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1.

This article provides an annotated list of 326 journals in criminal justice and criminology. After consulting the “notes for contributors” sections of each journal, the authors mailed a self-administered survey to all journal editors soliciting their input on their editorial policies. Journal websites were also consulted to construct the journals' mission, scope, and editorial focus. A total of 221 editors returned the survey for a return rate of 68%. The following entries present an annotation that summarizes the mission, philosophy, and editorial policies of each journal. Following the annotations, the chart documents contact information for the editors and editorial policies concerning submissions to each journal.  相似文献   

2.
Background: Despite decades of research, bullying in all its forms is still a significant problem within schools in Australia, as it is internationally. Anti-bullying policies and guidelines are thought to be one strategy as part of a whole school approach to reduce bullying. However, although Australian schools are required to have these policies, their effectiveness is not clear. As policies and guidelines about bullying and cyberbullying are developed within education departments, this paper explores the perspectives of those who are involved in their construction. Purpose: This study examined the perspectives of professionals involved in policy construction, across three different Australian states. The aim was to determine how their relative jurisdictions define bullying and cyberbullying, the processes for developing policy, the bullying prevention and intervention recommendations given to schools and the content considered essential in current policies. Sample: Eleven key stakeholders from three Australian states with similar education systems were invited to participate. The sample selection criteria included professionals with experience and training in education, cyber-safety and the responsibility to contribute to or make decisions which inform policy in this area for schools in their state. Design and methods: Participants were interviewed about the definitions of bullying they used in their state policy frameworks; the extent to which cyberbullying was included; and the content they considered essential for schools to include in anti-bullying policies. Data were collected through in-depth, semi-structured interviews and analysed thematically. Findings: Seven themes were identified in the data: (1) Definition of bullying and cyberbullying; (2) Existence of a policy template; (3) Policy location; (4) Adding cyberbullying; (5) Distinguishing between bullying and cyberbullying; (6) Effective policy; and (7) Policy as a prevention or intervention tool. The results were similar both across state boundaries and also across different disciplines. Conclusion: Analysis of the data suggested that, across the themes, there was some lack of information about bullying and cyberbullying. This limitation could affect the subsequent development, dissemination and sustainability of school anti-bullying policies, which have implications for the translation of research to inform better student outcomes.  相似文献   

3.
ABSTRACT

Since the Common School era, states have maintained truancy laws to ensure that students attend school. However, we know little about the severity of these laws and their relationship to student outcomes, particularly absenteeism. In this study, we survey state education statutes to document the severity of truancy policies. We estimate the relationship between these truancy policies and rates of chronic absenteeism via multilevel models using data on all U.S. public schools from the Office of Civil Rights. We find that most students live in states where they may be referred to legal authorities for levels of absenteeism below federal standards. We find little evidence that states with truancy policies have lower chronic absenteeism after adjusting for demographic and other characteristics. However, while non-White high-school students are overrepresented among chronic absences overall, they have rates of chronic absenteeism comparable to their White peers in states with less severe truancy policies.  相似文献   

4.
Abstract

Over the last two decades, there has been a significant change in the financing of higher education in the United States. A decrease in student and institutional support in real terms, tuition increases at all types of institutions, along with the view that students are the primary beneficiaries of higher education has resulted in policies that reduce the proportion of higher education costs borne by the federal and state governments. This paper will describe this financing shift in the United States, and analyse its impact on college participation with a particular focus on equity and opportunity. It will also provide an analysis of some questions that European countries should address as they implement their own policies that shift the burden of paying for college from the government to individuals, and as they consider various forms of financial assistance to help students pay for college.  相似文献   

5.
ABSTRACT

The age of accountability introduced by the No Child Left Behind Act of 2001 triggered widespread development of local control-oriented policies in an effort to “leave no child behind.” Research makes it clear that such policies directly impact instruction. However, primary grade teachers are rarely included in these studies, leaving teacher educators with little empirical data on which to ground their work with preservice teachers as it relates to such policies. This article reports findings from a study of 15 experienced primary grade teachers who work with standardized curriculum materials. Data from these teachers’ experiences can inform today’s teacher educators as they prepare the next generation of teachers to navigate “one size fits all” curricula. Findings suggest that experienced teachers of young children adapt, augment, and extend the intended curriculum to promote academic proficiency in tested subjects in very specific ways. Implications for preservice teacher education are discussed.  相似文献   

6.
Abstract

An empirical examination of accredited American higher education institutions was conducted to obtain baseline data regarding distance education copyright, intellectual property, and antitrust concerns. Additionally, a multiple‐case study involving ten of the top thirty accredited distance education institutions in America was conducted. Policy approaches were examined for all institutions, and differences were discussed between public and private institutions as well as between the following Carnegie Classification institutions: Research I and II, Doctorate I and II, and Master's I and II. Data indicated that, out of the schools surveyed, 22% of the institutions in these Carnegie Classification categories published copyright and intellectual property policies on their institution's Web site. In the case study, it was found that 90% of the institutions centrally controlled their distance education program administration as well as the copyright and intellectual property policies related to it.  相似文献   

7.
Background

Budgets for teacher education programmes have been substantially reduced as a result of the global economic crisis.

Purpose

The purpose of this study was to compare the teacher education budget cutting processes and procedures for universities in Romania versus one university in the United States.

Sample

The data were collected from six Romanian universities that all have teacher education programmes. These universities represent the range of higher education quality in the country as indicated by their publication rates. Data from these universities were compared with those from the University of Nevada, Reno (UNR). UNR is the flagship university in the Nevada System of Higher Education, and Nevada has been harder hit by the recent global economic crisis than any other state in the United States and cuts to teacher education there have been substantial.

Design and methods

Data about the budget cutting processes and decisions in the teacher education programmes of six Romanian universities were collected through an electronic survey. These data were compared with the processes and decisions made at the UNR.

Results

The budget cutting processes in Romania were less transparent, and involved less input from stakeholders such as faculty and staff. Most decisions were made at a higher level of authority in Romania, and cuts in Romania were more likely to be across the board rather than more strategically targeted as they were in Nevada.

Conclusions

These differences are discussed in terms of the historical legacy of structures and policies in Romania, and the resistance to reform inherent in those structures and policies.  相似文献   

8.
Objective: To assess the sexual health knowledge of secondary school pupils in order to ascertain whether the current government public health and education policies are having any impact on pupils' sexual health.

Design: Results obtained from a questionnaire as part of a two‐phase intervention study.

Setting: Nineteen mixed‐sex, state secondary schools in central England.

Participants: Year 8 pupils (350 male, 345 female), year 9 pupils (300 male, 325 female) and year 10 pupils (310 male, 329 female).

Intervention: A questionnaire survey to assess the knowledge of pupils' sexual health education.

Main outcome measures: Questionnaires distributed to pupils as baseline to assess their knowledge of sexual health, contraception and sexually transmitted infections.

Results: Sexual health knowledge improves with age. A significant difference across all age groups was found, although knowledge regarding sexually transmitted infections and emergency contraception is poor for all age groups.

Conclusions: Current sexual health education provision is not providing young people with adequate knowledge regarding sexual health and contraception.  相似文献   

9.
ABSTRACT

This article explores the interface between lifelong learning policies and the definition of social vulnerability of young adults in two regions located within the European Union. Girona comprises a constellation of small towns with important industry, service and hospitality sectors. Vienna is a global city where many key international operators are based and employ a large number of highly qualified professionals. The article explores to what extent the meta-governance and the ‘causal narratives’ of lifelong learning policies contribute towards shaping the prevailing images of youth vulnerability in these regions. In Girona, bureaucratic governance patterns lifelong learning policies, which strongly rely on the potential of career guidance to encourage the youth to undertake further education. Correspondingly, policy designs and professional discourses emphasise that the beneficiaries previously failed at school. In Vienna, authorities govern lifelong learning by means of both bureaucracy and complex networks of employers and non-profit organisations. The ‘causal narrative’ of the policies straightforwardly claims that all youth must have an experience with employment, whether in apprenticeships or in transitional workshops that emulate real jobs. There, policies portray beneficiaries according to their capacity to undertake and finish apprenticeships.  相似文献   

10.

Britain, South Africa and Russia all have national policies that acknowledge that higher education should play a role in the development of democracy. This paper reports how a group of teaching staff in British, South African and Russian universities view the relationships between their teaching and their understandings of its democratic purposes. There are some common ways in which the relationship between teaching and democracy is understood. These point towards a concern for greater equality between teachers and learners. There is also a widely held view that globalisation may impact in ways which are counter to lecturers' educational and democratic purposes. However, the different cultures and histories of the countries heavily influence such understandings. The study suggests that professional development of university teachers might pay more attention to the democratic purposes of higher education.  相似文献   

11.
Abstract

Background: International achievement studies such as the Programme for International Student Assessment (PISA) have an increasing influence on education policy worldwide. The use of such data can provide a basis for evidence-based policy-making to initiate educational reform. Finland, a high performer in PISA, is often cited as an example of both efficient and equitable education. Finland’s teachers and teacher education have not only garnered much attention for their role in the country’s PISA successes, but have also influenced education policy change in England.

Main argument: This article argues that the Finnish model of teacher education has been borrowed uncritically by UK policy-makers. Finnish and English philosophies of teacher preparation differ greatly, and the borrowing of the Finnish teacher education model does not fit within the teacher training viewpoint of England. The borrowed policies, thus, were decontextualised from the wider values and underpinnings of Finnish education. This piecemeal, ‘pick “n” mix’ approach to education policy reform ignores the fact that educational policies and ‘practices exist in ecological relationships with one another and in whole ecosystems of interrelated practices’. Thus, these borrowed teacher preparation policies will not necessarily lead to the outcomes outlined by policy-makers in the reforms.

Sources of evidence: Two teacher preparation reforms in England, the University Training Schools (outlined in the UK Government’s 2010 Schools White Paper, The Importance of Teaching) and the Master’s in Teaching and Learning (MTL), are used to illustrate the problematic nature of uncritical policy borrowing. This article juxtaposes these policies with the Finnish model of teacher education, a research-based programme where all candidates are required to complete a Master’s degree. The contradictions exposed from this analysis further highlight the divergent practices of teacher preparation in England and Finland, or the disparate ‘ecosystems’. Evidence of educational policy borrowing in other settings is also considered.

Conclusions: Both the MTL and the White Paper reforms overlook the ‘ecosystem’ surrounding Finnish teacher education. The school-based MTL contrasts with the research-based Finnish teachers’ MA. Similarly, the University Training Schools scheme, based on Finnish university-affiliated, teaching practice schools, contrasts heavily with the rest of the White Paper reforms, which contradict the philosophies and ethos behind Finnish teacher education by proposing the move of English teacher preparation away from the universities. The analysis highlights the uncritical eye through which politicians may view international survey results, looking for ‘quick fix’ options instead of utilising academic evidence for investigation on education and education reform.  相似文献   

12.

This article links the divisive education policies of the early 1990s, pursued by New Labour after 1997, with the continued reproduction of a class structure relatively unchanged despite the economic, political and cultural transformation of post-industrial England. It briefly overviews New Labour's education policies, including a list of Acts, Reports and initiatives 1997-2000 in an Appendix. It notes the divisive effects on class structures of an emerging hierarchy of schools and the relationship of class to the economy. It describes the continued reproduction of upper and some middle class groups via private schooling, the strategies of other middle and aspirant groups in their jockeying for positional advantage in education, and reviews the prospects for the poor under a government that preached inclusion but pursued exclusionary policies. The article suggests that theories of social reproduction have to take into account the ruthless determination of privileged and aspirant social groups to maximise the reproduction of their own class advantages.  相似文献   

13.
ABSTRACT

This mixed-methods study of 507 trans and gender-nonconforming students (75% undergraduate, 25% graduate) aimed to understand (a) what institutional factors are associated with the presence of more trans-inclusive policies/supports, (b) what trans-inclusive policies/supports are viewed as important by different groups of trans students, and (c) how the presence of such policies/supports is related to trans students’ sense of belonging on campus and their perception of campus climate. Results indicated that religiously affiliated institutions and two-year institutions tend to lag behind in their inclusivity of trans students. Gender-inclusive restrooms, nondiscrimination policies that are inclusive of gender identity, and the ability to change one’s name on campus records without legal name change were among the supports that students valued most. Students articulated many concrete suggestions for institutions seeking to be more inclusive of their trans students. The known presence of trans-inclusive policies/supports was related to a greater sense of belonging and more positive perceptions of campus climate. These findings provide consultants and practitioners with guidance in identifying and promoting systems-level changes needed to support trans students.  相似文献   

14.
Abstract

Social workers are particularly vulnerable to violence due to the type of clients they serve, the preponderance of involuntary service relationships, the settings in which they work, and cutbacks in services. A national survey was conducted of field directors to discern their perceptions about danger to interns, schools' and agencies' practices and responsibilities for student safety, safety standards and policies, training personnel and content, and recommendations for change. Field directors believe that there is a need for more attention to student safety and that risks to students are increasing. There is dissonance between concern about violence and the lack of safety policies and training in schools of social work. Strategies for violence prevention are presented.  相似文献   

15.
The change toward competence-based education has implications for teachers as well as school management. This study investigates which professional development activities teachers undertake related to this change and how these activities differ among schools with various human resource (HR) policies. Two types of HR policy were involved: (1) a government-enforced, national system of Integrated Personnel Management and (2) a voluntary, integrative approach of Schooling of teachers, Organizational development of schools and teacher training institutes, Action- and development-oriented research, and Professional development of teachers. Semi-structured interviews with 30 teachers in nine schools with different HR policies were held and analyzed both qualitatively and quantitatively. Findings show that teachers undertake professional development activities in five categories: maintaining knowledge base, applying and experimenting, reflection, collaboration, and activities indirectly related to teaching practice. Teachers’ professional development activities were found to be relatively similar across schools with different HR policies. It is concluded that neither government-enforced nor voluntary HR policies seem to play much of a role in the participation by teachers in professional development activities. Implications for further research and school practice are discussed.  相似文献   

16.
《Africa Education Review》2013,10(4):632-646
ABSTRACT

Strategic planning is crucial in facilitating sustainable development of schools. It enables schools to survive and cope with changes and challenges from government policies and market forces. There is broad agreement that all stakeholders need to be part of school strategic planning. In response to the lack of evidence suggesting stakeholders’ involvement – specifically that of Heads of Department (HOD) – in strategic planning in schools, and its value in ensuring that all stakeholders execute their duties, HODs’ experiences regarding their involvement in strategic planning were explored. Qualitative research was undertaken and semi-structured interviews were employed to generate data. The study reveals that the HODs were involved in some form of planning but there is no evidence suggesting their participation in substantive issues on strategic planning. Further, the study reveals that transparency-driven leadership and collaboration are key factors to ensure HODs’ participation in strategic planning. The findings suggest that the involvement of HODs is crucial towards improving teaching and learning.  相似文献   

17.
ABSTRACT

Background: Attendance of university students at their timetabled teaching sessions is usually associated with higher levels of educational attainment. Attendance is usually considered to reflect students’ level of engagement with their course and to be critical to student success; despite the potential for technological alternatives, lectures and other face-to-face sessions still tend to be the primary method of teaching at university.

Purpose: Here we review studies which have investigated these determinants of attendance in order to gain a better understanding of whether – and how – Higher Education Institutions are able to improve attendance rates.

Sources of evidence: Electronic databases (e.g. ERIC, Web of Science) were used to identify articles exploring attendance in Higher Education settings.

Main argument: Some of the most debated determinants of attendance are reviewed: teaching issues (e.g. quality, style and format); effects of university expectations and policy (e.g. mandating attendance, awarding grades for attendance); scheduling issues; provision of materials online; and the effects of individual factors arguably outside of the Higher Education Institution’s control (e.g. finance, student employment, student demographics and psychological factors).

Conclusions: It is suggested that, although some individual factors influence student attendance and are arguably out of the control of HEIs, it is possible for them to facilitate attendance through adjustments to aspects of degree delivery such as attendance policies and monitoring, timetabling and style of teaching. Implications for policies on the recording of lectures, curriculum design and student term-time working are also discussed. Future research on student attendance should include longer and larger studies which simultaneously consider a range of influences; examining both inter- and intra-individual variability and different types of teaching sessions.  相似文献   

18.
ABSTRACT

Since 2010, California passed three laws that address the safety and inclusion of transgender students. Seth’s Law (SB 48), the Fair, Accurate, Inclusive, and Respectful (FAIR) Education Act (AB 9) and The School Success and Opportunity Act (AB 1266). The policies of 10 large urban districts in and around the San Francisco Bay Area were analyzed using policy archaeology methodology (PAM) to critically evaluate the possibilities and limits of transgender-inclusive policies to support and affirm gender-diverse (transgender, agender, non-binary, etc.) students. The analysis presented here aims to trouble the normalizing categories of the gender binary that get reified in these policies and offers additional ways to create schools that are more affirming and supportive of all forms of gender diversity.  相似文献   

19.
ObjectivesIn the context of the shortage of studies on child maltreatment changes over time in limited resource settings, this paper explored the changes in the prevalence of multiple types of child maltreatment over a period of 10 years in Vietnam and tested the moderating role of some demographic characteristics in these changes.MethodsWe used data from two prevalence studies conducted in 2004 and in 2014 using similar methodologies. Both studies used self-report questionnaires which were completed by randomly selected students aged 12–17 years from different provinces in Vietnam. We also compared Hanoi subgroups to examine the trend using the most equivalent samples.ResultsWhile the prevalence estimates of sexual abuse and neglect were unchanged over 10 years, the prevalence of physical abuse and emotional abuse declined. The decrease in the prevalence of physical abuse was larger for younger adolescents and boys than for their counterparts. For sexual abuse, older adolescents reported an increase in the prevalence of sexual abuse. In the Hanoi sample comparison, only the prevalence of emotional abuse declined and this reduction was smaller for younger adolescents than for the older group.ConclusionDespite the reduction of emotional and physical abuse in the whole sample and emotional abuse in the Hanoi sample, all types of child maltreatment were still highly prevalent in Vietnam. We argue that interventions on all types of child maltreatment should be further implemented. Similar studies could be conducted to evaluate the effect of child protection policies on the prevalence of child maltreatment.  相似文献   

20.
Abstract

With the rapidly changing demography of the United States, there is a need for greater attention to expanding opportunities and reducing barriers to education for all. This article focuses on one of the nation's fastest-growing immigrant groups—Asian Americans and Pacific Islanders (AAPIs). A case study of a program at a community college shows the importance of developing educational practices and policies that support the unique needs and challenges of low-income AAPI students.  相似文献   

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