学生突发事件应急处理探讨   总被引：1，自引：0，他引：1  

黄克宇兰茹  徐安娜 《广东白云学院学刊》2005,(2):126-129,133

构建学生突发事件应急处理预案是有效预防、及时控制和消除学生突发事件的危害，保障在校学生身心健康和生命安全，维护正常的校园秩序，营造良好育人环境的有效方法，也是新时期学生工作的重点。本文从对学生突发事件应急处理预案的认识，对学生突发事件的管理原则、预警机制、处理办法做了探索，力求为预防和高效处理学生突发应急事件提供参考。  相似文献   

Pedro Gutiérrez Bueno’s Textbooks: Audiences, Teaching Practices and Chemical Revolution     

José Ramón Bertomeu Sánchez  Antonio García Belmar 《Science & Education》2006,15(7-8):693-712

Pedro Gutiérrez Bueno wrote two editions of a chemistry textbook between 1788 and 1802. The paper offers a comparative view of both editions taking into account Gutiérrez Bueno’s biography, his intended audience and the changes related to the so-called chemical revolution. Some conclusions are at odds with common images about scientific revolutions and the role of textbooks in science. The analysis aims to shed some light on the multiple historical forces shaping textbooks and the way in which scientific change is assimilated by their writers. This research was partially supported by the program BHA2002-04611-CO3-02  相似文献   

Evidence-informed policy and practice in education: a sociological grounding. By Chris Brown     

Anna Traianou 《British Journal of Educational Studies》2016,64(1):131-132

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Books and articles of academic interest     

Antonio Gómez Skarmeta  Pedro García López  Jesús Egea Payá  José Meseguer Navarro  Tomás Jiménez García 《Academic Questions》1994,8(1):91-92

Books and articles of academic interest  相似文献   

The Experiences of Low-Income Latina/o Families in an Urban Voucher,Parochial School     

Tatiana Joseph  William Vélez 《Journal of Latinos & Education》2017,16(2):143-155

Catholic schools have become a popular choice for many low income families Latino/a families. Families enrollment in these schools are often faced with the mandate to participate. However, regardless of the mandate, some schools often experience low parental participation. The purpose of this study is to document the experiences of low income, Latino/a families around parental involvement in hopes of understanding the reasoning for participating (or not) in their child’s school. The researchers conclude that families do not participate for a number of reasons including lack of opportunities, and an unwelcoming environment. The implications for Latina/o urban education are discussed.  相似文献   

L'enseignement et les technologies nouvelles     

Daniel Dieudonné 《欧洲师范教育杂志》1983,6(3):291-297

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Social Experiences with Peers and High School Graduation: A review of theoretical and empirical research     

Marie‐Hélène Véronneau  Frank Vitaro 《教育心理学》2007,27(3):419-445

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Early Childhood Services in Ireland     

Eilis Hennessy  Nóirín Hayes 《International Journal of Early Years Education》1997,5(3):211-224

This paper gives background information on early childhood services in Ireland and presents the results of a survey of the preschool experiences of 1065 children. The results of the survey suggest that the majority of children experienced some form of early childhood service before starting school. The most common service was a playgroup although a significant proportion of the children had experienced home‐based care with a relative or family day care provider. The implications of the findings for the development of a policy on early childhood services are discussed.  相似文献   

Houston Teaching Academy: Partnership in developing teachers     

Jane A. Stallings  Joan Bossung  Anna Martin 《Teaching and Teacher Education》1990,6(4)

The need for excellent teachers to teach at-risk inner-city children is well documented. Too often new teachers who have received their field experience in the suburbs are hired to teach in multicultural inner-city schools with little preparation to serve this population of children and families. Changing the history of failure for this population of teachers and their students to an experience of success was the primary goal of the partnership between the Houston Independent School District and the University of Houston's College of Education.The structure of the Houston Teaching Academy (HTA) includes four collaborative decision-making councils. Representatives from the school and college serve on each of the councils. Shared weekly seminars for supervising teachers, student teachers, and college supervisors are led by school teachers or college supervisors. Methods courses are taught at the HTA, and the students serve as tutors in the classrooms. Several graduate college courses requested by teachers are offered at the HTA.Concurrent with the development of the HTA, a formative and summative evaluation has monitored the progress of the HTA toward its goals. The HTA graduates have been followed into their first years of teaching. Interviews with their principals indicate that 77% are effectively teaching in inner-city and multicultural settings.  相似文献   

Mathematics in Physics Education: Scanning Historical Evolution of the Differential to Find a More Appropriate Model for Teaching Differential Calculus in Physics     

Joaquín Martínez-Torregrosa  Rafael López-Gay  Albert Gras-Martí 《Science & Education》2006,15(5):447-462

Despite its frequent use, there is little understanding of the concept of differential among upper high school and undergraduate students of physics. As a first step to identify the origin of this situation and to revert it, we have done a historic and epistemological study aimed at clarifying the role and the meaning of the differential in physics and at improving curricular and teaching models in the sense of Gilbert et al. (Gilbert J.K., Boulter C., & Rutherford, M.: 1998a, International Journal of Science Education 20(1), 83–97, Gilbert J.K., Boulter C., & Rutherford, M.: 1998b, International Journal of Science Education 20(2), 187–203). We describe the contributions of Leibniz and Cauchy and stress their shortcomings, which are overcome by the alternative definition proposed by the French mathematician Fréchet, dating from early 20th century. As a result of this study, we answer to some fundamental questions related to a proper understanding of the differential in physics education (for 17–19 years old students).  相似文献