How Exemplar Counselor Advocates Develop Social Justice Interest: A Qualitative Investigation          下载免费PDF全文

Melissa Robinson Swartz  Dodie Limberg  Joshua Gold 《Counselor Education & Supervision》2018,57(1):18-33

The authors examined the experiences of 10 peer‐nominated exemplar counselor advocates using grounded theory methodology (Strauss & Corbin, 1998 ). Analysis by the authors yielded a model of how exemplar counselor advocates develop a social justice interest and provided key insights on how counselor educators can enhance social justice interest in their students. Implications for supervisors and scholars are presented.  相似文献   

Relating early childhood teachers’ working conditions and well-being to their turnover intentions     

Ashley A. Grant  Lieny Jeon  Cynthia K. Buettner 《教育心理学》2019,39(3):294-312

High turnover rates of early care and education teachers reduce the quality of education; unsatisfied teachers, suffering from stress or emotional exhaustion, are less equipped to promote children’s development and more likely to leave the classroom. We used data from a national survey of US early childhood educators (n?=?1129) to examine associations between teachers’ working conditions, well-being, and motivation with professional commitment and turnover intentions to move, leave, or remain. Multiple regression analyses revealed that more intrinsically motivated teachers were more likely to report intentions to move over leave, emotionally exhausted teachers were more likely to report intentions to leave, and lower teacher-reported working conditions predicted intentions to move or leave the field over staying. The results suggest that teachers’ well-being and perceived working conditions relate with their intentions to remain at their job or within the field and to their commitment to the profession.  相似文献   

Understanding teachers’ motivation for and commitment to teaching: profiles of Chinese early career,early childhood teachers     

Limin Zhang  Shulin Yu 《Teachers and Teaching》2019,25(7):890-914

ABSTRACT

To better understand the reasons underlying attrition and the teacher shortage, and to develop ways to attract and retain high-quality teachers in early childhood education, it is necessary to explore teacher motivation and commitment to teaching. Although previous research has investigated various aspects of teacher motivation and commitment to teaching, little attention has been paid to this in the context of early childhood teachers, especially early career teachers. Drawing upon in-depth interviews with 12 early career, early childhood teachers in mainland China, this study aims to examine early career early childhood teachers’ motivation to teach and commitment to teaching in the Chinese context. Four distinct types of early career, early childhood educators were identified: committed passionate, committed compromiser, undecided, and uncommitted. Each of these had unique motives for teaching and different levels of commitment to kindergarten teaching in mainland China. The four types of early career early childhood teachers identified in this study demonstrate the diversity and complexity of teaching motivation and commitment to teaching in the field of early childhood education. The findings from this study can provide implications for policy-makers and teacher educators to enhance novice teachers’ motivation and commitment to teaching in the early childhood context.  相似文献   

全面学分制背景下转专业情况分析——以计算机学院为例     

王姗 《教育教学论坛》2019,(12):231-232

使学生学习自己满意的专业,既是高校人才培养的需要,也是对学生专业选择自主权的尊重[1]。本文以高校某工科院系为例,分析了学生转专业的原因,发现学生对专业了解不够、填报志愿动机不同、大学生活不适应等因素会影响学生转专业。学院修订了转专业条例,为学生提供更全面的转专业指导。  相似文献   

小城镇建设与职业教育发展互动问题探讨     

韩振华  孙景余  贠晓波  张桂荣  刘伟洋 《职业技术教育》2006,27(7):12-14

小城镇是实现农村现代化的重要载体,加快小城镇建设是社会主义和谐社会的内在要求。小城镇建设必然推动经济结构、产业结构、职业结构和就业结构的变化。应根据小城镇建设对人才培养的新要求,在职业教育体系的构建、专业设置、职业培训制度、有效转移农村剩余劳动力等方面与城镇经济和社会发展相适应,实现小城镇建设与职业教育发展的良性互动。  相似文献   

关于法律职业教育的探讨   总被引：1，自引：0，他引：1  

陈永红 《淮北职业技术学院学报》2003,2(2):75-77

21世纪的法律职业教育是集知识、能力、素质三位一体的教育,它需要法学教育在教学内容、教学方法、教学考核方式等方面要有相应的改变,诊所法律教育适应了这一目标要求,成为法律职业教育中值得引进、借鉴的教学方式。  相似文献   

Comparing Student Performance and Growth in 2- and 4-Year Institutions     

Strauss  Linda C.  Volkwein  J. Fredericks 《Research in higher education》2002,43(2):133-161

This study examines the organizational characteristics of 51 higher education institutions in relationship to student performance and growth. The study first finds that organizational measures of mission, size, wealth, complexity, and selectivity are statistically represented by the 2-year versus 4-year college mission. Findings indicate that 2-year and 4-year campuses indeed do exert significantly different influences on undergraduate GPA and self-reported intellectual growth. Next, the study uses both OLS regression and HLM to examine these influences. High school percentile rank and college classroom experiences are better predictors of Cum GPA at 4-year institutions, while student effort is a better predictor of GPA at 2-year institutions. Whereas the most important predictors of Cum GPA include precollege measures such as high school percentile rank and SAT score, the most influential predictors of student intellectual growth are campus experiences including classroom vitality, peer support, student effort, commitment, and involvement. Controlling for all other variables, students at 2-year institutions receive higher grades, and students at 4-year campuses experience more growth.  相似文献   

谈会计诚信问题   总被引：3，自引：0，他引：3  

陈向青  申春峰 《邢台职业技术学院学报》2005,22(4):68-69

随着我国改革开放的深入,在经济高速发展的同时,出现了严重的会计信息失真现象,对整个社会造成了巨大的影响。“道德.诚信”问题又一次引起了人们的广泛关注。本文深入分析了造成会计信息失真的原因,针对各方面的原因,提出了治理的对策,包括:开展诚信教育,加大执法力度,提高注册会计师队伍素质,会计人员要加强学习,加大监管力度,制定并完善与会计电算化有关的会计准则和审计准则等。  相似文献   

基于职业能力的高职商务英语课程优化设置     

鞠媛媛 《科教导刊》2020,(2):103-105

课程设置既是专业建设的核心内容也是实现人才培养目标的根本保证。本文基于能力本位理论,对接职业标准,分析高职商务英语专业人才职业能力构成,课程设置现状及存在问题,并针对问题结合职业能力要求,提出高职商务英语专业课程优化设置建议。  相似文献   

经理人创新胜任力及其对技术创新模式的影响机制     

李丹  杨建君  王婷 《软科学》2016,(10):83-86

明确经理人创新胜任力的组成,通过个体和组织层面的组织承诺与组织学习分析经理人创新胜任力对技术创新模式的影响路径。以全国182家制造及高新技术企业为对象进行调研,运用多元回归等方法统计检验。研究表明:由创新动力、创新能力和创新空间组成的经理人创新胜任力越强,企业越倾向于采取突变式创新;组织承诺和组织学习在经理人创新胜任力与技术创新模式之间存在部分中介作用;企业创新文化越强,经理人创新胜任力越需要通过组织承诺和组织学习传递其对技术创新模式选择的影响。  相似文献