找准教育切入点,发挥高校资助育人功能

高校资助工作是高校全程育人、全员育人的有效途径,资助的不同类型和途径有不同的育人功能,高校资助工作有其特殊性,因而资助工作要与育人工作密切结合,高校资助工作要找准思想教育的切入点,充分发挥各种资助政策的不同育人功能,在帮助家庭经济困难学生顺利完成学业的同时,通过资助工作开展育人教育,使受助学生树立正确的世界观、人生观、价值观,培养诚信、自立、自强、感恩等优秀品质.     

高校资助育人的探索与实践

随着国家对高校贫困大学生的资助力度逐渐加大,需着重加强资助的育人功能,采取资助与教育相结合的方式,促进学生健康成长.     

高校资助育人的探索与实践

随着国家对高校贫困大学生的资助力度逐渐加大,需着重加强资助的育人功能,采取资助与教育相结合的方式,促进学生健康成长.     

基于“三全育人”理念的高校分校区文化育人探索

新时代高校落实立德树人根本任务，深化“三全育人”综合改革的重要路径和提升高校思想政治工作质量的重要载体是大学文化建设，大学教育管理过程实质上是以文化人、以文育人的生动实践。基于高校全员、全过程、全方位育人理念，聚焦于高校分校区文化育人视角，阐述高校分校区文化育人工作现状，探讨发挥“三全育人”功能，实现文化育人的实践路径。     

互联网环境下贫困大学生资助体系构建

高校对贫困大学生的资助方式存在资助工作信息化水平低,资助各环节缺乏协调整合性,育人功能欠缺等问题。依据互联网技术和大数据技术,构建贫困大学生认定、资助、监督、退出跟踪的资助体系,引入社会资源参与贫困大学生资助工作,可使资助工作公平、透明、开放,助学与育人并举,更好地促进贫困大学生成长、成才。     

新时期高校机关党建育人功能初探

在"三全育人"过程中,高校机关部门要从管理和服务角度发挥其育人功能.阐述了发挥高校机关党建工作育人功能的必要性和可行性.认为高校机关党建工作应该加强发挥机关育人功能的机制建设,从而保证机关在育人方面发挥积极作用.     

高校贫困生资助人文关怀价值取向实现的路径

高等学校作为资助政策的主要贯彻者和落实者，承载着实现贫困生资助人文关怀追求的重任。为此，各高校要坚持以人为本的资助理念，完善二项保障，严把三个环节，突出四项教育，落实五项计划，着力推进助困育人工作的科学化和规范化，在物质上帮助学生，精神上培育学生，能力上锻炼学生，引导经济困难学生树立自信、自尊、自立、自强的精神，切实发挥贫困生资助与育人相统一的功效。     

高校勤工助学管理方法与育人作用

将勤工助学工作与高校日常管理工作结合,不但缓解了日益增强的高校日常管理方面的工作压力,而且为家庭贫困大学生提供了相应经济补助和实践机会。在分析高校勤工助学工现状和存在问题的基础上,立足于北京科技大学教室管理勤工助学工作10年来的实践经验,探索了教室管理勤工助学工作的新要求,创新管理方法,有利于弘扬高校资助育人理念,对深化高校学生资助工作内涵,提高资助育人工作整体水平具有重要意义。     

高校家庭经济困难学生的精准认定

精准认定家庭经济困难学生是高校推进资助育人工作的有效手段,在促进资助政策落实、推动教育公平、合理使用资助资源、巩固脱贫攻坚成果上具有重要作用。目前,高校在开展精准认定工作中仍存在资料真实性难以保证、认定标准缺乏科学性、认定程序严谨性不足、缺乏有效的监督机制等方面的问题,应在加强学生诚信教育、制定科学认定标准、规范四级认定程序、落实违规追责举措等方面加强建设,维护精准认定工作的严肃性和公平性,促进资助育人工作的实效性。     

构建完善的培养服务体系 增强研究生思想政治教育工作实效性

面对新形势下研究生的思想特点、个体需求变化和存在的实际问题,研究生思想政治教育工作必须树立＂以人为本＂理念,以满足个体需要和解决实际问题为宗旨,构建完善的科研创新、社会实践、贫困生资助、心理健康教育、就业创业和后勤保障等的培养、育人服务体系,以增强思想政治教育工作的针对性和实效性。     

终身教育思想与职业技术教育

根据终身教育的特征阐述职业技术教育是终身教育体系中的一个重要组成部分,提出贯彻实施终身教育思想必须发展完善职教观念、体系和采取相应的机制和举措。     

Is Educational Intervention Research on the Decline?

The authors examined intervention studies that appeared in 4 educational psychology journals (Cognition & Instruction, Contemporary Educational Psychology, Journal of Educational Psychology, Journal of Experimental Education) and the American Educational Research Journal (AERJ) in 1983 and from 1995 to 2004. The majority of studies included adults (age 18 and older) as participants, administered brief (less than 1 day) interventions, assessed intervention effects immediately following the intervention, and did not report treatment integrity. Most studies included multiple outcome measures and exhibited an increase in effect-size reporting from 4% in 1995 to 61% in 2004. The percentage of total articles based on randomized experiments decreased over the 21-year period in both the educational psychology journals (from 40% in 1983 to 34% in 1995 to 26% in 2004) and AERJ (from 33% to 17% to 4%). Limitations of the study and future research issues are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Obituary: Arthur A. Lumsdaine (1913–1989).

Arthur Allen Lumsdaine, who died on May 1, 1989, made major contributions to social and educational psychology. He was part of the post-World War II wave of experimental psychologists who moved psychology in new, widely applicable directions. In social psychology, he helped open up the experimental investigation of attitude change. Later in his career, he recognized the potential of teaching machines and programmed instruction and furthered their development. Art was a Fellow of the American Association for the Advancement of Science, as well as of the American Psychological Association (APA). He served as a member of the APA's Board of Scientific Affairs (1967-1970), was President of the Division of Educational Psychology (1968-1969), and was an Associate Editor of Contemporary Psychology for eight years. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The proper concern of educational psychologists.

Reviews the questions of the functions of educational psychology and summarizes that the proper concern of their specialty is to "make fundamental contributions to the general understanding of human behavior as well as education theory and practice." 40-item bibliography. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

International Education in Psychology: The Price of Success--Our Monocultural Science.

Introduces this special section of American Psychologist. Behind this collection of articles lies a shift in national attention comparable to that inspired by the 1957 appearance of Sputnik, an event that triggered an unprecedented commitment of U.S. national resources to the fields of engineering and foreign language and area studies. Repeated shocks to America's position in the world--as we Americans understand it--over the past five years have raised renewed interest in the unpredictable world beyond our borders. Bills to provide greatly increased funds for language training have passed one or both houses of Congress, the Fulbright programs held their own in the 1981 budget offensive, and the American Psychological Association (APA) was asked to join a multidisciplinary effort to call attention to the need of our students, particularly those whose field of study is human behavior, to learn more about the world. The five articles that follow were commissioned by APA's Board of Directors as part of a "Project on International Education in the Undergraduate Disciplines" supported by the National Council on Foreign Language and International Studies (NCFLIS) through a grant from the U.S. Department of Education. A major theme emerges clearly from the articles that appear in this special section. There appears to be general agreement among the authors that U.S. psychology suffers from insularity, perhaps born of the very great size of the "domestic market" in psychology in this country, For the sake of the science, however, and to increase its scope of application, the authors urge that U.S. psychologists reach out toward a more truly international science, one fully sensitive to the powerful, multiform variable of culture. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Taking a position on "appropriate educational services."

Several years ago the Division 16 Executive Council (EC) was invited by the National Association of School Psychologists (NASP) to support a position paper entitled "Advocacy for Appropriate Educational Services for All Children," which had been adopted by NASP and the National Coalition of Advocates for Students (NCAS). The discussion of the position paper by the EC revealed several different points of view, and EC action on it was tabled. The issues raised by the position paper, as well as the actions taken toward implementing its recommendations, have become part of a national debate about how best to serve students. Because of the continuing relevance of the position paper with respect to the delivery of psychological services in the schools, I was encouraged to undertake the development of a mini-series around it for Professional School Psychology, now School Psychology Quarterly. The objective of this mini-series is to assist readers in framing the issues raised by the position paper in relation to the ongoing dialogue about service delivery systems. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Between the laboratory and life: Child development research in Toronto, 1919-1956.

Between 1919 and 1956, psychologists at the University of Toronto built a research program in developmental psychology on a functionalist, holistic, and ecological basis. They conducted longitudinal studies on mental health in growing children in educational settings instead of in laboratories and formed strong alliances with the local educational system in order to do so. They initially defined mental health as adjustment and considered conditions within schools to be conducive to its attainment. After developing a psychological theory of personality development, they came to view educational conditions as discouraging the development of mental health. The alliance between the educational system and psychology consequently unraveled, and the program declined. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"The Straw That Broke the Camel's Back" (Answer to Paul Gedansky's Criticism).

The author regrets that her statement in "Psychology--a Profession or What," served to heighten Gedansky's anguish to the point where his anger was unleashed against the PhD in psychology. She is fully in sympathy with him, but finds it hard to agree that the MA is the optimum educational requirement for clinical psychology, because "the berated MA technicians have been quietly giving the bulk of clinical services in the hospitals and clinics of the United States for a good many years." Also it does not follow that hospitals and clinics must continue to use the MA in psychology rather than the PhD just because they have done so in the past. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A further note on the fakability of the MTAI.

"This study employed a factorial design to investigate the effects of several conditions of administration on the fakability of the MTAI… the findings support the conclusion that groups of students are not likely to be able to fake the MTAI unless they receive a cue from the faking instructions, or elsewhere, as to what the inventory is about." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Report of the executive Officer: 1961.

Psychologists "must continue to speak to college students, and with greater effectiveness than may be true at present." American Council on Education evidence "suggests that psychology, against the index year of 1955, may be losing ground proportionately as an undergraduate major field… . If we fail in creating an adequate perception of psychology among college students, we may mortgage our future beyond redemption." In governmental affairs "psychology's voice… is not as clear nor its message as self-assured as the voices of other scientists and scholars." The factors influencing processes in which the APA Central Office becomes involved are considered briefly. (PsycINFO Database Record (c) 2010 APA, all rights reserved)