Hierarchical Restriction and Reduction of Overcriminalization of Teachers’Disciplinary Behaviors

The right to education is an important part of basic human rights. To transform from a designed vision to a reality in practice, teachers’ right to discipline, as a component of the right to education, needs tangible support from the criminal law. The criminal law cannot be absent from promoting the rule of law in education. However, in practice, teachers’ disciplinary behaviors are often ex-cessively criminalized, leading to problems such as over-expanding punishment and harming the innocent and even the malaise that en-danger substantive justice such as the tarnishing of teachers’ disci-plinary right and the imbalance of teachers’ disciplinary behaviors. Such overcriminalization has its social causes and normative crux, which is the ambiguity of regulations of teachers’ disciplinary right in terms of the pre-existing law and the unclear positioning of the jus-tification of teachers’ disciplinary behaviors in terms of the criminal law. Therefore, it is necessary to carry out a dual clarification of the chaotic parts of the two laws and determine the corresponding guiding principles, and test them one by one through the hierarchical theory of crime to make the path of exculpation clear. At the level of constituent elements, the exculpation is achieved through the normative judgment of the constituent elements;At the level of illegality, the exculpation is achieved by virtue of substantive considerations of reasons such as le-gal acts, legitimate defense, and victims’ commitments;At the level of accountability, the exculpation is achieved through the value screening of the culpability paradigm. We should reverse the trend of overcrim-inalization of teachers’ disciplinary behaviors by clearing the way of exculpation.

On the relationship between college English teachers＇ beliefs and their teaching behaviors

Based on the questionnaires and interviews on 19 college English teachers of a university in Beijing, the paper discusses college English teachers＇ beliefs. Through the analysis of research results, the paper focuses on the following questions： （1） What are the core beliefs of college English teachers？ （2） What influence will the teachers＇ beliefs exert on teaching behaviors？ （3） Will the teachers＇ beliefs change？ If the answer is YES, how will they change and what is the source of the changes？ The exploratory results and findings can help college English teachers realize the importance of teachers＇ beliefs, through which can help them improve their teaching practices and foster their professional development.

Information behaviors of Chinese K-12physical education teachers:A survey study

Purpose: Given the unique characteristics of physical education(PE) teaching in K-12education,PE teachers' information behaviors deserve special attention.This article reports a survey study of PE teachers' information behaviors,covering information literacy skills and behaviors of information seeking and information use.Design/methodology/approach:A questionnaire survey was conducted of K-12 PE teachers in the Tianjin municipal region of China,with a response rate of 61.9%.Findings:PE teachers lack skills with information retrieval systems in general.The Internet continues to be their primary information source,and they rely more on personal collection and colleagues than the school library for teaching materials.They rarely develop a searching strategy,employ querying tactics,or use advanced search functions,and they tend to be content with finding a few relevant articles.Research limitations:The survey is limited to the Tianjin municipal region in scope.Though attempting to reach 210 participants from 40 schools,it yielded only 130 valid responses.A larger survey covering more regions and with greater responses may be useful.Practical implications:Insights from this study inform the educational and on-job training of K-12 PE teachers to improve their information literacy skills.Originality/value:Little research exists on PE teachers' behaviors of information seeking.This study bridges the gap and enriches our understanding of K-12 teachers' information behaviors.

A Study on the Effects of English Teachers' Nonverbal Behavior on the Classroom Teaching in Higher Vocational College

The two main communications between the teacher and students in the classroom teaching are teachers' verbal and nonverbal behavior. The teachers teach students knowledge in words and convey a large amount of information using nonverbal behavior. These nonverbal behavior exert a subtle influence on the students, thus affect the classroom teaching. The English teachers' classroom nonverbal behavior in a higher vocational college in Gansu province was investigated through questionnaires. The results indicate that the teachers' behaviors affect the different aspects of students and then influence the effectiveness of teaching on English classroom teaching in higher vocational college.

Multimodal Discourse Analysis of College English Teacher 's Nonverbal Behaviors

This paper analyzes College English teacher's non-verbal behaviors in multimedia classroom from the perspective ofMultimodal Discourse Analysis, aiming to explore how the non-verbal behaviors in classroom teaching can be applied in meaning-making process to facilitate teacher-students interaction and realize three metafunctions of language in class.

Non-verbal Behavior in English Course

This paper first reveals the non-verbal behavior and then further emphasizes the important of body behavior which can be used in class frequently under the classification of the non-verbal behavior. By analyzing the important role of non-verbal behavior plays in communication, the paper discusses the specific and important part that non-verbal behavior serves, especially in foreign language teaching. The paper concludes that non-verbal behavior can perform as a relation maintainer, a structure maker, and a content container. The further suggestions for teacher to facilitate are proposed.

Brief Probe into College English Teachers' Phonetic Teaching Beliefs and Behavior

Pronunciation is the basic of learning a language and an important breakthrough point to promote the whole level of language.As a result,pronunciation attracted more and more attention in English teaching.However,it is still a weakness in English teaching because of the multifarious and complicated factors.A large numbers of research papers indicate that teacher is the leader and organizer of teaching activities,he or she dominants the whole process of pronunciation teaching.For example,they make decisions,design and reform the content of teaching in the classroom.What's more,teacher's beliefs can influence their teaching behaviors more than their professional knowledge,namely,teacher's phonetic teaching beliefs influence their phonetic teaching behaviors deeply.This study aims at finding out about teachers'beliefs of phonetic teaching and casting some light on the relationship between teachers' phonetic teaching beliefs and behaviors,and the causes for their inconsistency if any.

Machine Learning Enabled e-Learner Non-Verbal Behavior Detection in IoT Environment

Internet of Things(IoT)with e-learning is widely employed to collect data from various smart devices and share it with other ones for efficient e-learning applications.At the same time,machine learning(ML)and data mining approaches are presented for accomplishing prediction and classification processes.With this motivation,this study focuses on the design of intelligent machine learning enabled e-learner non-verbal behaviour detection(IML-ELNVBD)in IoT environment.The proposed IML-ELNVBD technique allows the IoT devices such as audio sensors,cameras,etc.which are then connected to the cloud server for further processing.In addition,the modelling and extraction of behaviour take place.Moreover,extreme learning machine sparse autoencoder(ELM-SAE)model is employed for the detection and classification of non-verbal behaviour.Finally,the Ant Colony Optimization(ACO)algorithm is utilized to properly tune the weight and bias parameters involved in the ELM-SAE model.In order to ensure the improved performance of the IML-ELNVBD model,a comprehensive simulation analysis is carried out and the results highlighted the betterment compared to the recent models.

Support from Examiner’s Non-verbal Behavior in Spoken Test

Based on the overall view of communication theory and spoken English language testing system,this paper has conducted a comprehensive and specific observation and research on how examiner non-verbal behavior has affected candidate performance.The research has found out that not only examiner behavior including non-verbal behavior but language testing scenario itself is of communicative nature and examiner’s non-verbal behavior indeed promotes examinee’s test performance,which can help to better understand spoken testing system,examiner non-verbal behavior,and testing environment to promote the development of language speaking test and reflect examinee’s real language competence and ability.

Clinical benefits of rational-emotive stress management therapy for job burnout and dysfunctional distress of special education teachers

It has been observed that managing job burnout and dysfunctional distress constitute part of the major challenges among special educators,and that empirical data on the management of burnout and dysfunctional distress associated with the job of special education teachers are lacking in the literature.The current article discusses the clinical benefits of a rational-emotive stressmanagement therapy program in reducing the level of job burnout symptoms and dysfunctional distress in special education teachers,using evidence from a 2018 clinical trial study that reported the efficacy of this intervention.Results show the clinical benefits and implications of conducting a rational-emotive stress management intervention,and recommendations are made for future research.

Teacher's Nonverbal Immediacy Behavior in the Classroom and Its Effect on Teacher-Student Relationship

本文主要研究课堂上教师的非语言行为,主要阐述教师在课堂上充分利用非语言行为可促进师生关系的改善。

A Critical Discourse Analysis on the Teacher Behavioral Norms of English Training School

With a Critical Discourse Analysis approach, this essay reveals four types of discourses: discourse of examination, instruction, technology and regulation. Based on the analysis of power relation among those discourses, a vivid picture of teachers' identity at training-school has been clearly sketched. That is, teacher at training-school is a puppet acting as not only the transmitter of specific knowledge, but also the supervisor of rules and spokesman of institution.

Kindergarten Teachers’Language Modeling Behaviors in Daily Activities and Free Play

Teachers’language modeling behaviors,including frequent conversation,open-ended questions,repetition and extension,self-and parallel talks,and advanced language,have significantly impacted young children’s language learning and development.This study examined 60 classrooms from 20 kindergartens in Guangzhou,China,and analyzed 62 films of daily activities and 57 videos of free play.It aims to address the research gap in existing research that pays little attention to teachers’language modeling behaviors in daily activities and free play.The results indicate that the more frequent teachers’language modeling behaviors,the larger the vocabulary young children use and the better their performance in lexical richness.However,such behaviors in daily activities and free play are infrequent and superficial,failing to guide young children’s language development effectively.To optimize teachers’language modeling behaviors in daily activities and free play,they are expected to establish positive emotional bonds with young children in a kind and respectful manner and receive training.Teachers are also encouraged to frequently communicate and engage in dialogues with young children,create contexts that facilitate the use of language,increase the frequency of stimuli for vocabulary learning,and guide and encourage young children’s advanced language.

A longitudinal study of the professional dispositions of teacher candidates

The purpose of this study was to examine the professional disposition scores of Physical Education teacher candidates over time. In ad-dition, differences between teacher and student ratings were investigated. Participants were 65 students who completed three methods courses (A, B, and C) across a two-year period. Both the teacher and the students completed a profes-sional dispositions instrument in each of the three classes. Results indicated a decrease in disposition self ratings and teacher ratings over time. A 2 (Rater) x 3 (Time) ANOVA revealed that the student and teacher ratings were different for classes A and B but not for class C. The findings are encouraging in light of the strong alignment between teacher and student ratings in the upper-level class. The dispositions in-strument appears to be a valid and reliable method to assess the professional behaviors of teacher candidates.

Some Personal Comment About Behaviorist Approach

How an articulated mammal learns a foreign language has been a mystery for many years to language researchers. Language scholars have put forward different ways to explain this problem. Yet all of them are not perfect. Each of these theories has contributed both quantitively and qualitively to the different aspects of language learning. However, language learning and teaching doesn’t happen in a vaccum. It is affected by many factors. In vast rural areas in China, practically speaking, behaviorist approach fits in with the writer’s own experience. Some weaknesses of this approach are also discussed. Therefore what is important is to adapt, not to adopt blindly.

高校师范类专业认证行为偏差的现实表征、成因及治理

高校作为师范类专业认证的重要行动者,其认证行为的质量直接关涉认证目标的实现与认证价值的发挥。研究发现:高校在推进师范类专业认证工作的过程中存在诸多行为偏差,包括认证前的行为意向偏差、认证中的改革行为偏差以及认证后的持续改进行为偏差。究其原因在于,认证客体的认证素养储备不足、认证主客体组织架构固化、认证政策体系不完善及认证保障性措施欠缺。为矫正高校师范类专业认证行为偏差,需要从提升认证客体的认证素养,打破认证主客体固化的组织架构,完善认证政策体系及优化认证保障条件等方面作出努力。

幼儿园教师科学保教观念向行为转化的困境及其纾解

为了解幼儿园教师科学保教观念向行为转化的困境,并针对性地提出纾解之道,基于扎根理论采用定性分析软件NVivo 12 Plus对26名教师的深度访谈内容进行了三级编码,发现幼儿园教师在科学保教观念向行为转化的过程中面临认知困境、关系困境、价值困境与逻辑困境。由此对应地提出纾解困境的有效路径:提升观念敏感性,助力幼儿园教师保教观念与行为一致发展;构建家园共同体,促进利益相关者观念到行为的科学转向;强调内生式发展,激励幼儿园教师的科学保教观念外显化;营造成长性组织文化,确保幼儿园教师科学保教观念到行为的发展逻辑。

课程思政中立德树人导向对育人绩效的作用机制研究

为了揭示立德树人导向如何作用于育人绩效,从组织战略导向出发,选取教师组织公民行为和目标导向行为作为中介变量,基于“战略导向—组织行为—战略产出”理论模式,探讨立德树人导向对育人绩效的作用机制;同时,选取变革型和交易型两种课程思政的领导风格作为调节变量,研究其对立德树人导向发挥作用的边界影响。研究表明,高校需要强化立德树人导向培养优秀大学生,形成自身的独特竞争优势;同时,高校管理者需要通过调整领导方式以更好地贯彻完成立德树人根本任务。

儿童攻击行为对学业成绩的影响:教师与同伴接纳的链式中介作用

目的:为了探讨儿童攻击行为对学业成绩的影响,本研究考察了教师接纳与同伴接纳在其中的链式中介作用,以及性别的调节作用。方法:通过同伴提名法测量四到六年级学生的攻击行为、教师接纳和同伴接纳,学业成绩由班主任填写,共获得有效样本656份。结果:男生攻击得分显著高于女生(t=-5.56,P<0.01),女生的同伴接纳显著高于男生(t=3.35,P<0.01);学业成绩、同伴接纳和教师接纳两两显著正相关(r=0.34~0.38,P<0.001),攻击与同伴接纳、教师接纳、学习成绩两两显著负相关(r=-0.20~-0.32,P<0.001);教师接纳、同伴接纳在攻击与学业成绩之间起着链式中介作用,总的中介效应占39.29%,其中性别未起到调节作用。结论:攻击行为对儿童学业成绩有预测效应,即包括攻击行为的直接效应,也包括教师和同伴接纳的间接效应。

智慧课堂能够促进课堂互动吗?——来自行为序列分析的经验证据

充分的课堂互动是激发学生学习主动性和自主性,培养学生高阶思维能力和提升教学质效的重要途径。以安徽省蚌埠市某高校2022—2023年度第一、二学期的核心专业课教学过程为对象进行准自然实验,通过互动行为编码和序列分析,探讨智慧课堂环境对师生互动行为的影响。研究显示:与传统多媒体课堂相比,智慧课堂中教师发起的主动谈话频率显著下降,教师的观察和指导行为以及技术操作和测试方面的活动频率显著增加;智慧课堂中的学生主动谈话和行动频率显著增加,被动行为频率显著减少;智慧课堂通过激发更丰富的学生主动行为和教师被动行为,有助于提升学生学习的主体性和积极性。