作的新模式。 相似文献
9.
Samuel R. Hodge Patrick B. Akuffo 《International Journal of Disability, Development & Education》2007,54(4):399-416
The purpose of this study was to determine whether or not adapted physical education (APE) teachers had job‐related concerns associated with teaching students with disabilities in an urban public school district. The participants were six experienced, itinerant APE teachers, who taught in urban public schools in a midwestern state in the United States. The research method was a collective case study situated in concerns theory. Data were collected from teacher interviews, on‐site observations, and stimulated recall sessions. Case analyses and cross‐case analyses were conducted using constant comparative procedures. Findings indicate that the teachers had job‐related concerns explainable within the tenets of concerns theory. They also had concerns not situated within concerns theory that were unique to their itinerant status. 相似文献
10.
Educating for the New Sweden? 总被引：1，自引：0，他引：1
Sverker Lindblad Lisbeth Lundahl Joakim Lindgren Gunilla Zackari 《Scandinavian Journal of Educational Research》2013,57(3):283-303
Here we focus on Sweden as an advanced welfare state with a centralised educational system stressing modernisation and democratisation that was rapidly restructured into a deregulated, decentralised system based on vouchers and parental choice. The design was based on the collection of different kinds of data: policy texts, public statistics, in depth interviews with policy makers and administrators at different levels ( n = 12) and teachers and headteachers ( n = 42), surveys of students in Grade 9 in comprehensive schools ( n = 413) in different contexts. In the interviews we found different recurrent themes in the narratives dealing with changes in education governance and on the subjects, students and teachers, in the system. By means of this we could portray a field of different conceptions of relations between education governance and social inclusion and exclusion among actors in different positions in Swedish education. The study showed large differences in the context of schools in terms of social and cultural backgrounds among students. We also found distinct differences between students in different cultural contexts. Those in contexts dominated by students of 'foreign background' were more loyal to traditional schooling cultures compared to more sceptical students from other contexts. In sum, our studies show a transition in the education culture in Sweden. This was conceptualised as a change in hegemony in the former welfare state where no alternatives are present in the current discourse on restructuring. 相似文献
11.
Ming Sun 《Diaspora, Indigenous, and Minority Education》2014,8(2):75-91
Little academic attention has been given to the supplementary education experience of immigrant students in the Canadian research literature, especially in a non-English speaking context such as Quebec. Yet these schools are important for understanding the influence of ethnicity as well as religion on the academic preparedness and social integration of immigrant/minority students in the public school system. From a comparative perspective, this study explores the role that secular Chinese language schools and nonsecular, church-affiliated schools play in responding to the educational needs of Chinese youth in the public schools. Data were collected through ethnographical observation in the two school contexts, as well as through in-depth interviews with Chinese immigrant students, their parents, school personnel, and church ministers. Through a Foucauldian analysis of discourse, the author found that attendance at Chinese supplementary schools benefitted these students’ academic preparedness in a variety of ways, such as the reinforcement and development of ethnic identity. In secular Chinese language schools, ethnicity seems to function through the interaction of cultural attributes and social ethnic structures, whereas in church-affiliated, nonsecular schools, the influence of ethnicity seems to shift to the impact of Christian discipleship. Through this process, church schools actually act as socializing agents that facilitate positive interpersonal relationships among peers and families. 相似文献
12.
Talbutt LC 《The School counselor》1983,31(2):120-124
According to several US Supreme Court decisions, minors have the right to abortions, yet various conflicts cause some uncertainty for counselors and other professionals working with minors. In defining the role of the school counselor with regard to abortions, Duncan and Moffett (1974) explained that counselors should establish a setting for clients to examine feelings and evaluate alternatives. They advised counselors against imposing their views and attitudes on clients. Walleat (1975) summarized the counselor's responsibilities as follows: view abortion in relation to the student's total involvement rather than a crisis situation; work in conjunction with other community and school programs; help students "process" information; and help students use information about abortion, even when schools fail to supply that information. Additionally, Walleat emphasized that there were possible legal and ethical issues regarding schools providing abortion information. The extent to which schools can or should provide abortion information to minors is unclear. Burgum and Anderson (1975) made some recommendations to help counselors avoid lawsuits regarding abortions. They suggested that counselors give advice only in those areas in which they are competent according to their education and work experience. In view of the proposed legislation and legal shift toward parental notification, counselors of minors should strongly encourage their clients to discuss their situation with parents. The major questions are: how far must counselors go in providing information to parents of minors; and is the legal responsibility strong enough to require counselors to break confidentiality under certain conditions. Until a major court case or legislation addresses these questions, the school counselor's role is undefined. Because parental notification about abortion for minors is unclear, professional guidelines are urgently needed to aid counselors. Professional counseling groups need to address the unresolved issues in a position paper or other materials. Until such time, the following recommendations should prove of value to counselors: counselors should urge minors to discuss abortion plans with parents and involve families in the counseling process, if possible; counselors should consider the social mores of the community; counselors should work through their national, state, and local professional organizations for directions and guidelines on abortion counseling and dissemination of abortion information for minors; and counselors should be knowledgeable about appropriate referral agencies dealing with abortions. 相似文献
13.
This paper presents a report on the development of career guidance and counseling services in Taiwan, Republic of China. Based on extensive interviews in 1983 and 1987 with leaders in public and private education, government agencies, and faculty and students in junior colleges and universities, the services currently provided are described as they interface with the educational system. Certain issues emerged from the research which may affect the further development of counseling services in Taiwan; guidelines are offered for addressing these. The issues discussed are: the stigma against counseling; the general resistance to change and the traditionalism of the educational system; the potential conflict between serving national labor needs and developing individual human potential; the stress produced by the educational system itself; the traditional emphasis on testing in schools and colleges; the need to professionalize counselors; and the judicious integration of western perspectives into an indigenous Chinese philosophy of counseling and guidance. 相似文献
14.
台湾地区现行学制内的戏剧教学是依《艺术教育法》（1997）,在《国民教育阶段九年一贯课程总纲纲要》（1998）、《国民教育阶段九年一贯课程纲要》（2003）中,正式纳入于国民教育“艺术与人文”学习领域之内;高级中学（含高职）则设于《普通高级中学艺术生活科课程纲要》（2008）“艺术生活”科内的“表演艺术”类课程中。这些法令确立了戏剧课程为新增的一门通识艺术教育。依表演艺术教学的法令规章与学理内涵的探讨可知,这种表演艺术的核心是在“表演学”（Acting）的学习。其教学以创作性戏剧、教育戏剧、教育剧场、儿童剧场、青少年剧场等方式实施,以避免表演艺术成为专业职业的训练导向之教学。在实施方面,建议对学校排课、师资、辅导员职责与奖励制度、课程系统化以及培养表演艺术高级人方面做考虑。 相似文献
15.
Blanca E. Arteaga 《Community College Journal of Research & Practice》2013,37(8):708-726
Latino students represent the fastest-growing population in the state of California, the United States, and the California Community College (CCC) system. Unfortunately, compared to other ethnic groups, Latino community college students continue to lag academically. Given the importance of counseling services and the scarce research related to community college students and community college counseling services, this study explored how 26 first-generation, low-income, Latino community college students perceived, negotiated, and developed a relationship with their community college counselor. Using a qualitative grounded theory research design, participants’ counseling experiences were captured through face-to-face semistructured in-depth interviews, and a theoretical model was developed. This study extended the literature on the importance of community college counseling services in assisting and motivating students to reach transfer and graduation and emphasized students’ positive and negative counseling experiences. The research findings suggest a need to improve community college counseling services. Thus, based on the research findings and other published research, this study proposes a set of the following: (a) guidelines for applying cultura (culture) to community college counseling that can assist relationship building between students and counselors; (b) questions that can be included in students’ evaluation of counselors; (c) counselor interview questions that may elicit behavioral response and assess cultural competence; and (d) community college students’ preferred counselor characteristics that may be used by hiring committees. 相似文献
16.
17.
Most funding intended to close gaps in K-12 education targets schools, rather than students directly. We investigate whether household sorting in response to changes in K-12 school funding inhibits spending from reaching targeted students with a case study in Metro-Nashville Public Schools of the School Improvement Grant (SIG) program, which invested $7 billion in the nation’s lowest-achieving schools between 2009 and 2016. Using a boundary-discontinuity difference-in-differences design and home sales data, we estimate that households were willing to pay more than three times the average per-pupil grant award to live in SIG school zones. Neighborhoods zoned for SIG schools experienced moderate income and racial integration following funding receipt. However, evictions in these neighborhoods increased by 35%, and non-white enrollment at SIG schools declined by 15%. Our findings illustrate a major limitation of place-based public good provision: sorting may displace the initially targeted population. 相似文献
18.
The Abu Dhabi Education Council (ADEC) has initiated educational change and school improvements. As part of the school reform agenda, ADEC has introduced school self-evaluation-Irtiqaa (SSE-Irtiqaa). This research probes the effectiveness of school administrators (SAs), including principals, vice principals, academic principals, and heads of faculty, and their perceptions of the implications and implementation of SSE-Irtiqaa. The study also intends to improve school quality and help benchmark Abu Dhabi public schools with international academic standards, by tracing challenges faced during the SSE-Irtiqaa process. Public SAs are the participants of this study. This research is an exploratory case study that employed a qualitative research tool. Semi-structured individual interviews were conducted with 14 administrators representing 6 public schools in Abu Dhabi. Findings and recommendations shed light on the areas and paths of development required to facilitate and improve the SSE-Irtiqaa process. 相似文献
19.
The authors examine how counselor educators can become involved in professional development schools to create enhanced training opportunities for school counseling internship students. The benefits of collaboration between university and public school faculties are explored, and research opportunities are discussed. Counselor educators' expertise in research and program evaluation, combined with school counselors' pragmatic experience in dealing with real‐life issues, may promote best practices in the schools and improved training for school counselors and can set the stage for collaboration as an educational team at the preservice level. 相似文献
20.
Andrea L. Dixon Catherine Tucker Mary Ann Clark 《Counselor Education & Supervision》2010,50(2):103-115
Social justice in the education of all K‐12 students begins with school counselors; preparing school counselors as advocates and leaders who can implement these principles in U.S. schools begins with counselor educators. Suggestions for intentional preparation of school counselors to be social justice advocates in schools by integrating the principles of the National Center for Transforming School Counseling with the American School Counselor Association National Model for School Counseling Programs (2005) and the Council for Accreditation of Counseling and Related Educational Programs 2009 Standards are described. Ideas for educating school counselors as effective advocates in the context of specific training experiences throughout counselor training programs are provided. 相似文献