高校青年教师教学能力提升途径

随着高等教育的大众化,青年教师在高校教师中所占比例越来越高,青年教师的教学能力关系着高校人才的培养质量。通过分析高校青年教师教学能力培养中存在的问题,探讨了青年教师教学能力提升的途径。     

青年教师成长培育的督导模式

加强青年教师培养,保证教学队伍后继有人是各高校面临的重要课题之一。分析了青年教师教学方面存在的问题,介绍了北京科技大学青年教师培养方面的督导做法,提出了加强青年教师培养的思路和方式,为充分发挥督导工作在青年教师培养过程中的作用提供了借鉴。     

青年教师岗前培训工作的实践与体会

青年教师岗前培训工作的实践与体会陈兴芳当前青年教师的培养提高已成为高校师资队伍建设的战略重点，而青年教师岗前培训是青年教师队伍建设中的重要一环。我院青年教师岗前培训工作，从１９８７年开始，先后为青年教师举办了８期岗前培训班，接受培训的青年教师２２２人...     

讲课比赛对提升青年教师教学能力的作用

高校扩招使得青年教师的培养提高成为高校师资建设工作的一项重要任务.组织开展青年教师讲课比赛活动,是帮助青年教师尽快提高教学能力的一个重要途径.阐述了讲课比赛对提升青年教师教学能力的作用,介绍了重庆科技学院开展青年教师讲课比赛的做法、效果和基本经验.     

教学准入制度下新入职青年教师职业能力培养体系效能研究

新入职青年教师队伍的培养和建设是关系到高校发展的重要问题。以北京科技大学为例,面向74名入职1-3年的新教师进行问卷调查,从研究型大学对教师教育教学能力的整体要求、高校对新入职教师培养环节和内容以及这些培养环节的效能方面进行分析,提出提升新入职青年教师培养质量的建议。     

地方高校青年教师职业压力分析及应对策略

我国高等教育的迅速发展,导致地方高校青年教师的数量急剧增加,这些青年教师在发展的过程中面临巨大的职业压力,严重影响其身心健康和地方高校的生存与发展.文章在地方高校与部属高校的比较视野下,分析当前研究地方高校青年教师职业压力的特殊性,着重从主客观方面分析其职业压力形成的原因,并提出缓解地方高校青年教师职业压力的措施.     

青年教师师德教风协同建设机制研究

青年教师师德与教风建设事关高校思想政治教育、人才培养质量以及教育事业科学发展。基于社会、高校和青年教师自身等因素影响,部分青年教师在师德教风方面仍存在一些问题。高校应深入把握师德与教风的相互联系,促进教书与育人协同,制度机制建设与教育培养方式创新协同,理想信念教育与教学能力提升协同,师德考核与教学监督相协同,积极探索青年教师师德教风协同建设机制。     

工科院校青年教师培养与管理模式探索

青年教师肩负着实施高素质教育,为国家培养富有创新精神和实践能力的高素质人才的历史使命,是学校的未来和希望.认真研究青年教师的培养与管理模式,可使青年教师在短期类脱颖而出,成为学校建设与发展的骨干力量.本文从当前青年教师的现状分析着手,提出了"成立青教管委会、建立青教信息系统、注重青教的学源结构、培养与管理并重"等的地方工科院校青年教师培养与管理模式.     

工科院校青年教师培养与管理模式探索

青年教师肩负着实施高素质教育,为国家培养富有创新精神和实践能力的高素质人才的历史使命,是学校的未来和希望.认真研究青年教师的培养与管理模式,可使青年教师在短期类脱颖而出,成为学校建设与发展的骨干力量.本文从当前青年教师的现状分析着手,提出了"成立青教管委会、建立青教信息系统、注重青教的学源结构、培养与管理并重"等的地方工科院校青年教师培养与管理模式.     

培养青年教师创新素质的探讨

当今时代,衡量一个国家的强弱,不是看资本的多少,而是看创新人才的多少.创新人才需要靠创新教育来培养,而实施创新教育的主体是具有创新素质的教师,尤其是青年教师.为保证高校在国家创新体系建设中作出贡献,培养青年教师的创新素质显得尤为重要.     

Preparation for teaching psychology in high school.

Of 150 randomly selected Division 2 psychologists, 100 responded to a questionnaire. They "think of high school psychology as belonging somewhere between biological science and social science… . They favor more training in psychology and less in related areas than is the practice at present" for high school teachers of psychology. "The amount of preparation recommended, especially that indicated as desirable, is so high that it is not likely many high school teachers of psychology can be induced to secure this amount of training." Major sections are: Science or Social Study? General Suggestions, Training in Psychology, Related Training, Conclusions. (3 tables) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

National assessment of early elementary teachers perceived self-efficacy for teaching tobacco prevention based on the CDC guidelines

A national random sample of 505 early elementary school teachers completed a 47-item survey to determine their perceived self-efficacy for teaching tobacco prevention education based on the Centers for Disease Control and Prevention guidelines for grades K-3, their training status on tobacco prevention, and their level of teaching about tobacco prevention. Results indicated most of the teachers were female, White, held a bachelor's or master's degree, never smoked, and had not received formal tobacco prevention training. The teachers' scores were high for efficacy expectations, and for outcome expectations. Conversely, for outcome value, teachers ranked tobacco prevention fifth out of six health topics, as the most important health topic to teach elementary students. Also, teachers trained in four tobacco areas or more had statistically significantly higher scores for efficacy expectations than those trained in three or fewer areas. Statistically significant positive associations were also found between years of teaching tobacco prevention and efficacy and outcome expectation scores, and between the amount of time that tobacco prevention was taught during the past school year and outcome value.     

Variables that distinguish elementary teachers who participate in school-based consultation from those who do not.

Examined variables that distinguished elementary teachers who participated in consultation from those who did not. 352 female elementary teachers completed questionnaires: 186 of the Ss reported they had participated in consultation with a school psychologist, and 166 reported that they had not. A stepwise discriminant function analysis using 8 teacher response variables found 5 variables that significantly distinguished the 2 groups: school psychologist offering help, teachers' scores on the Problem Solving Inventory, perceptions of psychologist training in problem solving, years of teaching experience, and perceptions that a school psychologist's training is different from that of a teacher's. Suggestions are offered to school psychologists for increasing teacher requests for consultation services. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Editorial.

Introduces this special issue on Groups in Education. The inspiration for this special issue came from the current President of Group Psychology and Group Psychotherapy, George Gazda. His commitment and devotion to therapeutic groups and to school system reform has spanned five decades. In his introduction to this special issue, Gazda describes seven serious flaws to the current educational system. Many of the articles in this issue address ways to counter the problems that exist currently in the schools. Gazda's voluminous number of publications addresses such topics as human relations training of teachers, school reform, life-skills training, the development of life-coping skills, developmental education, facilitating interpersonal skills development, and the use of group procedures for the prevention and treatment of drug and alcohol addiction. Gazda is applauded for his tenacity at addressing the need for school change, especially when many schools continue to provide competitive climates, authoritarian management models, and lack an emphasis on interpersonal skills training for students and teachers. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The role of psychology in the traveling science teacher program for high schools.

The program at Michigan State University involved training 20 secondary school science teachers during a 3-month period, and included 14 hours of lectures in psychology. It "yielded 16 lecture-demonstrations suitable for presentation at the secondary school level" by the science teachers, each of whom developed a "psychobiology" lecture-demonstration. "The demonstrations, which were used to accompany the lecture, were originally selected for a variety of reasons" including simplicity of material, portability of material, and opportunity for student participation. 2 demonstrations were described. The lecture developed by the science teachers on psychobiology was "presented to a total of 565 groups of students and other interested audiences." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Supporting children's mental health in schools: Teacher perceptions of needs, roles, and barriers.

There is a significant research to practice gap in the area of mental health practices and interventions in schools. Understanding the teacher perspective can provide important information about contextual influences that can be used to bridge the research to practice gap in school-based mental health practices. The purpose of this study was to examine teachers' perceptions of current mental health needs in their schools; their knowledge, skills, training experiences and training needs; their roles for supporting children's mental health; and barriers to supporting mental health needs in their school settings. Participants included 292 teachers from 5 school districts. Teachers reported viewing school psychologists as having a primary role in most aspects of mental health service delivery in the school including conducting screening and behavioral assessments, monitoring student progress, and referring children to school-based or community services. Teachers perceived themselves as having primary responsibility for implementing classroom-based behavioral interventions but believed school psychologists had a greater role in teaching social emotional lessons. Teachers also reported a global lack of experience and training for supporting children's mental health needs. Implications of the findings are discussed. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Instruction, teacher–student relations, and math achievement trajectories in elementary school.

Children enter elementary school with widely different skill levels in core subjects. Whether because of differences in aptitude or in preparedness, these initial skill differences often translate into systematic disparities in achievement over time. How can teachers reduce these disparities? Three possibilities are to offer basic skills training, to expose students to higher order instruction, or to provide socioemotional support. Repeated measures analyses of longitudinal data from the Eunice Kennedy Shriver National Institute of Child Health and Human Development Study of Early Child Care and Youth Development revealed that children with low, average, or high math skills prior to elementary school followed different but parallel trajectories of math achievement up through fifth grade. When enrolled in classes with inference-based instruction, however, the initially least skilled children narrowed the achievement gap as long as they did not have conflictual relations with their teachers. They did not make this kind of progress if they were in classes focused exclusively on basic skills instruction or if they were in inference-focused classes but had conflictual relations with teachers. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Formalized psychological services in state education programs.

In recent years "state regulations have played a major part in determining the nature of local school requirements" for psychologists. States having formally legislated provisions for school psychologists, states formally recognizing qualifications of school psychologists, professional training requirements for different levels of persons rendering psychological service in schools, and required supervised practicum or internship experience are discussed. The certification of school psychologists as teachers, the renewal of certification of school psychologists, the kinds of psychological services provided or used, the apparent absence of a sensitivity to a need for school psychological services, and the various titles by which psychologists are designated in school law or official statements are considered. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Multilevel school consultation training: Preliminary program evaluation.

Recommends the acquisition of consultation skills for school psychologists but notes that this is a neglected area in the majority of training programs. To meet the need for training prototypes, a multilevel consultation training sequence with matched field experiences graduated by learning goals and previous skill development is proposed. Specifically, Level 1 of the consultation program and its matched field experience, consultation with student teachers, is evaluated as a viable means within a university setting by which novice consultants can practice diverse consultation skills. Evaluation data from 12 consultation students (doctoral candidates), student teachers, and student teaching supervisors support the effectiveness of the program for both consultants and consultees. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Violence in a violent society

This article presents the methods and results of two surveys aiming to contribute to the development of partnerships between doctors and teachers in primary school. The first study, carried out with a sample of elementary school teachers, shows the interest they have in health promotion at school, their desire to see national education doctors become involved in health education, and their misunderstanding of the role of national education doctors and nurses, especially in training and participation in school projects. The second study, carried out among a sample of national education doctors, shows their felt sense of "friction" between the individual medical approach within which they were trained and for which they are known and solicited, and the public health approach that they would like to develop. To ameliorate the partnership, the inspector of national education, as the responsible party for educational policies within his district, is the necessary "link" between doctors, school directors and teachers.