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监督新泽西州学生的结构化学习体验:对教师进行校本职业健康与安全实践培训。

Supervising structured learning experiences for students in New Jersey: training teachers in school-based occupational health and safety practice.

作者信息

Shendell Derek G, Hemminger Laura E, Campbell Jennifer K, Schlegel Barry

机构信息

Department of Environmental and Occupational Health, University of Medicine and Dentistry of New Jersey, School of Public Health, 683 Hoes Lane West, 3rd Floor, PO Box 9, Piscataway, NJ 08854, USA.

出版信息

Public Health Rep. 2009 Jul-Aug;124 Suppl 1(Suppl 1):74-82. doi: 10.1177/00333549091244S109.

Abstract

This article describes the structured learning experience (SLE) supervisory training curriculum coordinated by the New Jersey Safe Schools Program, a project supported by the New Jersey Department of Education, Office of Career and Technical Education. The New Jersey SLE supervisory training program comprises training courses and resources for teachers who supervise secondary school minors (students aged 16 to 18 years and special needs students up to age 21) enrolled in various programs--college preparatory, general education, career and technical education, career academies, and special education. One goal of the program is to enhance knowledge and awareness of legal and scientific occupational safety and health principles to ensure safe, rewarding work experiences inside and outside classrooms. This article describes our experiences and data available from November 2005 to January 2008. We summarize relevant federal and state laws and agencies; potential exposure agents and microenvironments of concern; stakeholders and training partners; process and immediate impact data from SLE supervisory trainings; and lessons learned to inform states that may adopt similar strategies or regulations.

摘要

本文介绍了由新泽西安全学校项目协调开展的结构化学习体验(SLE)督导培训课程,该项目由新泽西州教育部职业与技术教育办公室资助。新泽西SLE督导培训项目包括针对负责监管参与各类项目(大学预科、普通教育、职业与技术教育、职业学院及特殊教育)的中学未成年人(16至18岁学生以及21岁以下特殊需求学生)的教师的培训课程和资源。该项目的一个目标是增强对法律和科学的职业安全与健康原则的认识,以确保课堂内外都有安全且有益的工作体验。本文描述了我们在2005年11月至2008年1月期间的经历和可得数据。我们总结了相关的联邦和州法律及机构;潜在的接触媒介和令人关注的微环境;利益相关者和培训合作伙伴;SLE督导培训的过程和即时影响数据;以及为可能采用类似策略或法规的州提供参考的经验教训。

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