Transition to Upper Secondary School: an Estonian Experience

This is a study of the transition to upper secondary education, an area largely ignored by international educational research. In particular, the study focuses on the transition from compulsory basic education to an academic general upper secondary education in Estonia. This study involves a national survey of school principals as well as case studies. The mixed methods analyses show that a number of barriers can be identified that may have an adverse impact on students’ adjustment to a new learning environment, potentially affecting their educational outcomes and future life-chances. The study places the findings in the context of broader societal processes that have taken place during the last decade in the Baltic countries in general, including Estonia.     

Coping in the Aftermath of the World Trade Center Tragedy

Abstract

Regardless of immigrant status, citizenship or allegiance, all have been consumed by the magnitude of human devastation which occurred in the United States on September 11, 2001. People who were killed or traumatized came from myriad countries. Yet many in the immigrant community appear to be among the newest casualties of terrorism in the wake of the disaster. This article examines how the World Trade Center tragedy affected the social and psychological well-being of immigrants and the implications for human services.     

Stalking and Related Harassment of Secondary School Counselors

Abstract

In a study of stalking in secondary schools, 140 respondents reported they had been stalked, with perpetrators being evenly distributed between students and non-students. The largest non-student group of perpetrators was parents of students. Harassing phone calls and threatening correspondence constituted most of the stalking behaviors, but respondents also reported being followed, being watched, encountring a student with a weapon, and being victims of assault and property crimes. Although a number of negative consequences were reported to have resulted from the stalking incidents, most surprising considering the amount of violence and threatening experiences reported was that the majority of victims (57.9%) reported no concern for their safety. Prevention strategies for individuals and schools are suggested.     

关于职专英语教学创新思维的培养问题研究

在英语教学中,创新思维的培养起着尤为重要的作用。这就要求教师在教学过程中找到适合学生的一套方法进行教学,让学生在学习过程中有更多的兴趣,让学生学会思考,学会创造,能在这样的学习氛围中,使得整体创新思维的培养更有计划性。     

五四时期新文化派与学衡派的文学论争

五四时期新文化派与学衡派在是否对文学进行改革及如何改革的问题上一度产生激烈的论争。两派围绕进化论是否适用于文学、文言与白话孰优孰劣、新诗与旧诗何者更能体现时代精神等几个主要问题展开了论战。两派对于文学问题的论争反映了近代文学转型的艰难。     

从“旅顺船坞”看洋务运动的客观效应

洋务派当年在旅顺黄金山附近修筑船坞,客观上使旅顺成为近代中国北方最大的军港和海军根据地,它不仅使近代中国海军有了最好的基地之一,也为现代海军造船、修船提供了有利的地势和良好的船坞。洋务派在修筑“旅顺船坞”的同时也为大连地区工人队伍的产生与壮大创造了条件。除此之外,洋务派还引进了新式技术设备和企业管理经验,为民族资本主义的产生与发展创造了客观条件。这些客观效应不可忽视。     

Controlling Crime and Delinquency in the Schools

Abstract

This paper provides an analysis of data on school security measures which were obtained from a survey administered to a sample of 230 high school students. The majority of students indicated that the school police officers and security officers help keep the schools safe and that the drug-sniffing dogs help reduce drugs in the schools, but there was no clear consensus among the students on the issues of whether the video surveillance cameras increase safety, whether the police and security officers should search students with metal detectors, or whether there should be more police and security officers in the schools. The only security measure which the majority of students disliked was the policy that all backpacks be translucent. An examination of gender differences in student perceptions of school security measures shows that males were significantly more likely than females to negatively evaluate the school police officers and to oppose the use of metal detectors in the schools. Finally, the data indicate that the aforementioned security strategies have little impact on the presence of drugs and weapons in the schools. The policy implications are discussed.     

The Effect of Peer Victimization on Learning

Abstract

Incidents of school violence have prompted calls for school communities to create environments that encourage student by-standers to act responsibly and proactively when they confront a range of violent incidents, from bullying and fights to weapon carrying and other serious threats to school safety. It is not always clear, however, what bystanders would—or should—do when faced with violent or potentially violent situations. This article describes findings from focus groups conducted with 54 middle school students and 97 staff in an urban, predominantly African American school district with relatively high levels of community violence. Discussions addressed bystander norms, attitudes, and behaviors, and identified barriers that prevent youth as well as adult bystanders from taking positive action. Findings inform violence prevention strategies for building consensus and supporting positive bystander responses.     

Preventing Dating Violence in Public Schools

Abstract

Many communities offer programs aimed at improving teen dating skills and knowledge about violence and sexual behavior. This research study evaluates one such program, operated by an interagency collaborative. Each of four participating community agencies provided one hour of curriculum during one week of health class. Lecture, group activities, and films were used in the intervention. A 0 X 0 design was used to examine changes in knowledge and attitudes among 74 students. Results indicate that most students began with fairly high knowledge levels and appropriate attitudes. Nevertheless, the program did appear to have a positive impact on those who exhibited less knowledge about and more tolerant attitudes toward exploitive dating behaviors at pre-test. Implications of results for the school context are discussed.     

The Régulation School,the employment relation and financialization

This article examines recent developments in the published work of prominent members of the French Regulation School. It is argued that major revisions are taking place in the school's assessment of contemporary capitalist systems. In particular, the primacy attached to employment relationships is under question, as is the emphasis on distinct national trajectories. In spite of these significant changes in interpretation, it is argued that the work of the school, which continues to insist that market economies can function effectively only in a well-defined institutional context, is still of great interest from a methodological point of view.