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1.
Community service learning is the integration of experiential learning and community service into coursework such that community needs are met and students gain both professional skills and a sense of civic responsibility. A critical component is student reflection. This paper provides an example of the application of community service learning within an undergraduate health unit at the Queensland University of Technology. Based on survey data from 36 program participants, it demonstrates the impact of CSL on student outcomes. Results show that students benefited by developing autonomy through real world experiences, through increased self‐assurance and achievement of personal growth, through gaining new insights into the operations of community service organisations and through moving towards becoming responsible citizens. Students expect their CSL experience to have long‐lasting impact on their lives, with two‐thirds of participants noting that they would like to continue volunteering as part of their future development.  相似文献   

2.
Summary Many teachers in our secondary schools, colleges and universities are aware of the developmental needs and concerns of the students. But they are unable to assist the students adequately in meeting their emotional, social, physical and educational needs because they are pre-occupied with teaching the academic school subjects for as many as five or six classes, each composed of thirty to fourty or more students. There is a great need for secondary schools colleges, and universities in Nigeria to run a genuinely comprehensive counselling service with qualified and responsible personnel. The needs, concerns of the students in particular, the changes in the institutions of learning, and the needs and concerns of our developing nation in general should be vitally considered when developing, extending and managing such a service. A functional school-, college- or university-wide counselling unit, with appropriate support from the administration, staff, students and the communities will help the individual student feel more competent to deal with his or her educational, vocational, social, personal and emotional concerns.Ahmadu Bello UniversityPaper presented at the Ninth International Round Table for the Advancement of Counselling. Thessaloniki, Greece, April 1980.  相似文献   

3.
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4.
This study examines the emotional engagement with school of a diverse sample of 909 students in post-secondary vocational education in the Netherlands. Using multilevel regression analysis, we assess the role of students' background characteristics and school experiences, and their interaction, in students' emotional engagement with school. At-risk students do not report lower levels of emotional engagement, except for students using (soft)drugs. While Dutch dropout prevention focuses on fostering a sense of belonging through enhancing teacher–student relationships, we do not find a significant role of perceived support from school staff in students' sense of belonging. A good relationship with classmates is more important to engage students in post-secondary vocational education. Perceiving an academic fit is most prominently related to the emotional engagement of vocational students, indicating that a sense of belonging should not only be defined in social, but also in academic terms.  相似文献   

5.
How much students feel at home in school predicts academic outcomes. In view of the gender achievement gap, it is worth examining the gendered pattern of this school belonging. Studies on school belonging, however, have barely acknowledged possible obstructive effects of traditional gender role attitudes of individual students and student cultures. This study examines the relationship between gender role attitudes and a sense of school belonging among a sample of 6380 students from 59 Flemish schools at the start of their secondary education. The results of multilevel analyses indicate that boys show less sense of school belonging than girls, as do students with more traditional beliefs about gender roles. Moreover, student attitudes related to gender roles are strongly shared at the school level, so that we can speak of a gender role student culture. Students enrolled in more traditional gender role student cultures reveal less school belonging.  相似文献   

6.
Abstract. An explanatory methods design was used to evaluate the influence of a service learning course on learning, personal, and social outcomes for service learning (n = 142) students. These students showed improvements in diversity and political awareness, community self-efficacy, and civic engagement scores from the beginning to the end of the semester. In addition, the students' academic learning, personal and interpersonal development, and community engagement were detected as the major benefits from engaging in service learning. The findings of this study suggest that service learning contributes to students' academic learning and personal and social development through social-emotional processes.  相似文献   

7.
根据情绪安全假设理论,保持安全的感觉是个体重要的目标,它组织个体的情绪调节、活动趋向以及对自身威胁的评估。因此,在中学教育中,我们不能只强调中学生身体上的安全,还应该对情绪上的安全引起重视。导致学生情绪不安全的原因主要来自于社会、家庭和学校环境因素以及学生的个体因素,因此教师在教学过程中应该以情绪安全假设理论为指导,从课堂教学和日常管理两方面入手,保护学生的情绪安全,促进学生身心的正常发展。  相似文献   

8.
Early school leaving is an international concern. Previous research indicates that the school context contributes to early school leaving. This systematic review is aimed to gather marginalised young peoples’ perceptions concerning contextual factors that contributed to and interfered with their decisions to stay in alternative education. Twenty-three databases and reference lists of reviews were searched, eliciting 1586 studies, which were then screened. Data from 24 mixed-methods studies that met the inclusion criteria were extracted and synthesised. Findings suggested that alternative schools which provided a sanctuary for students increased student engagement. Schools were sanctuaries when they offered physical, emotional and psychological safe spaces; fostered a sense of community; enabled students to affirm their racial/ethnic pride and employed flexible behavioural supports. Implications for practice and research are discussed.  相似文献   

9.
感恩意识是近年来社会舆论中谈论比较多的一个内容,当代大学生的感恩意识问题也时时引起社会议论。加强大学生感恩意识的培养,对大学生个性的全面发展,对和谐的家庭关系和人际关系的构建,都是非常必要的。培养大学生感恩意识,家庭、学校和社会各有自己的责任。  相似文献   

10.
The preponderance of the research on African American students has generally focused on issues of school failure and underperformance. While the literature on high achieving Black students is sparse, very little is known about these students’ school experiences and the meanings that they assign to achievement. Using student-based inquiry research, this study investigates the meaning of school achievement among high-performing African Americans. The findings reveal that the students were not convinced that standardized examinations, and to a lesser extent course grades, were accurate or valid measures of achievement. Thus, they challenged the dominant achievement paradigm and created their own sense of school success, which included social dimensions such as community involvement and personal growth and development. Although collectively the students concluded that standardized exams and grades were not achievement or accurate measures of achievement, yet they clearly knew how to ‘play the game.’ While students must meet the norms of standardized measures and end-of-course testing related to the Common Core, schools can respond to their diverse assessment needs by incorporating broader measures that include, but are not limited to standardized tests. The findings of this study and student recommendations have great implications for teacher education and student assessment.  相似文献   

11.
ABSTRACT

This qualitative case study analyzed how one large high school created a community of care for ninth-grade students. Data were collected during the 2006–2007 school year, including observations, individual interviews, and focus group interviews of 1 female teacher and 9 of her students. Findings suggest the Freshman Focus teachers and program helped to establish three caring relationships (teacher to program, teacher to student, program to student) that promoted a community of care. The development of positive teacher beliefs about students, supportive teacher–student relationships, and the promotion of academic and life skills may help create a caring community in which students are the primary receivers of care.  相似文献   

12.
The purpose of the study was to identify the components of holistic school pedagogy as identified by a sample of Finnish secondary school teachers and students from two schools. Holistic pedagogy concerns the development of the whole student and acknowledges the cognitive, social, moral, emotional and spiritual dimensions of education. The data were gathered in spring 2008 and include 19 interviews of Finnish secondary school teachers of different subjects and 37 interviews of their students. The teachers and students came from two schools that both emphasize mathematics in their curricula. Analysis of the teachers’ and students’ interviews revealed three different components in holistic school pedagogy. These components were values and worldviews, field-invariant pedagogical components (which are important regardless of the content or the subject) and field-dependent pedagogical components (subject- or context-specific issues, such as pedagogical content knowledge of mathematics or the type of school). Holistic school pedagogy also emphasized the importance of the whole school community for the best pedagogical practices in schools.  相似文献   

13.
近年来,随着对大学生社区服务活动的El益重视,我国的大学生社区服务有了较大发展,但是总体而言还处于探索阶段,很多地方有待完善。社区服务学习作为一种全新的教育模式,巧妙的将大学生与社区服务联系起来,促进了大学生社区服务的完善和发展。这种先进的社区服务经验,值得我们借鉴,以完善我国的大学生社区服务。  相似文献   

14.
学生是学校存在和发展的基础与前提,让学生在一个认同的、有归属感的学校生活和学习,对于学校和学生来说都是非常重要的。因此,有必要对影响大学生学校归属感的各种因素进行探究,以便找到相应的对策来解决学生的困惑。环境、成长、规范、关系和情感因素与学校归属感的相关程度较大,是组成学校归属感的主要因素。学生的家庭背景、经历等会影响学生对学校归属感的强度。一般来讲女生的学校归属感比男生的要强。担任学生干部或参加社团活动都会增强学生的学校归属感。因此,学校要开展一些针对性活动,教师要多关怀和帮助学生,多利用网络途径加强师生间、学生间的联系,提高学生的学校归属感,从而健康成才。  相似文献   

15.
This study investigates the learning and work of a community of practice that engaged in a specific inquiry around family/community literacy and the development of a culture of caring that would connect family/community/school literacies in ways that allowed their mostly Latino/a students to develop positive student identities, enhanced personal connections to their peers, and stronger experiential responses to literacy instruction.  相似文献   

16.
This chapter describes effects on students social and ethical attitudes and behaviors of a comprehensive elementary school program that was implemented in 12 elementary schools in six school districts in the United States over a four-year period, with an additional 12 schools serving as a comparison group. The program as a whole is designed to promote a sense of the school as a community. Data, collected in a baseline year and each of three program years, included classroom observations and student and teacher questionnaires. Data analyses showed variability both within and between schools in teacher changes from baseline to classroom program implementation. Positive effects on students’s sense of community and on several social/ethical variables were found for the five program schools that showed adequate changes in implementation. Structural equations modeling analyses of classroom-level data showed clear support for a model in which program effects on social-ethical outcomes for students were mediated through intervening linkages with program implementation and with the sense of community.  相似文献   

17.
The community is faced with an increasing number of children suffering from social and emotional difficulties. As all children attend school, this is a highly suitable place to examine possible means of identifying and helping children suffering from social and emotional difficulties. For the last 20 years most schools have lagged in their adjustment to the full range of needs of students. They act as a censurer by: domination of academic requirements causing many to fail; failure to meet the expressed needs of children; inadequate teacher training; too little help given to children and often too late; uncoordinated assistance within the school or with community agencies; and by not reducing peer abuse. The school can play a significant role in child development, but for the child with adjustment difficulties coherent assistance is rarely offered. The school can liberate by: recognition of the needs of non-academic children; recognition of the affective needs of all; providing affective training for selected teachers; giving appropriate curriculum time for a programme in personal growth and social relationships; by developing a multidisciplinary community agency which interacts with the school. A model is proposed outlining how effective intervention will break and prevent the cycle of abusive behaviour. This programme proceeds sequentially through each grade. Basically it is one of effective student group interaction in the presence of a specially selected and trained group leader. Such a programme contributes to change in school philosophy, and increases the possibility of the child becoming a more adequate adult/parent. Negative emotional effects of bureaucracy and the Australian school institution on children are discussed. This paper looks critically at schools, outlines some ways in which such abuse is manifested and discusses how the schools can become factors in healing as well as preventing abuse.  相似文献   

18.
Abstract

This article makes observations on the emotional and KEYW ORDS behavioural dif?culties of university students. The rapid expansion of student the higher education sector since the 1980s has brought an increased counselling; need for liaison between academics and university counsellors and student EBD; other health professionals. Key tasks confronting students are separ-student support ation from the family, the articulation of a sense of ‘self’, and the internalization of knowledge. Depression and anxiety are the likely side-effects of undertaking these, but peer-group and tutorial support can assist the authentic growth that is the real goal of tertiary education.  相似文献   

19.
Positive education blends academic learning and student well-being. Although research and application in positive education is growing, most has involved psychologists and educators applying strategies in schools, with little research that involves student voices in the development and implementation of a school’s positive education strategy. Assumptions are frequently made about what is best for student well-being, with little input from the students themselves. This paper describes a case study of participatory action research (PAR) carried out by students (N = 10) at a publically funded Australian school aiming to implement positive education. PAR is a form of collective inquiry undertaken by the people that the issue directly affects. The PAR group researched the school community regarding well-being during the school year. Mixed methods examined PAR student’s well-being, self-efficacy, autonomy, social and emotional assets, and other competencies before and after the process. Student involvement allowed the school to better understand their students’ well-being, and student-led communication about positive education laid the groundwork for its implementation. Results suggested benefits for the PAR students, particularly in engagement and self-efficacy. This realistically scaled study suggests that involving students using a framework of PAR is a promising, accessible, evidence-based, and developmentally beneficial approach to the implementation of positive education.  相似文献   

20.
This paper describes the development of the School Emotional Environment for Learning Survey, an instrument for evaluating the perceived level of emotional literacy of the school as an organization. It elicits student and staff perceptions of their affective experience of being a part of the school community. It was designed to look at the extent to which a school enables members of its community to interact in a manner that builds an understanding of their own and others' emotions, which can then be used to shape their actions. Emotional literacy is seen here as a potential in everyone that is contingent on the interaction between a person and their social context, rather than a capacity that is either present or absent in the individual.
Qualitative data were collected from an ethnographic case study of two schools using closed- and open-ended questionnaires, semi-structured interviews, focus groups, a draw-and-write exercise and participant observation. The data were used to generate grounded theory and to build a theoretical framework for organizational emotional literacy. This theoretical framework is described as the CORE framework, addressing the domains of communication, relationships, organization and emotional experience. These domains are then characterized by particular qualities and values that are described in the 'matrix of emotional literacy'. This framework and matrix were then used to develop a questionnaire, which was trialed as a tool to audit the level of emotional literacy in both primary and secondary schools.  相似文献   

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