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1.
Yulong Lian Jing Xiao Chen Zhang Suzhen Guan Fuye Li Hua Ge 《Archives of environmental & occupational health》2016,71(2):74-84
The present study compared the level of occupational strain and work ability among Han, Hui, Uygur, Hui, and Kazakh teachers, and explored ethnic differences based on the associations of psychosocial factors at work, occupational strain, and work ability. A cross-sectional survey was conducted among 2,941 teachers in primary and secondary schools in Xinjiang Province, China. Psychosocial factors, occupational strain, and work ability were measured using the Occupation Stress Inventory—Revised Edition (OSI-R) and Work Ability Index. Han and Hui teachers experienced reduced work ability compared with Uygur and Kazakh teachers, and this finding was caused, in part, by exposure to psychosocial factors at work. The vocational and psychological strains caused by these factors play an important role in reduced work ability among all ethnic teacher groups. The findings indicate the importance of taking action to reduce occupational strain for promoting teachers' work ability in multiethnic workplaces. 相似文献
2.
A mixed‐method study of effects of a therapeutic play intervention for children on parental anxiety and parents' perceptions of the intervention
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3.
Ragan McLeod Sunyoung Kim Sara Tomek Sara McDaniel 《Early child development and care》2019,189(8):1284-1291
Young children enter kindergarten with varying levels of readiness and abilities to learn. One factor that contributes to lower levels of school readiness is poverty. One timely, cost-effective, and feasible strategy to boost school readiness, regardless of exposure to high-quality preschool is to leverage the summer months prior to kindergarten entry and provide comprehensive, evidence-based programming immediately before the school year begins. The current study implemented a community-based summer programme targeted at improving school readiness for 25 four- and five-year-old children in a low-income community. Across the 9-week study, children participated in two types of early literacy activities and the Incredible Years social/emotional learning curriculum. Results indicate that participants demonstrated significant growth across three early literacy skills and were rated as overall stable regarding their behaviour across the summer. These results are discussed along with implications and future directions in this line of research. 相似文献
4.
普通高等学校医药类专业物理教师队伍现状调查分析 总被引:9,自引:2,他引:7
对全国28省(市)的69所普通高等学校医药类专业物理教师队伍现状进行了调查,分析讨论了普通高等学校医药类专业物理教师队伍面临的问题、原因和对策。 相似文献
5.
While much time has been spent deliberating about the definition of play, little emphasis has been placed on what children themselves perceive as play. The aim of the present study was to examine social context as a cue for children's perceptions of play and learning. Ninety-two children aged between four and six years (mean four years nine months) participated in the study and completed the Activity Apperception Story Procedure. Children were asked to sort photographic stimuli into those they believed depicted play/not play and learning/not learning. Each of the stimuli were identified by independent raters as containing one of the following social cues; teacher absence (solitary activity, parallel activity or cooperative activity) or teacher presence (teacher involved activity or teacher directed activity). Findings revealed that children associated teacher absence with play. More specifically, children made links between play and the presence of peers (parallel and cooperative activity). Findings are discussed in relation to play in the early years curriculum, differences in children's early educational experiences and the importance of understanding children's perceptions of play. 相似文献
6.
小学教师主观幸福感与心理健康的相关研究 总被引:22,自引:0,他引:22
目的 研究小学教师主观幸福感和心理健康的关系。方法 用人脸量表和SCL-90测量了301名小学教师的主观幸福感和心理健康状况。结果 小学教师的主观幸福感呈右偏态分布趋势,主观幸福感与心理健康存在显著正相关。结论 心理健康是影响小学教师主观幸福感的因素之一。 相似文献
7.
What should nurse teachers be doing? A preliminary study 总被引:1,自引:0,他引:1
Heather A. Cahill BSc RGN RMN RCNT RNT Cert Ed 《Journal of advanced nursing》1997,26(1):146-153
There is little doubt that the role of the nurse teacher is complex and multifaceted in nature. The apparently conflicting demands of NHS trusts and education in the United Kingdom, at the time of integration of nurse education into the higher education sector, further complicates the role. This recognition underlines the need to capture and measure key aspects of nurse teacher function in order to maximize educational gain. Using a comprehensive literature review, focus group discussions and a small number of individual semi-structured interviews, this preliminary study explored the issue of teacher workload, from the perspective of the principal stakeholders in nurse and higher education. Competing research and clinical practice objectives for nurse teachers are identified against a background of changing health care provision, reduced availability of placements and an increased need for evidence-based practice. 相似文献
8.
Conners教师评定量表的中国城市常模和信度研究 总被引:11,自引:2,他引:9
目的 建立Conners教师评定量表 (TRS)的中国城市常模 ,并对其进行信度检验。方法 在全国 14个城市对 35 76名儿童年进行Conners教师量表的评定 ,对其中 4 0名儿童间隔二周进行重测。结果 TRS各条目分与量表总评分之间的相关系数在 0 2 6 5~ 0 6 89;总问卷Cronbachα系数为 0 94 1,Spearman brown分半信度为 0 896 ,间隔二周量表总分的重测相关系数为 0 5 4 4 ,4个因子的重测相关系数在 0 391~ 0 6 71(P <0 0 1)。结论 Conners教师评定量表的中国城市常模符合我国国情 ,具有良好的信度 ,值得推广和应用。 相似文献
9.
基础医学教师课堂教学质量评价 总被引:5,自引:0,他引:5
为了了解本科教师的教学质量和教学效果 ,教学专家和学生评价了 14 7位基础医学教师。结果显示 ,讲师以上职称教师的教学质量明显好于初级职称教师 (P<0 .0 5 ) ,高级职称教师教学的科学性、艺术性和思想性明显好于讲师和助教 (P<0 .0 5 )。文章还对教学中存在的问题和对策进行了讨论。 相似文献
10.
Susan Kirk MSc BNurs RGN RM RHV DNCert Caroline Carlisle MSc BA RGN RM DNCert DipCouns RNT Karen A. Luker PhD BNurs RGN RHV DNCert 《Journal of advanced nursing》1997,26(5):1036-1044
A national study was conducted between 1991 and 1994 to explore and describe the changing role of the nurse teacher following the introduction of Project 2000 pre-registration nursing courses. Multiple methods were used to collect data from a wide variety of respondents (nurse teachers, midwife teachers, clinical nurses, health service managers and higher education lecturers). This paper presents the findings relating to the impact of Project 2000 and the move into higher education on the continuing educational needs of nurse teachers. Views on college strategies for staff development, the changing nature of teachers'academic and professional development needs and the problems of the conflicting demands experienced are reported. The research highlights the need for clinical credibility to be clearly defined in relation to nurse teachers and for educational institutions to place more emphasis on teachers'clinical development if the rhetoric of policy is to become a reality. 相似文献