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1.
藏族农区与牧区学生家长的学校教育价值观比较分析——以B乡和T乡比较为例 总被引：1，自引：0，他引：1
调查显示,藏族农区与牧区学生家长对于现行学校教育的价值评判存在一定的相同点和更多的不同点.导致这种状况的因素有家庭经济水平、生产生活方式及教育状况等.教育价值观的差异又反过来从多方面作用于藏族农区与牧区的学校教育. 相似文献
2.
随着农村剩余劳动力的大批转移,农村“留守学生”教育问题成为社会必须关注的一个突出问题。调查表明,农村“留守学生”的基本情况主要表现为人数多、比重大、成绩差与心理行为不够健康等,其直接原因主要在于家庭教育存在严重缺陷,社会生活环境欠佳,学校未能弥补家庭教育的不足并帮助学生有效抵御社会消极因素的影响。解决农村“留守学生”的教育问题既是教育界的重要课题,也是全社会义不容辞的重要职责,必须引起全社会各方面的高度关注。 相似文献
3.
Marc Marschark Rebecca Bull Patricia Sapere Emily Nordmann Wendy Skene Jennifer Lukomski 《欧洲特需教育杂志》2013,28(4):483-497
Perspectives on academic and social aspects of children’s school experiences were obtained from deaf and hearing children and their (deaf or hearing) parents. Possible differences between (1) the views of children and their parents and (2) those of hearing children and their parents compared to deaf children and their parents were of particular interest. Overall, parents gave their children higher school friendship ratings than the children gave themselves, and hearing children and their parents were more positive about children’s friendships than were deaf children and their parents. Both children and parents also saw deaf children as less successful in reading than hearing children. However, deaf children having deaf parents, attending a school for the deaf and using sign language at home all were associated with more positive perceptions of social success. Use of cochlear implants was not associated with perceptions of greater academic or social success. These and related findings are discussed in the context of parent and child perspectives on social and academic functioning and particular challenges confronted by deaf children in regular school settings. 相似文献
4.
Giving parents a choice with regard to their children's education has been central to the political discourse of school reform at least since the 1988 Education Reform Act (ERA). With regard to children with a Statement of special educational needs (SSEN), a plethora of policies and laws have given parents the right not only to choose a school, but also to appeal to decisions in the best interest of their children. Yet, despite the discourse of school choice, the implementation and practice of such reforms is neither assured nor simple. Participants in this study indicated that they have little choice of suitable provision and are having to compromise either the academic or the social aspects of their child's schooling. This article argues that for many parents whose children have a Statement of SEN, the choice of a school is often a dilemma, as ‘nowhere seems to fit’. 相似文献
5.
家庭心理环境是指人为因素形成的家庭条件,包括家庭中一切成员的世界观、气质、道德修养、家庭活动氛围等。研究采用家长报告法,用家庭环境量表(FES-CV)(第三修订版)对城市46名小学4年级学生进行调查。结果表明:(1)城市小学生家庭环境中的亲密度、娱乐性、组织性和控制性四个因子的得分显著高于全国常模,成功性因子显著低于全国常模;(2)城市小学生父母受教育程度和职业类型均对家庭环境因子的影响存在显著差异,但总体影响作用不突出;(3)在家庭知识性因子上,父母文化程度均为大学的得分高于或显著高于大专或高中家庭。母亲为企业职员的得分显著高于专业技术、无业和自由职业三类家庭;(4)在家庭情感表达因子上,父亲为企业职员的得分高于专业技术、政府和自由职业三类家庭;母亲为自由职业者的得分高于或显著高于无业、企业、政府和专业技术人员四类家庭;(5)父亲文化程度与家庭环境的知识性因子呈显著正相关,而与道德宗教观因子呈显著负相关;(6)母亲文化程度与家庭环境的控制性因子呈显著正相关。 相似文献
6.
Lise Roll‐Pettersson 《欧洲特需教育杂志》2013,28(3):331-349
The aim of this study was to explore perceptions of parents in Sweden of children with special education needs, including whether perceptions varied with regard to the child’s age, diagnosis or placement. The parents’ general perception of their degree of effort to influence their child’s education, as well as their perceived degree of influence, were analysed. The findings demonstrated relationships between child’s age and parental perceptions, suggesting that parents of older children with special education needs, regardless of diagnosis or placement, do not want to disengage themselves from their child’s education. The results also revealed that placement affected parental perceptions of their child’s school situation, with parents of children enrolled in the special education programme being more satisfied with their relationship to school and the teachers’ knowledge than parents whose children were not enrolled. Findings also revealed positive correlations between parents’ perceived degree of effort and their perception of having influenced their child’s school situation. The results are discussed in terms of improving family–school linkages within a systems framework. 相似文献
7.
Josephine C. Jenkinson 《International Journal of Disability, Development & Education》1998,45(2):189-202
This study investigated the factors influencing parents of students with disabilities in choosing either an integrated setting or a special school for the education of their children. A questionnaire mailed to members of a parent support group in Victoria, Australia, sought responses to questions about current school setting, changes of school, parent preferences for school setting, and parent satisfaction with the current setting. Parents also rated 30 factors, including specialist resources, curriculum, socialisation, normalisation aspects, school environment, and professional consultation and advice, for their importance in selecting a school. Responses were received from 193 parents. Some differences were identified between parents of students in different settings, with mainstream parents giving high ratings to normalisation and academic aspects, and special school parents emphasising special programs, teacher‐student ratios, and the child's self‐esteem. All parents rated school climate variables as highly important. The majority of parents expressed satisfaction with the current school setting. However, a trend was noted for students to move from the mainstream to special schools as secondary education approached, with the need for curriculum focusing on independent living skills playing an important part in this decision. 相似文献
8.
Suzanne Mukherjee Jane Lightfoot Patricia Sloper 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):59-72
This paper reports on a study which investigated the support needs of pupils in mainstream school with a chronic illness or physical disability. The research was carried out in three local education authorities covering both rural and urban areas. In-depth, qualitative data were collected from 33 pupils in secondary school; 58 parents of primary and secondary school pupils; and 34 primary and secondary school teachers. Overall, the data from young people suggest variability in the support offered to pupils by teachers, even by teachers within the same school, and highlights the importance of teachers' awareness and understanding of special health needs. A number of areas where young people need support from teachers were identified, including: dealing with school absence; taking part in school activities; peer relationships; explaining the condition to other pupils; and having someone to talk to about health-related worries. Data from teachers and parents indicate that school staff need assistance with obtaining health-related information; ensuring health-related information is passed between and within schools; providing emotional support; the provision of medical care; and coordinating support for this group of pupils. The implications of the findings for teachers, schools and educational policy are discussed. 相似文献
9.
Kathleen Tait Rafat Hussain 《International Journal of Disability, Development & Education》2017,64(3):328-344
Australian education service provision includes the delivery of quality educational programmes to rural and remote living children. However, according to their parents, many children with developmental disabilities (such as Down Syndrome and Autism Spectrum Disorders) who are living in rural country areas in New South Wales (NSW) still do not have access to an acceptable education programme. This study aimed to use quality of life factors via a family quality of life scale to explore 51 parents’ experience of educational service provision for their children with developmental disabilities in rural NSW. The results indicated that successful engagement with the school system is strongly affected by the views, assumptions, expertise and prejudices of teaching and care professionals. Further research into how local educational service providers may assist rural Australian families with a child with IDD in rural and remote locations is warranted. 相似文献
10.
Allison Roda 《Peabody Journal of Education》2013,88(4):430-449
A substantial body of research has shown how white, middle-class parents in urban school districts use school choice as a tool to pursue educational advantages for their children. The purpose of this qualitative research was to examine the debate over neighborhood schools and school choice among a diverse group of parents in a gentrifying, yet highly diverse New York City neighborhood that I call “Prospect Point.” My central focus was studying a parent advocacy group that supports neighborhood schools. Findings show that about one third of families living in Prospect Point choose to send their children to charter or gifted and talented (G&T) schools located outside of the neighborhood. Given this outflow of parents and resources via school choice, most of the gentrifier parents in the sample who opted in to the local schools viewed their choice as a politically charged decision, and they credited the parent advocacy group as having influenced it. As a group, they rejected the consumer model of school choice, which they believed put the local schools at a disadvantage and was the norm for their racial/ethnic and socioeconomic demographic. Opt-in parents in this context recognized their privilege, and their children’s privilege, in the school-choice process and actively sought to diminish it through their choice to opt in. This research has important implications for the transformative role that parent mobilization can play in the future of diverse, high-quality public education and our democratic society. 相似文献
11.
雷成耀 《安顺师范高等专科学校学报》2014,(5):50-51
伴随农村中小学布局调整出现了＂留校儿童＂以及伴随离异家庭出现了＂单亲儿童＂,这部分农村孩子和父母或父母中一方相分离,父母的缺位导致孩子家庭教育非常薄弱甚至缺失。采取改革户籍制度、给农民工以公平待遇和增加对家庭教育知识的培训、因地制宜地布局农村中小学、完善学校教育补偿制度等措施建立农村社区儿童少年教育和监护体系,为广大农村孩子的健康成长营造一种良好的家庭环境和社会氛围。 相似文献
12.
The study investigated the attitudes, perceptions, and feelings of parents of 7 Hmong families that included a deaf or hard of hearing child attending a U.S. public school. The findings indicate that many Hmong parents value education and want to be involved in their deaf or hard of hearing child's learning. However, the parents in the study did not know how to become involved, and needed the support of the school. Although they accepted their deaf or hard of hearing children unconditionally, they had lower academic expectations of that child than of their hearing children. Most of the parents reported limited knowledge of the policies, procedures, practices, and organizational structures of special education, and all cited communication barriers as impediments to involvement in their child's education. Most of the parents expressed strong satisfaction with their child's educational program. The findings suggest several areas for further research. 相似文献
13.
Left-behind children refer to those left behind by parents working away from home and taken care of by only one of the parents
or relatives because one or both of the parents go out to work in the city. By using questionnaires, this study involves 8
627 rural pupils chosen from 10 provinces to examine academic psychological characteristics, containing academic self-concept,
teacher-student relationship and the student attitudes towards school; and then it discusses the school management countermeasures.
The results show: (1) children living with parents have the best academic performances; (2) children left behind with both
parents working out show better than those living with one of the parents on academic psychological performance; and (3) children
left behind with only one of the parents working out performs the worst, especially when only living with the father. Therefore,
much more attention should be paid to those children.
__________
Translated from Jiaoyu Yanjiu 教育研究 (Educational Research), 2008, (2): 33–38 相似文献
14.
Stacy Overstreet Joel Devine Katherine Bevans Yael Efreom 《Psychology in the schools》2005,42(1):101-111
Predictors of parental school involvement were examined within a sample of 159 economically disadvantaged, African American parents living in an urban setting. School involvement was defined in terms of parent activity within the school. Parent demographics, attitudes about education, and community engagement behaviors as well as parent perceptions of school receptivity to parental involvement were evaluated as predictors of school involvement. Predictors of school involvement were examined separately for parents of elementary school students and for parents of middle and high school students. Results indicated that school receptivity was the strongest predictor of parental school involvement within both groups of parents. In addition, parental educational aspirations for the child and community engagement behaviors were significant predictors for both groups of parents. Parent level of employment was a significant predictor of school involvement only for parents of middle/high school students. Implications for school psychologists based on the findings are discussed. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 101–111, 2005. 相似文献
15.
彭虹斌 《宁波大学学报(教育科学版)》2010,32(1):1-5
就近入学与择校是一个两难问题,尽管多数西方国家和少数发展中国家在20世纪80年代后尝试推行择校政策,但择校带来的问题也不少,引起的争议依然存在,没有一个国家找到了比较好的方法解决。在我国,就近入学是我国义务教育阶段的主要政策,但现实中择校广泛存在。解决这个两难问题,可以让部分地区先制定择校政策,待成熟后逐步推广。 相似文献
16.
17.
A key assumption of school choice and competition policies is that parents’ most important (if not only) priority when choosing a school is its quality. However, evidence about which of a school's attributes really drives parental choice is still scarce. We use census data from a parent questionnaire in Chile, a country with a national school choice and competition system, to describe the attributes most commonly considered by parents when choosing a school, and to assess how the probability of prioritizing those attributes varies with the parents’ socioeconomic characteristics, while controlling for other characteristics of the family. We find that parents choosing a school prioritize its proximity, its quality, and whether it provides religious education. Furthermore, the probability of parents prioritizing proximity is higher for parents of low socioeconomic status, while the probability of them prioritizing quality and religious education is higher for parents of high socioeconomic status. These findings show that only advantaged families choose schools based on their quality, and therefore school choice and competition policies may offer a limited benefit for disadvantaged pupils, possibly maintaining or reinforcing socioeconomic segregation in the education system. 相似文献
18.
L Taylor H S Adelman P Nelson D C Smith V Phares 《Journal of learning disabilities》1989,22(7):439-443
Data are reported on special and regular education students' perceptions of control at school and the importance to the students of having such control. For both special and regular education populations, comparisons were made between students enrolled in experimental and nonexperimental programs. Findings indicate comparability among the four groups with regard to areas in which control is valued. Perceptions of control at school for those in the standard special education group were lower than the ratings of regular education students and lower than those given by special education students in the experimental program. 相似文献
19.
随着国家经济社会的发展,城市化进程的加快,越来越多的农民外出务工就业,农村劳动力在城乡之间和区域之间大规模持续流动,一个新的社会群体——农二代应运而生。农二代有四种情形:留守子女、"准单亲"子女、进城子女、流动子女。其教育问题有其特殊性,引起了社会的广泛关注和政府的高度重视。由于诸多因素和障碍,农二代家庭教育结构和方式发生了根本性变化,亲子教育被削弱或消解,家校合作教育功能明显弱化,学校教育也深受影响。本文在参阅大量文献资料的基础上,采用问卷和访谈等形式,以西部某市数县为研究样本,对中小学领导、教师、学生家长进行了广泛调查,讨论了农二代家校合作教育现状。在此基础上,从社会、家庭、学校和管理四个不同的角度深入分析了农二代家校合作教育的障碍,并从家校合作理念,家校合作模式,家校合作政策法规,家校合作组织结构四个层面提出了相应策略,以探讨农二代家校合作教育有效途径。 相似文献
20.
ABSTRACT Ethnic minority parents often appear to be less involved in school functions and activities than their culturally dominant counterparts. Their invisibility is usually assumed due to a lack of either interest or parental capacity to oversee their children’s education. However, the simplistic equation between parental involvement in children’s education and their participation in school is largely informed by middle-class cultural norms that ignore diversity. Data drawn from home visits and in-depth, semi-structured interviews amongst Pakistani parents and children in Hong Kong reveals that the involvement of these parents only seems less visible because it is largely based at home rather than in schools. The parental involvement of this ethnic minority is influenced by socio-economic and cultural factors that separate school from home, divide parental responsibilities by gender, and set expectations for children with primary reference to the parents’ own experiences. These research findings on how such characteristics shape the outcomes of parental involvement can inform school practices to build more effective home-school collaboration and enhance children’s academic achievement. 相似文献