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1.
Geoff Whitty 《教育政策杂志》2013,28(4):287-295
This paper begins by noting the centrality of the issue of working-class school failure within the sociology of education in Britain. It argues that recent government policies have taken insufficient account of sociological work on the impact of social class on educational success and failure. It also suggests that sociologists should pay more attention to middle-class education. The importance of this is illustrated through reference to research on the trajectories of pupils receiving different forms of secondary education. The paper then argues that social inclusion policies need to address a variety of forms of middle-class self-exclusion from mainstream public provision as well as working-class social exclusion. It concludes that education policy needs to be located within a broader social policy framework. 相似文献
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Communication apprehension,social preference,and social behavior in a college environment 总被引：1，自引：1，他引：0
An investigation of high and low communication apprehensives in a college environment indicated that high communication apprehensives interact less with peer strangers, are less likely to accept a blind date, have fewer dates, are more likely to engage in exclusive dating, have close relationships with fewer faculty, are less satisfied with a university's advising system, and are less satisfied with the college environment. These results are examined within the context of the Berger‐Calabrese developmental theory of interpersonal communication and an extension of that theory is tentatively advanced. 相似文献
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《Early childhood research quarterly》2006,21(3):347-359
The purpose of the current investigation was to examine both social behaviors (i.e., aggression, shyness-withdrawal, and prosocial tendencies) and social understanding (i.e., attitudes and responses to such behaviors in hypothetical peers) of empathic and low-empathic children. Participants were 136 children in kindergarten and grade one. Parents completed ratings of child empathy, shyness, aggression, and prosocial tendencies. Children were presented with vignettes depicting prosocial, aggressive, or shy peers, and asked questions concerning their understanding and responses towards these behaviors. Results indicated that as compared to low-empathic peers, more empathic children were reported to exhibit greater prosocial behavior and less aggression and social-withdrawal. In addition, empathic children demonstrated a more sophisticated understanding of shyness and aggression as compared to less empathic peers. These results suggest that empathic children are more socially sensitive, both in terms of their social understanding of others as well as their own social behaviors. 相似文献
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With a sample of African American and European American 3rd- and 4th-grade children (N = 486, ages 8-11 years), this study examined classroom ethnic composition, peer social status (i.e., social preference and perceived popularity as nominated by same- and cross-ethnicity peers), and patterns of ethnic segregation (i.e., friendship, peer group, and cross-ethnicity dislike). African American--but not European American--children had more segregated relationships and were more disliked by cross-ethnicity peers when they had fewer same-ethnicity classmates. African American children's segregation was positively associated with same-ethnicity social preference and perceived popularity and with cross-ethnicity perceived popularity. European American children's segregation was positively associated with same-ethnicity social preference but negatively associated with cross-ethnicity social preference and perceived popularity. 相似文献
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PROSPECTS - This Viewpoint argues that the absence of worldwide social ethics is at the root of our present social, political, and economic crises. More to the point, the current COVID-19... 相似文献
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David Moshman 《Educational Psychology Review》1991,3(2):111-115
Elbers does an excellent job of integrating, analyzing, and extending recent theoretical and empirical work concerning the relation of learning and development. The purpose of this commentary is to challenge Elbers to address the difficult question of universal sequences in human development. In order to focus the issue, a specific sequence in the development of logical reasoning is proposed. 相似文献
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This article examines the effects of social capital on the likelihood of dropping out from the compulsory education system (Grades One through Eight) in Turkey. It focuses on the question of whether school-related social capital can provide the means to stay in school in the presence of risk factors such as socioeconomic status, race, or gender that cannot be easily modified. Despite major progress in enrollment rates due to policies enacted in recent years, the overall drop-out rate in compulsory education is close to 15% in Turkey. Data collected from 764 student–mother pairs show that drop-outs are exposed to higher number of social risk factors. We further illustrate that school-related social capital, as measured by quality of in-school teacher–student interactions as well as parental involvement in school, significantly and positively contributes to adolescents’ likelihood of staying in school even in the presence of severe social inequalities. 相似文献
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Dean Lusher 《Gender and education》2011,23(6):655-675
This study utilises a quantitative case study social network approach to explore the connection between masculinity and scholastic achievement in two secondary, all-boys schools in Australia. In both schools two social networks representing social status are explored: the friendship network as a measure of status that includes emotional investment, and the influence network as a measure of status without emotion. Results demonstrate that for both schools the friendship network is not associated with academic achievement, though boys with similar levels of academic application cluster together. However, for the influence network there are effects related to achievement, application and attitudes toward an anti-academic/masculinity connection, as too toward ethno-cultural background. The results differ by school and show the importance of local context. However, similarities in the schools show that masculine identities may be engaged in the social interactions of students, ones which engage masculine stereotypes in public but not in private. 相似文献
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This study examined parent-child emotion discourse, children's independent social information processing, and social skills outcomes in 146 families of 8-year-olds with and without developmental delays. Children's emergent social-cognitive understanding (internal state understanding, perspective taking, and causal reasoning and problem solving) was coded in the context of parent-child conversations about emotion, and children were interviewed separately to assess social problem solving. Mothers, fathers, and teachers reported on children's social skills. The proposed strengths-based model partially accounted for social skills differences between typically developing children and children with delays. A multigroup analysis of the model linking emotion discourse to social skills through children's prosocial problem solving suggested that processes operated similarly for the two groups. Implications for ecologically focused prevention and intervention are discussed. 相似文献
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Addressing the ‘the social class attainment gap’ in education has become a government priority in England. Despite multiple initiatives, however, little has effectively addressed the underachievement of working‐class pupils within the classroom. In order to develop clearer understandings of working‐class underachievement at this level, this small research study focused on local social processes by exploring how secondary school teachers identified and addressed underachievement in their classrooms. Our analysis shows how teachers’ identifications of underachieving pupils overlapped with, and were informed by, their tacit understanding of pupils’ social class position. While many teachers resisted the influence of social class, they used stereotypes to justify their practice and expectations, positioning pupils within educational and occupational hierarchies. This, we conclude, suggests the need for more systematic attention to the micro‐social processes that provide the conditions through which working‐class underachievement is produced. 相似文献
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This paper reports on the significance of social capital in relation to education, exploring its relevance to teachers and other professionals as well as among young people. It draws on aspects of five case studies undertaken by the Schools and Social Capital Network, within the Applied Educational Research Scheme in Scotland. These case studies focused on: an Inclusive Learning Network of teachers and parents of disabled children and young people concerned with inclusion; students from refugee families in one primary and one secondary school, working in association with Asylum Seekers Support Project units; young participants in a local authority youth club; independent (private) schools and a Get Ready for Work Programme. A framework for accounting for bonding, bridging and linking social capital as practices was developed and space was an emergent theme from these case studies. 相似文献
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Sharma S 《Environmental education and information》1995,14(1):85-94
The social aspects of drought-induced morbidity and mortality in India are analyzed in this study. "As a sample study, mortality trends in Rajasthan State in India in the 1980s were analysed to correlate the increased death rate with the drought of 1987. It is demonstrated that drought-induced malnutrition is the root cause of death. Sociologically, populations are divided into three sections--fragile, resilient and potent--which are differently affected by droughts, the fragile section suffering worst." 相似文献
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Patricia Sanderson 《British Educational Research Journal》2008,34(4):467-490
This article places the results of an empirical research study on the relationship between the social class factor and young people's perceptions of dance within the context of recent British government initiatives promoting social and educational inclusion through the arts. Four Likert‐type dance attitude scales that were developed from pupil opinion expressed during prior discussions were included in a survey questionnaire and responses sought from a nation‐wide representative sample of 1298 11–16‐year‐old boys and girls. Analyses of the data showed that attitudes to aspects of dance varied with social class and that there was an interaction between gender and social class in just one instance. A major implication of the research is that dance and the arts should be more widely available in schools so that all children and young people can have access to aesthetic experiences that have the potential to improve quality of life. It is concluded that the current limited provision within the National Curriculum may be contributing to the social and educational exclusion of some pupils. 相似文献
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Harvey Goldstein 《Assessment in Education: Principles, Policy & Practice》2012,19(2):147-158
This paper looks at Galton’s work from the perspective of its influence on subsequent developments in assessment and especially psychometric latent variable models. It describes how Galton’s views on scientific validity and assumptions about data analysis came to be incorporated into later perspectives. 相似文献
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Jackie Brown Robert Busfield Alison O’Shea Joanne Sibthorpe 《Pastoral Care in Education》2013,31(2):117-131
This paper will discuss research undertaken within a London borough in 2009 that aimed to examine how Personal, Social, Health and Economic education (PSHE) was perceived and delivered. The ethos of schools was incorporated into the enquiry as a key determinate of both perception and delivery of PSHE. The findings are presented with particular reference to three areas: school ethos, participation and evaluation. The overall conclusion of the study is that staff value PSHE, but with some reservations. Staff believe that PSHE has a positive impact on pupil behaviour. The value placed by schools on PSHE, and how it interrelates with the existing ethos of schools, remains a crucial factor in its provision. 相似文献