Responding to academic dishonesty in universities: a restorative justice approach

The implementation of restorative approaches in schools has been commonly seen in elementary and high schools, yet the development of restorative approaches in post‐secondary institutions has not been fully explored. In respect to university education, a more restorative approach to student discipline can be a proactive educational response mediating the response of student discipline boards to instances of student wrongdoing. Existing practices are explored, and critiqued from a restorative justice perspective. The rationale behind moving to a restorative response is outlined, and the experiences of student discipline boards that currently employ restorative approaches are assessed to determine how effective this paradigm shift could be. How university responses to student misconduct might function if aspects of the academic environment were built on restorative values and principles is explored, in particular, through looking at the benefits accruing to the development of restorative practices in the classroom, in distance education and for students who experience language difficulties.     

Language Barriers in the Wisconsin Court System

Abstract

Over the years, reformers have tried to address the many challenges facing the American court system. However, there are still areas that not only need improving but also need immediate attention. In particular, equal access to the law is being denied to non-English speaking Latinos/as in our nation's courts due to poor (or lack of) interpretation. Given the fact that Latinos/as are now the nation's largest minority group, this matter is of utmost importance. The goal of this paper is to explore the matter in depth in Wisconsin, and to propose remedies to the existing shortcomings of court interpretation.     

青年类学术期刊如何提升影响力

青年类学术期刊要以地域文化和历史传统为依托,以学校学科优势和专业特长为出发点,策划特色栏目,建立健全相应的制度,以提高其在地方、期刊界、学术界读者中的影响力。     

The Effect of Intergenerational Conflict and School-Based Racial Discrimination on Depression and Academic Achievement in Filipino American Adolescents

Abstract

Bronfenbrenner's ecological model postulates the home and school to be key microsystems in fostering emotional well-being and school functioning in children. Utilizing a sample of 663 Filipino American adolescents who participated in the Children of Immigrants Longitudinal Study (CILS), we assessed the effect of intergenerational conflict at home and racial discrimination at school on their mental health and academic achievement. Cross-sectionally, intergenerational conflict and school-based racial discrimination increased depression and decreased academic achievement in early adolescence. Longitudinally, conflict and discrimination in early adolescence decreased academic performance while conflict alone increased depression in late adolescence. Implications of the findings were discussed.     

Torture and terrorism: an interview with Moazzam Begg

This article presents some of the findings of research on issues surrounding teaching terrorism and political violence at UK higher education institutions. It reports the results of a survey of UK institutions of higher education on their responses to government and other pressures in relation to terrorism. The data show a minority of universities have developed systems, policies or procedures for ‘preventing violent extremism’, while a significant number have developed close cooperation and collaboration with state counterterrorism policies raising potential issues of academic freedom. This article then examines three high-profile cases – incidents where universities, lecturers and students have come under political and legal pressures over the content of terrorism courses or accusations of ‘radicalisation’ on campus. It suggests that these pressures can be and sometimes are resisted, but that they have on occasion effectively narrowed the scope of academic freedom in practise with the danger that a further chilling effect follows in their wake.     

Two Ecological Models of Academic Achievement Among Diverse Students With and Without Disabilities in Transition

School experiences can have positive effects on student academic achievement, yet less is known about intermediary processes that contribute to these positive effects. We examined pathways between school experiences and academic achievement among 117 low-income urban students of color, many with disabilities, who transitioned to other schools following a school closure. Using structural equation modeling, we tested two ecological models that examined the relationships among self-reported school experiences, school support, academic self-efficacy, and school-reported academic achievement. The model in which the relationship between school experiences and academic achievement is mediated by both school support and academic self-efficacy, and that takes previous academic achievement into account, was an excellent fit with the data. The roles of contextual and individual factors as they relate to academic achievement, and the implications of these findings, are discussed.     

公安院校大学生的职业认同与学业情绪研究

公安大学生职业认同在入学动机上表现为职业预期和学习生活适应性上的差异,对公安大学生学业情绪的影响主要有对警察的职业认知、职业情感和职业行为等三个方面的因素。公安大学生职业认同感的构建,需要培养大学生的警察意识、警务技能和警务行为素养,从而激发大学生积极向上的学业情绪。     

论提升学术期刊核心竞争力

新形势对学术期刊的生存发展能力提出了更高的要求,应对挑战的必然选择是提升学术期刊的核心竞争力。有必要对核心竞争力的概念和特征进行新的解读,围绕影响核心竞争力提升的主要因素,从"理念铸魂、内容为王、人才是本、管理有道、创新至上"五个方面进行思考。