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Objectives: This paper reports on the prevalence of student victimization by teachers in junior high schools in a Chinese cultural context (Taiwan) and examines how student demographic variables (gender, grade level, and family socioeconomic status) and school social experiences (student–teacher relationships and involvement with at-risk peers) are associated with such victimization. Methods: Data were obtained from a large-scale random sample of 1,376 junior-high students (grades 7–9) in the city of Taichung, Taiwan. Students were given an anonymous structured questionnaire, including items regarding basic demographics and school social experiences. Results: Overall, 26.9% of students reported having been maltreated by teachers at least 1 time in the previous semester. Hitting, beating, or slapping was the most common maltreatment, and the most vulnerable students were boys and senior students. Students who perceived that student–teacher relationships were poor, and those who were involved with at-risk peers, were more likely to report victimization. Conclusion: Although there are clear guidelines and regulations prohibiting teacher aggression against students, Taiwanese students are still exposed to high levels of maltreatment. The findings provide empirical evidence to support school social workers and policymakers in taking immediate action to educate politicians, the general public, and the media about the severity of student victimization by teachers as well as to build up mechanisms to supervise the government's enforcement of regulation. These findings clearly imply that promoting positive social experiences for students is crucial for successful intervention. [Copyright &y& Elsevier]

Abstract: Situated in an MA TESOL program in a large Taiwanese university, this study is a qualitative case study on two advising relationships. Three central issues were examined closely: (a) the nature of the advising relationships; (b) the challenges students encountered in the process of completing their theses; and (c) the advisors and advisee’s learning from the advising relationships. It was found that both advising relationships could best be described as hierarchical and largely fit description of the teaching model. Meanwhile, one of the biggest challenges the two students faced was the writing of their theses in English. Both advisors and advisees also learned from their advising relationships. To conclude the paper, a few future research directions are offered. [ABSTRACT FROM AUTHOR]