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1.
Chih-Lun Hung 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2):115-125
Background Educational reform is a major challenge facing schools in Taiwan. The new educational reform requires that every primary school must have parental involvement programmes in their school schedules, and to support these new programmes, there is a need for research to examine the extent and nature of parental involvement in primary schools in Taiwan, and to investigate the impact of parental involvement on pupil outcomes. Purpose The purpose of the study was to examine the extent to which parents' involvement in schooling is related to primary pupil outcomes, after taking into account differences in family social status and family structure, and the children's perceptions of their school learning environments. Sample For the analyses data were collected in 2001 from 261 6th-grade Taiwanese students, 128 boys and 133 girls, from four primary schools in the Taichung City school district. The average age of the children was approximately 11 years. Design and methods In the analysis of the research model, a quantitative approach was adopted, in which each student completed two questionnaires and two academic achievement tests. The first questionnaire included questions to assess family social status, family structure and parents' involvement in their children's education. In the second questionnaire there were questions to measure pupils' self-concept and perceptions of their schools' learning environments. The data were analysed using multiple-regression techniques to examine relationships among family social status, family structure, parental involvement, the school learning environment and pupils' school-related outcomes. Results The findings suggested that: (a) children's academic achievement is related to their family social status and perceptions of immediate family learning environments, and (b) children's self-concept is associated with their perceptions of classroom learning environments, parents' aspirations and parents' involvement at home. These propositions indicate the differential nature of the relationships among family and school environments and measures of children's school outcomes. Conclusions In the Taiwanese context, by showing the particularly important association between Taiwanese family environments and children's school outcomes, the present investigation supports the educational reform movement that encourages schools to involve parents more intimately in shared responsibilities. 相似文献
2.
Ethnic Differences in Associations Among Popularity,Likability, and Trajectories of Adolescents' Alcohol Use and Frequency 
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下载免费PDF全文 Sophia Choukas‐Bradley Matteo Giletta Enrique W. Neblett Mitchell J. Prinstein 《Child development》2015,86(2):519-535
Two‐part latent growth models examined associations between two forms of peer status (popularity, likability) and adolescents' alcohol use trajectories throughout high school; ethnicity was examined as a moderator. Ninth‐grade low‐income adolescents (N = 364; Mage = 15.08; 52.5% Caucasian; 25.8% African American; 21.7% Latino) completed sociometric nominations of peer status and aggression at baseline, and reported their alcohol use every 6 months. After controlling for gender, aggression, ethnicity, and socioeconomic status, popularity—but not likability—prospectively predicted alcohol use trajectories. However, these effects were moderated by ethnicity, suggesting popularity as a risk factor for alcohol use probability and frequency among Caucasian and Latino, but not African American adolescents. Results suggest that developmental correlates of peer status should be considered within cultural context. 相似文献
3.
Educational leaders continually must be vigilant about their actions as they speak volumes about the values that the leader supports. It is impossible for an educational leader to take an action without generating some comment about how things should be done—which by definition is moral action. What's more, everyone is watching—especially the students. This article explores leadership relationships, interrelationships, and interdependence—and how administrative “moral leadership” rests with the institution's leader. First, it examines the concept of systems thinking to determine how relationships, support structures, and decisions made by school leaders impact the entire school—especially the students and the community at large. Second, it explores and furthers our understanding of moral leadership models by synthesizing concepts in the literature and offers a new paradigm of moral leadership for educational leaders in the 21st century. 相似文献
4.
Fredric Wertham M.D. 《Religious education (Chicago, Ill.)》2013,108(6):394-406
Young reader, would you know whether the tendency of a book is good or evil, examine in what state of mind you lay it down. Has it attemptel to abate your admiration and reverence for what is great and good, and to diminish in you the love of your country and your fellow creatures? Has it addressed itself to your pride, your vanity, your selfishness, or any of your evil propensities? Has it defiled the imagination with what is loathesome, and shocked the heart with what is monstrous? Has it disturbed the sense of right and wrong which the Creator has emplanted in the human soul? — Robert Southey 相似文献
5.
Wentzel,Kathryn R & Brophy,Jere E (2014) Motivating students to learn Routledge (New York & London) isbn 978‐0‐415‐89352‐7 301 pp £39.99 http://www.routledge.com/books/details/9780415893527/ 下载免费PDF全文
下载免费PDF全文 Dr Sara Hammer 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(1):E5-E6
The authors of Motivating students to learn offer teachers evidence‐based classroom strategies to motivate their students. This fourth edition draws comprehensively on current psychological and educational research on student motivation and extrapolates this to implications for teaching practice in the classroom. This book's aim is primarily school teachers but it may also be of interest to people in further and higher education. If you think this book's content could be relevant, I suggest you borrow a copy to decide whether it's worth buying. Sara Hammer 相似文献
6.
Mike U. Smith 《科学教学研究杂志》1994,31(5):591-597
If we are to be successful in teaching evolution, we must take into account our students' worldviews as well as their individual understandings and misconceptions. This article makes several recommendations for how this might be accomplished in a way that respects individual student backgrounds and beliefs but is also scientifically appropriate. It is important (a) to know our students—their cultures, personal histories, cognitive abilities, religious beliefs, scientific misconceptions, and so forth; (b) to take this opportunity to teach about the nature of science and its distinctions from nonscience; (c) to address directly the likely cultural/religious concerns with evolution and to do so early on so as to break down the barriers that keep many students from hearing what you say; and (d) to present evolution appropriately as conflicting with none but the most fundamentalist religious tenets that demand a literal translation of the Bible. I have also argued that the approach advocated by Cobern in the previous article that focuses on belief in evolution is ill-advised on several grounds, principally because students may understand the term belief as synonymous with faith, opinion, or conviction and not as equivalent to the scientist's meaning of the term acceptance. 相似文献
7.
Anat Pessate‐Schubert 《比较教育学》2005,41(3):247-266
The aim of this article is to contribute to the discussion on education in Palestinian/Bedouin society in the Negev in Israel and it proposes the narrative of female trainee teachers as the basis of an analysis of the changing status of Bedouin women and their community. The academic discourse on teaching in Bedouin society ignores the potential existence of an alternative discussion outside the dichotomous area of ‘traditional and modern’ and/or ‘Jewish and Bedouin’. Bedouin society in the Negev constitutes a particularly interesting case for a meaningful study of the perception of teaching, chiefly because education has already become a significant practice in the life of a community that seeks integration into Israeli society. The teaching profession gives Bedouin women from the Negev a relatively new opportunity to integrate into education and employment and by so doing they reconstruct a new educational discourse.
Il’il: When we were little, we used to laugh about me—hmm—a teacher. Me with pupils, and I’d teach them, like the teacher who used to teach us, with a little board, and I write for them and they are my pupils, as it were, and I give them tests and all sorts. And I love the profession very, very much because I love the pupils… Nura: I loved learning but this isn’t the profession that I want to study—to be a teacher … You can help someone in this profession. I see myself going in that direction … First of all, you have to give, to impart something to the children in front of you, who have come to learn. You have to give to these children, to be conscientious. You don’t just come. You haven’t chosen the profession because you wanted to, but you have to cope with it. 相似文献
8.
Leah D. Adams 《Early Childhood Education Journal》1991,18(3):4-7
“What do you think of European preschools?” “Do they have good schools in Yemen?” “What are Chinese child care centers like?” I am always taken aback when asked such questions. Of course, I'm always taken aback when someone asks what I think of kindergarten education in the United States; I never know how to answer that either. Does the question refer to kindergarten classes in the school near my home? Or kindergartens across the United States? Even if the inquirer expected an answer based on the schools which I visit regularly to supervise student teachers I would have to give a general statement, followed by some qualifying statements related to different teachers, different schools, and different school districts — all withinone county! The old adage that “All generalizations are dangerous, including this one” always comes to mind. 相似文献
9.
《Journal of Marketing for HIGHER EDUCATION》2013,23(1):93-106
ABSTRACT This paper explores how perceived attractiveness of the social life at a college/university influences potential applicants' likelihood to request information from, visit and apply to (decision approach actions) that school. Results obtained from a study of high school juniors indicate that attractiveness of social life, defined in terms of characteristics of the people and experiences to be found at a school, is at least as important as quality of education in determining the likelihood of a candidate undertaking decision approach actions toward a school. The implications of these findings for colleges'/universities' recruitment efforts are discussed. 相似文献
10.
Perry,Fred L & Nichols,Joe D (2015) Understanding research in education Routledge (New York & London) isbn 978‐1‐138‐77642‐5 243 pp £34.99 http://www.routledge.com/books/details/9781138776425/ 下载免费PDF全文
下载免费PDF全文 John Cowan 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(4):E18-E19
Ostensibly, this textbook was written for those who want and need to be consumers of educational research. It serves that readership extremely well. Equally, however, I would warmly recommend it to those preparing their first educational submissions for publication; they'll find splendid advice here about what to do—and what not to do. If this book is very likely to be relevant to your work, I strongly suggest that you buy a copy. John Cowan 相似文献
11.
Solomon Foster 《Religious education (Chicago, Ill.)》2013,108(1):70-71
If any man would know the very cause Which makes me to forget my speech in rhyme, All the sweet songs I sang in other time,— I'll tell it in a sonnet's simple clause. I hourly have beheld how good withdraws To nothing, and how evil mounts the while; Until my heart is gnawed as with a file, Nor ought of this world's worth is what it was. GVERZO DI M0NTECANTI—13th Cent. Translation by D. G. ROSSETTI
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12.
Every Man's University was organised in 1976 with the following objectives: — To provide access to higher education at home to all those unable to study within existing educational frameworks, without disrupting their normal occupations. — To assist elementary and junior high school teachers to study towards an academic degree. — To provide those who left their studies at an early age with a second chance to acquire higher education. — To help raise the general educational level of the population. 相似文献
13.
The article explores the narratives surrounding Manchester School Board's removal in 1883 of children living in Manchester's brothels. It examines how gendered technologies of urban representation focusing on the prostitute impinged on the lives of children living in brothels and inflected the work of women reformers in the urban context more generally. The article traces a range of representations that underpinned the action of the Manchester School Board: the sexually active girl; Manchester mill girls' independence, lack of chastity and subversion of sexual difference; Manchester as a place of sexual danger; "imaginings" of the city in terms of the body; and epistemological links between the body and nineteenth century statistical method. It looks at the involvement of the Manchester Ladies' Association for the Care of Friendless Girls in the removal of the children from the brothels. The article concludes that while the work of women social reformers and activists in voluntary societies, and increasingly as members of poor law boards and school boards, was legitimated through maternalist rhetoric, it was also legitimated through reimaginings of the city in which middle-class women's increasing urban presence played an important role. 相似文献
14.
Frank Manis 《Scientific Studies of Reading》2013,17(4):287-288
As many of you know, this is my final issue as editor of Scientific Studies of Reading. The new editor, Charles Hulme, has the work well in hand and has actually completed the editing of two articles which appeared in Issue 3 of this volume. The journal will be in good hands. I want to thank the many board members, reviewers, and authors for their energy, talents, and enthusiasm in the cause of advancing the journal. It's been a great privilege to be able to work with you and to guide the journal for 5 years. The current issue is a special issue, which had its inception in an idea of Mike Pressley's to have authors assess the present and future of key areas of literacy research. The first three articles in this issue are part of the special issue. The fourth article is a rewritten version of Charles Perfetti's Distinguished Scientific Contribution presentation at the July 2006 SSSR meeting. I append comments about Mike Pressley, written by Joanna Williams, who appropriately was the first editor of Scientific Studies of Reading and who had a hand in this special issue. 相似文献
15.
Karl Kitching 《Critical Studies in Education》2020,61(2):133-148
ABSTRACTThis paper critiques the idea that secular education policy can neutrally recognise children’s non/religious identities at school. It also empirically analyses how one child becomes restricted by, and eludes, classed, gendered and adult-centred moral codes enacted through local school recognition. The concept of policy assemblage is first used to problematise postsecular, market-led enactments of non/religious school community recognition transnationally. I argue postsecular policy enactments in Ireland and elsewhere produce viable and non-viable forms of non/religious school community, thus containing, rather than facilitating school plurality and (re)creating social hierarchies. However, drawing on Deleuzian ideas of becoming and partial objects, I argue children are not determined by the sense-making moral codes of the policy assemblage. To demonstrate this argument, I map instances of how one girl alters and eludes the meanings of austerity, choice and authenticity moral codes. I do not privilege this girl as an example of child resistance, as I argue against using children as barometers of policy authority and secularist authenticity. Instead, I contend that alongside naming and opposing policy’s unjust effects, we need to cultivate attention to our capacity to affect and be affected by the partial objects (e.g. moral codes) and becomings of postsecular neoliberal policy assemblages. 相似文献
16.
Giuliana Dettori 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(6):E179-E179
This interesting book, addressed to school teachers and technology leaders, aims to build awareness of what are inappropriate behaviours in technology use and why they are potentially dangerous. Digital citizenship—the application of norms for productive and appropriate technology use—is relevant to all in our technology‐rich society, and should be an integral part of technology education. If this book is likely to be relevant to you, I recommend you borrow a copy. Giuliana Dettori 相似文献
17.
Jack Demaine 《International Studies in Sociology of Education》2013,23(2):125-140
The last half-century of sociology of education is littered with the debris of functionalist theories about social reproduction, inequality and class. This article discusses 'progressive 'and 'conservative 'readings of arguments about social reproduction and explores the consequences for the sociology and the politics of education with reference to supposed 'influence ' and 'audience'. New Labour's embrace of the school effectiveness/improvement movement and the introduction of the Sure Start programme illustrate that while 'social reproduction' is still a concern for sociologists of education, policy-makers have more 'practical' concerns. 相似文献
18.
Martin H. Jones Morgan T. James Chalon Johnson 《British Journal of Special Education》2023,50(1):83-103
The current study examined whether students' social goals might help explain why students with learning disabilities (LD) often have lower social status in school. Participants included 336 rural and ethnically diverse high school students (of whom 16 had a LD diagnosis). Participants reported on their social status, popularity goals, and social preference goals. Findings support that students with a LD diagnosis are regularly members of less popular peer groups, but are fully socially integrated within their peer groups. Findings also note that students with and without a LD diagnosis generally had similar social preference and popularity goals. Thus, the popularity of students with a LD diagnosis is unlikely due to psychological desires for popularity, but more likely to be due to other social experiences. 相似文献
19.
Elizabethe Payne 《Educational Studies A Journal of the American Educational Studies Association》2013,49(3):317-336
The power of compulsory heterosexuality regulates the sexuality of adolescent lesbians as strongly as it does their heterosexual peers. Marked with a sexual(ized) identity, young Southern lesbians in this life history study made claim to moral high ground by consistently identifying with the hegemonic good girl construct and by participating in the naming of women whose sexual behavior demonstrated a disregard for the “rules.” The good girl/bad girl, the virgin/slut binaries, played significant roles in their identity claims, in their relationships, and in their choices of friendships. Personal self-control (“just kissing”) is seen by these young women as admirable and sluts are seen as dangerous women who harm others and themselves. This article explores the marking of sluts and too experienced women in the life stories of White Southern adolescent lesbians and the continued social controls imposed on adolescent female sexuality through the devaluing of women's sexual agency. 相似文献
20.
Elzahn Rinquest 《Educational Studies A Journal of the American Educational Studies Association》2016,52(6):521-535
This article focuses on the affective place-making practices of girls at a private high school on the outskirts of Cape Town. The article responds to the question: How do high school girls' affects and social bodies contribute to their place-making practices and to the type of place they make of their school? Our focus is on understanding the affective, emotional, and interactional dimensions that constitute 5 girls' strategic interactions in the out-of-classroom spaces of their school. Drawing on theories of affect, the article is based on a 6-month ethnographic research study at Mount Valley High (pseudonym). We present 3 specific incidents from our data to illustrate each of the key dimensions that we believe relate to the girls' affective place-making practices. We develop the idea that spaces such as schools become places as a result of the interaction between the expressive institutional culture of the school, on the one hand, and the vigorous interaction of the students' engagement with each other in the various spaces of school, on the other. We present the 3 critical incidents to advance a conceptual argument about the link between affect and place-making in the light of the school's expressive culture. We argue that the girls in our study interpret the culture of their school and act in response to its discourses. They go on to make place in highly specific ways by recreating the school as a place through a combination of individual, group and strategic place-making practices, turning the school into a particular place. 相似文献