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1.
英国义务教育学龄儿童"在家上学"现象述评 总被引：3，自引：0，他引：3
本文对英国义务教育学龄儿童“在家上学”现象产生的背景、法律依据、现状和问题进行了介绍和分析，并提出了其对今后义务教育发展可能的影响。 相似文献
2.
Home shared book reading during the preschool years is a strong predictor of students’ reading achievement in primary school, and, according to Sénéchal (2012), it can benefit more children from low socioeconomic status (SES) backgrounds. This study examines the association between frequency of book reading before the start of compulsory education and the reading achievement of 4th-grade students whose parents have high and low education levels in 22 European countries. Using data from the Progress in International Reading Literacy Study (PIRLS 2011), we show that the contribution of shared reading for the achievement of students from distinct SES backgrounds is different in different countries and that shared reading does not always benefit more children from low-SES backgrounds. Results are discussed in light of Sénéchal's home literacy model, the dynamics of cultural capital, and current policy efforts to support children's literacy development in European countries. 相似文献
3.
Harriet Pattison 《Journal of Philosophy of Education》2015,49(4):619-637
This article explores the co‐existence of, and relationship between, alternative education in the form of home education and mainstream schooling. Home education is conceptually subordinate to schooling, relying on schooling for its status as alternative, but also being tied to schooling through the dominant discourse that forms our understandings of education. Practitioners and other defenders frequently justify home education by running an implicit or explicit comparison with school; a comparison which expresses the desire to do ‘better’ than school whilst simultaneously encompassing the desire to do things differently. These twin aims, however, are not easy to reconcile, meaning that the challenge to schooling and the submission to norms and beliefs that underlie schooling are frequently inseparable. This article explores the trajectories of ‘better than’ and ‘different from’ school as representing ideas of utopia and heterotopia respectively. In particular I consider Foucault's notion of the heterotopia as a means of approaching the relationship between school and other forms of education. Whilst it will be argued that, according to Derrida's ideas of discursive deconstruction, alternative education has to be expressed through (and is therefore limited by) the dominant educational discourse, it will also be suggested that employing the idea of the heterotopia is a strategy which can help us explore the alternative in education. 相似文献
4.
Homeschooling Associated with Beneficial Learner and Societal Outcomes but Educators Do Not Promote It 总被引：1，自引：1，他引：0
Brian D. Ray 《Peabody Journal of Education》2013,88(3):324-341
This article reviews research on homeschool learner outcomes and evaluates opposition to homeschooling. It synthesizes research on learner outcomes related to homeschooling in areas of students’ academic achievement and children's social, emotional, and psychological development and the success of adults who were home educated and finds generally positive outcomes on a variety of variables are associated with homeschooling. The author identifies four classes of negativity expressed toward home-based education by the education profession, such as the claims homeschooling is bad for the collective good and that without much state regulation significant numbers of homeschooling (home schooling) parents will harm their children. The evaluation reveals that proactive opposition to homeschooling and calls for significant state control over homeschooling do not offer any empirical research evidence that homeschooling is bad for individual children, families, neighborhoods, or the collective good. The alleged harms of homeschooling or arguments for more control of it are fundamentally philosophical and push for the state, rather than parents, to be in primary and ultimate control over the education and upbringing of children so they will come to hold worldviews more aligned with the state and opponents of state-free homeschooling than with the children's parents and freely chosen relationships. 相似文献
5.
This paper estimates the impact of education on regional mobility in Europe using compulsory schooling reforms. Using data on individuals from eight European countries, I find that people who are induced by a school reform to acquire one more year of education are much more likely to relocate to another region in their country between the age of 15 and 50. I also show that education increases the probability of moving to a city for people from rural areas. 相似文献
6.
Music, visual arts and design instruction has hardly been studied by the educational research community in Switzerland. Beyond a narrow group of specialists, there is little aware-ness of the basic pedagogical premises, subject matter expertise and the theoretical underpinnings of music visual art and design education although these areas of instruction are firmly anchored in the education goals for compulsory public schooling that have been outlined at national level in Switzerland and a generous amount of instructional time appears to be allocated to these subject areas in comparison with curriculum guidelines in other countries. This paper presents the findings of a trend analysis focused on music, visual arts and design instruction in Switzerland. It shows the importance accorded to aesthetic subjects within the scope of compulsory public education, explores differences in the amount of time resources allocated to these subject areas and describes the subject-specific and cross-functional goals and objectives. Teacher education programs are also examined as their current content and structure raise concerns about inadequate teacher qualifications that contradict the ambitious curricular goals. A review of previous research efforts, most of which have explored the transfer effects of creative, artistic subject areas, follows and desiderata with respect to the future development of research activities are presented. 相似文献
7.
In many European countries and in North America, home education is a viable alternative for education at school. Parents who want to home school their child are legally allowed to do so, although some countries impose rather strict conditions. This article concentrates on the way authorities supervise or inspect the quality of home education. A comparison is made of inspection regulations in 14 European countries. Substantial differences were found, regarding among other things the function of inspection, inspection methods and the outcomes. Most countries do not have data on the effectiveness of inspection. It is recommended that governments screen their procedures for the inspection of home education using criteria such as transparency, consistency, and efficiency. 相似文献
8.
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
9.
吴文前 《成都教育学院学报》2010,24(1):19-24
“家庭学校”是当今美国一种重要的教育选择形式。文章介绍了美国“家庭学校”教育的许多有益经验,期望能对我国家庭教育与学校发展有所启示。这些经验包括：学习美国家庭学校运动快速发展进程中的务实与包容精神,促进中国教育的多元化发展;借鉴美国家庭学校进程中法律冲突的权力认定方式,对我们当前类似教育矛盾进行合理的法理分析;美国家庭学校教育主张自主、自由和超前的学习模式,启发我们教育要真正满足每个学生的特殊需要,促进孩子的多元化智力发展;美国家庭学校教育中家长对儿童教育的全权负责态度,撼动我国家长对教育“卸责”应有的反思;美国家庭学校重视重塑宗教信仰及伦理道德教育,启发我们教育应该重视弘扬中华民族的传统美德,提升学生的民族传统文化素养;借鉴美国家庭学校解决孩子社会化问题,提高家庭学校教学效果的模式,有效整合家庭与学校、家庭与社会教育的资源,增强当前教育的有效性。 相似文献
10.
Petrie Amanda 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2001,47(5):477-500
This paper discusses the various definitions of home education and how the term can give rise to misinterpretations. In addition it covers recent changes to legislation and policy relating to home education in some European countries, such as France, Ireland, Luxembourg and Belgium. These changes have been based on a misunderstanding of the nature of home education. Little attention has been paid to the difference between children who are absconding from school and those who are being conscientiously educated by their parents at home. By contrast, there has been a slight but positive change in attitudes towards home education in some of the Länder (regions) of Germany. The author argues that governments should conduct well reasoned, objective research before considering measures to limit home education in any way. 相似文献
11.
Amanda Petrie 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2001,41(4):477-500
This paper discusses the various definitions of home education and how the term can give rise to misinterpretations. In addition it covers recent changes to legislation and policy relating to home education in some European countries, such as France, Ireland, Luxembourg and Belgium. These changes have been based on a misunderstanding of the nature of home education. Little attention has been paid to the difference between children who are absconding from school and those who are being conscientiously educated by their parents at home. By contrast, there has been a slight but positive change in attitudes towards home education in some of the Länder (regions) of Germany. The author argues that governments should conduct well reasoned, objective research before considering measures to limit home education in any way. 相似文献
12.
Whither the Common Good? A Critique of Home Schooling 总被引：1，自引：1，他引：0
Chris Lubienski 《Peabody Journal of Education》2013,88(1-2):207-232
This analysis shows home schooling to be part of a general trend of elevating private goods over public goods. The discourse around home schooling centers on issues of individual rights and private benefits, rather than the public good. Yet, the public has an interest in education because there are unavoidable aspects of education that make it a public good. However, home schooling denies this public interest. It undermines the common good in two ways. First, it withdraws not only children but also social capital from public schools, to the detriment of the students remaining behind. Second, as an exit strategy, home schooling undermines the ability of public education to improve and become more responsive as a democratic institution. Thus, home schooling is not only a reaction to, but also a cause of, declining public schools. Therefore, it diminishes the potential of public education to serve the common good in a vibrant democracy. 相似文献
13.
While the robust and positive relationship between education and political engagement has been widely documented, the direct causal link is still a subject of debate. This study contributes to the ongoing debate by presenting suggestive evidence for the ‘cause’ view on the causal effect of education on political engagement. Exploiting the plausibly exogenous variation in education induced by the compulsory schooling reforms across 39 countries, we find that education cultivates political interest, promotes the acquisition of political knowledge, and fosters supportive attitudes towards political freedoms. Nevertheless, the better educated are no more likely to vote in elections nor adopt any specific position in the left–right political spectrum. 相似文献
14.
Parental involvement of Eastern European immigrant parents in Canada: whose involvement has capital?
Max Antony-Newman 《British Journal of Sociology of Education》2020,41(1):111-126
AbstractThis study focuses on the parental involvement among Eastern European immigrant parents of elementary school students in Canada. Interviewed parents (N?+?19) were educated in several Eastern European countries and had children attending elementary schools in the province of Ontario at the time of the study. The analysis was informed by the concepts of social and cultural capital developed by Pierre Bourdieu. It was found that Eastern European immigrant parents see their role supporting children mainly in the home by emphasizing academic achievement and extracurricular activities. Despite high levels of cultural capital there was a variation in the amount of social capital available to immigrant parents. Those who managed to recreate rich social networks in the new country communicated with teachers more successfully and were satisfied with school. 相似文献
15.
A straightforward way of keeping children in school is increasing the duration of compulsory education. Evidence of the impact of this type of policy in Western countries is abundant. However, its effectiveness has been rarely tested in low-income countries. Using panel data of low-income and lower-middle-income countries covering the period 1996–2017, this paper analyzes the impact of lengthening the duration of compulsory education on the progression of children from primary to secondary education. The empirical results show that in those countries where this policy is implemented, there is a significant increase in the share of children progressing from primary to secondary education but only in those countries where after the reform the duration of compulsory education becomes longer than the duration of primary education. 相似文献
16.
Marjory Ebbeck Suraya Binte Saidon Gunathilakan nee Rajalachime Lay Yan Teo 《Early Childhood Education Journal》2013,41(4):291-298
The issue about when children should begin primary schooling continues to be an area for discussion amongst educators, parents, and children who indeed have some views about this. The compulsory entry age of children into formal schooling is different in many countries. It is not only the starting age that has invoked discussion, but also the types of practices that occur to facilitate transition and minimise stress in young children. In this regard the ‘ready school concept’ has grown in acceptance and provides for the needs of children of diverse backgrounds, knowledge and experiences. This paper examines what is happening in transition experiences in Singapore and presents the voices of a small sample of children who wanted primary school to be a place for both work and play. 相似文献
17.
Markku Vanttaja 《International Journal of Lifelong Education》2013,32(2):173-184
The aim of the article is to examine the consequences of exclusion from school and work on the later life of young people. The article is based on a longitudinal study concerning Finnish youths who were unemployed and had not continued their schooling after compulsory school in 1985 (n = 6983). The life‐courses of these youths were followed up to and including the year 2000. According to the results, dropping out of education and working life after compulsory schooling quite strongly predicted a weak educational and labour market position. However, there were also many persons in the target group who had continued their education at a later age and succeeded in finding their place in working life. Altogether, the results suggest that it should not be taken for granted that dropping out of education and work in youth necessarily lead to exclusion in later life. Both exclusionary and successful life careers were represented in the data, although the former were more common. 相似文献
18.
This paper explores ‘home–school’ transport in contemporary schooling contexts in England. Home–school transport is a complex issue lying between government departments, policy frameworks, research and professional disciplines. It is complicated further by commercial and private interests alongside social and public ones. Informed by an interdisciplinary literature, the authors argue that there is an urgent need to develop understanding of the position of home–school transport policy and practices in contemporary schooling contexts, particularly in relation to school choice making and enactment. This paper calls for research to inform the development of home–school transport policy and practices that are socially just and sustainable. 相似文献
19.
de Carvalho Eloise Skipper Yvonne 《European Journal of Psychology of Education - EJPE》2019,34(3):501-516
A common perception of home education is that despite potential beneficial educational outcomes, children who are home educated lack social experiences and therefore show poor social development. However, previous research in this area suggests that home educated children demonstrate a range of age-appropriate social skills. This research has mainly focused on children younger than 12; thus, we have much less of an understanding of the social impacts of home education on adolescents. Furthermore, previous research has often used social skills questionnaires and has not explored the experiences of home educating families from their own perspectives. The current study addresses these gaps in the literature by interviewing three home educated adolescents and their mothers about their social experiences and development with the research question of ‘how do home educated adolescents and their parents experience and understand socialisation?’. In one-to-one interviews, young people (aged 11–14) were asked about their experiences and perceptions of their social lives. In a separate interview, mothers were asked about how they facilitated these social experiences and their perceptions of the impact this had on their child’s development. Data from the interviews was thematically analysed. Results suggested that adolescents participated in a range of social experiences that promoted their social skills, happiness and confidence. Participants felt that this created a positive social environment and sense of community, and encouraged the adolescents to interact with a diverse range of people. However, further research is needed to explore whether this finding is generalisable to the broader community of home educated adolescents.
相似文献20.
This article analyses the effect of the Berlinguer reform that was introduced in Italy in 1999 and increased compulsory schooling from eight to nine years. Hence, students had to attend school until the age of 15 instead of 14 that was required at the time and therefore to attend at least one year of upper secondary school (for pupils with a regular career). Using data from the Labour Force Surveys (1993–2010) and applying counterfactual time series and segmented regressions, we evaluate the effect of the reform on attendance and graduation rates. The results show that prolonging compulsory education encouraged a larger share of 16‐year‐olds to stay in school, especially those who were judged more at risk with less educated parents and with parents with a low occupational status. However, at age 17, part of the effect had already vanished and no effect was found on graduation rates. The compulsory schooling policy may have been more effective in adjusting the legislation to already existing student behaviour than in producing relevant changes in educational decisions. 相似文献