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.     

Student–Teacher Relationships Matter for School Inclusion: School Belonging,Disability, and School Transitions

For students with disabilities, the process of school inclusion often begins with a move from segregated settings into general education classrooms. School transitions can be stressful as students adjust to a new environment. This study examines the adjustment of 133 students with and without disabilities who moved from a school that served primarily students with disabilities into 23 public schools in a large urban school district in the Midwest. These students and 111 of their teachers and other school staff rated the degree that students felt they belonged in their new schools and the quality of their social interactions. Results show that students who experienced more positive and fewer negative social interactions with school staff had higher school belonging. Teachers accurately noted whether students felt they belonged in their new settings, but were not consistently able to identify student perceptions of negative social interactions with staff. Implications for inclusion and improving our educational system are explored.     

新建警察院校学风建设研究

学风是学校办学水平、办学品位的表现形式,是衡量教学质量和管理水平的重要指标。影响学风建设的因素主要包括人的因素、制度的因素、环境的因素、传统的因素等,加强学风建设需要立足于这四个主要因素展开有针对性的路径分析。     

刑法学专业监狱学方向硕士研究生培养模式创新——以上海政法学院为例

根据国家教育部高等教育司编订的《普通高等学校本科专业目录和专业介绍(2012年)》,监狱学属于法学门类。监狱学研究对象的"刑事性"或"刑罚执行性"的根本性质,决定了监狱学研究的所有对象内容都以"刑罚执行"为核心而展开。监狱学的定性当属于刑罚执行学范畴。由此,监狱学的学科体系则呈现出学科群体形式。上海政法学院刑事司法学院在监狱学本科教育的课程设置上,把刑法学、刑事诉讼法学、监狱学方面的课程整合为监狱学专业本科教育的主干课程。将监狱学相关知识细化为狱政管理学、罪犯教育学、罪犯改造心理学等课程群。刑法学专业监狱学方向硕士研究生的培养方式,坚持理论与实践相结合的教学讲授方式,并依托共建基地进行实训实习教学。     

创业教育：中学生职业生涯规划的有效载体

职业生涯规划作为我国教育体系的基础课程之一,承担着新一代公民有关“人的改造和发展”的战略任务,也越来越受到基础教育领域的重视。而伴随着课程的发展,其滞后性和片面性也进一步显现。创业教育作为我国发展中的热点教育领域,与中学职业生涯规划课程有着较强的融合性和互通性。以创业教育为载体,可以有效提升中学生职业生涯规划的针对性、目的性和实效性。     

社会控制理论视角下的校园暴力防范研究简

校园暴力的频频发生,引起了社会的广泛关注.社会控制理论认为个人与社会的联系薄弱,个人就会无约束地随意进行犯罪行为,校园暴力就是个人与社会联系薄弱的结果.因此,要预防校园暴力的发生,必须加强家庭、学校等方面的社会控制.     

试论人民警察核心价值观的统领作用——以公安院校大学生思想政治教育为视角

人民警察核心价值观是公安院校大学生思想政治教育的根本统领。人民警察核心价值观的灵魂——忠诚,标示了公安院校大学生应树立的政治信仰;人民警察核心价值观的宗旨——为民,定位了公安院校大学生应坚守的根本立场;人民警察核心价值观的精髓——公正,确立了公安院校大学生应养成的执法理念;人民警察核心价值观的基础——廉洁,规正了公安院校大学生应砥砺的基本操守。     

中国监狱学学科的发展构想

监狱学是一门独立的学科,属于综合性的社会科学,有自己特殊的范畴体系。在"以改造人为宗旨"的语境下,监狱理论与实践以追求罪犯的改好率为其最终目标。"监管改造"属于关系性范畴,是监狱学的核心范畴。在其统领下,又以主体、客体、内容、权利和义务、目的、手段、方法为二级范畴。将二级范畴中的概念再作分解,就构成了教育改造、劳动改造等三级范畴。中国监狱学的学科特点表现在:它是一门矫正之学、特殊教育之学、行刑之学。     

民族地区乡镇中学教师素质现状与发展对策

新一轮基础教育课程改革实验是否获得成功,教师队伍的建设是关键的环节。本文应用多种研究方法,对贵州黔南民族地区乡镇中学教师的基本现状进行调查,探究其落后原因,诊断其现状,据此提出改革与发展的对策和建议。     

论民族高等教育与民族基础教育协调发展

加快民族地区的发展 ,科技是先导 ,人才是关键。随着高等教育改革的深化 ,科教兴国战略的实施 ,要使民族高等教育有质的发展 ,必须使之与民族基础教育相协调