共查询到20条相似文献，搜索用时 31 毫秒
1.
Oscar Jimenez-Castellanos 《The Urban Review》2010,42(4):351-371
This study examines the relationship between educational resources (fiscal, personnel and facilities) and school achievement
within a large urban/suburban elementary school district. A sequential mixed methods approach reveals inequitable resource
allocation trends and patterns between schools within a school district by producing different student outcomes. The educational
resources positively correlated to higher school achievement are: higher teacher salaries, newer schools, more multi-purpose
space per pupil and less portable classrooms. Without question, White students receive more of these resources than Latino
students, low-income students and English Language learners. This study also conducts a multiple comparative case study analysis
comparing between Title I and non-Title I schools, within Title I schools and within non-Title I schools. The study contains
policy and practice implications to improve opportunity and school achievement in urban/suburban school districts. 相似文献
2.
Joacim Ramberg 《欧洲特需教育杂志》2013,28(4):440-462
This paper analyses the special educational resources in the Swedish upper secondary schools using a total population survey that covers all upper secondary schools. Special educators and special teachers together constitute the special educational resources at each school. With two types of regression models (logistic and linear regression), the study investigates which variables at school level determine the presence and availability rate of special educational resources. The main findings are that there is a great difference between public and independent schools in the presence and accessibility of special educational resources, where many independent schools do not offer special educational support for their students. It also shows that what kind of provider (public or independent school) and the size of the school are especially important variables for predicting presence of special educational resources. When analysing the variance of availability rate of special educational resources, student variables (grades from compulsory school and parental educational level) on the school level, together with school size, are especially important. 相似文献
3.
School Choice in London,England: Characteristics of Students in Different Types of Secondary Schools
In England, parents make “choices” (in reality, “preferences”) for the state-maintained secondary schools they wish their child to attend. If there are more applicants than places, the school's published admissions criteria are used to give priority to applicants. This article examines how school composition in London varies by first comparing schools that are overtly academically selective with those that are nominally “comprehensive” (“all ability”); second, comparing “comprehensive” schools that control their own admissions with those that do not; third, comparing schools with and without selective admissions criteria; and fourth, comparing schools that use religious criteria with those that do not. We find that school compositions vary. Academically selective schools have fewer students from poor households than comprehensive schools in the same area and have fewer Black and more Indian and Chinese/Other Asian students. Comprehensive schools with autonomy over admissions admit higher attaining students and have fewer students from poor households and with special educational needs, and those with selective admissions criteria admit higher performing children. There are fewer Bangladeshi/Pakistani students and more Black students in schools with a religious character than in those without. Although a range of factors are likely to play a role in explaining the variation in school composition, the evidence suggests that there is “selecting in” and “selecting out” of more desirable students by some schools. Implications for policy are highlighted. 相似文献
4.
Karl J. Skårbrevik 《欧洲特需教育杂志》2013,28(2):97-107
The differences between genders in 14 different categories of disability, of samples of children and students found eligible for special education, are presented. In kindergarten and upper secondary schools, 65 per cent of the children or students deemed eligible for special education were boys. In elementary through junior high school the figures were about 70 per cent. In the kindergarten sample the difference in prevalence remained the same as the overall difference within each category of disability. In the samples from elementary, junior high and upper secondary schools a relatively higher prevalence than the overall difference between the genders was found with regard to problems of vision, hearing, language and intellectual disabilities among girls. A similar higher prevalence than expected was found among boys with regard to problems with reading and writing, psychosocial problems and attention deficit disorders. The conclusion is that the higher incidence of boys in special education during the pre-school years must be attributed to genetic or biological differences between the sexes. Further, in addition to these differences, the higher incidence of boys in special education during the school years is caused by an interaction between genetic or biological factors and a pedagogy that does not match the educational needs of male students. 相似文献
5.
2002年1月，美国总统布什签署了《不让一个孩子落伍法》(No Child Left Behind Act，简称NCLB)，其目的是提高基础教育阶段所有学生的学业成绩。额外教育服务(Supplemental Educational Services)是该法中规定的达到其目的的一项措施。额外教育服务是主要由联邦政府出资向来自低收入家庭的、在教学效果不佳的公立中小学学习的学生提供的额外教学服务。额外教育服务在学校正常教学时间之外进行，旨在提高接受额外教育服务的学生的学业成绩。在开展额外教育服务的过程中，州教育机构、地方教育机构、家长和提供额外教育服务的组织各负其责。 相似文献
6.
《Peabody Journal of Education》2013,88(3):7-30
This article explores the concept of vertical equity in light of school reform efforts aimed at increasing academic outcomes for all students. Vertical equity, or the idea that students who bring certain educational needs to the classroom require additional resources to address those needs within the educational process, is useful as a way to conceptualize school responsiveness. To the degree that vertical equity can encapsulate the complexity of the teaching and learning processes in schools, it carries considerable potential to assess school responsiveness to diverse student and staff needs and facilitate improved educational outcomes. 相似文献
7.
农村学校撤并对学生上学距离的影响——基于GIS和Ordinal Logit模型的分析 总被引：1，自引：0，他引：1
农村义务教育学校布局调整是以撤并小规模学校为主要手段,旨在促进教育资源均衡配置的一项重大教育政策。通过广东省某山区县2003—2009年的学校布局规划数据,从物理距离、时间距离和文化距离的分类视角,运用GIS技术和Ordinal Logit模型分析农村学校撤并对学生上学距离产生的直接影响。研究结果表明:撤并农村学校导致学生上学的物理距离和时间距离增加,偏远学生上学难问题凸显;对学生的文化距离同样产生显著的负面影响。在未来学校布局调整的进程中,县域教育决策者应将关注点从一味追求规模效益转移到教育公平和教育质量上来。要保证农村学生就近入学,设定上学距离的限制;促进学校间教育资源的均衡配置,保证所有学生享受同等质量的教育资源;采用科学的规划程序完善布局调整政策的实施。 相似文献
8.
9.
This article examines the association between school ethnic composition and immigrant students’ intentions to finish high school and to move on to higher education. We used data from 1324 immigrant and 10,546 native students gathered in the school year 2004–2005 in a sample of 85 Flemish (Belgian) secondary schools. Logistic multilevel analyses (HLM6) show that students attending schools with a majority of native students (enrolling less than 20% immigrant students) were twice as likely to plan to finish high school and to plan for higher education than those attending high concentration schools (more than 50% immigrant students). These associations were due to students’ socio‐economic status (SES) and there was no difference in aspirations between high and low concentration schools after controlling for students’ SES and the SES context of the school. All else being equal, immigrant students in high concentration schools tended to aspire to finish high school and move on to higher education slightly more than those attending medium concentration schools (20–50% immigrant students). The analyses further show that these differences between high and medium concentration schools can be explained by the more optimistic culture in high concentration schools. The main conclusion is that high concentration schools are not necessarily detrimental for students’ educational aspirations. 相似文献
10.
The equity effects of public subsidization of private schools in Côte d’Ivoire are analyzed. The subsidy per student in private (and public) schools increases as one goes to higher household per capita expenditure groups. Students from families in the highest expenditure quartile receive twice the subsidy received by students from families in the lowest quartile, compared to four times more in the case of students attending public schools. However, the subsidy system is relatively progressive in the case of private school attendance as there is a clear tendency for the share of family education expenditure covered by subsidies to decline as one goes to higher quartiles. 相似文献
11.
《Studies in Educational Evaluation》2005,31(2-3):207-246
In this article school characteristics linked with educational effectiveness in 14 sub-Saharan African countries are identified. Effectiveness has been defined in terms of students' literacy achievement at the end of Grade 6, after taking their social and academic backgrounds into account. The data used are from the second major educational policy research study conducted by the 14 countries that constitute the Southern African Consortium for Monitoring Educational Quality study (SACMEQ). This study, known as the SACMEQ II Project, collected questionnaire and test survey data from around 42,000 students in 2,300 schools in the 14 countries. Information about schools was obtained from questionnaires administered to teachers and principals. The multilevel methods (HLM) we used are appropriate for such analyses and the SACMEQ II nested data design. Schools are differentiated in terms of their social compositions, contexts, and resources (physical and human). Though student achievement is strongly associated with students' social and academic background in all SACMEQ countries, school effects vary across countries. Evident is a pattern of higher achievement in urban schools, with more resources and higher-quality teachers; achievement is typically lower in large schools and those that offer education in “shifts.” Policy implications are emphasized. 相似文献
12.
促进教育机会均等:澳大利亚农村小规模学校发展策略及启示 总被引：1，自引：1，他引：0
澳大利亚农村小规模学校发展的经验表明,小规模学校对促进偏远地区教育机会均等具有重要的作用。但很长时期内,小规模学校在办学资源、学生入学、师资水平等方面都面临不同程度的困境。基于此,澳大利亚政府于1998年颁发《人权与机会均等法案》,开始了新一轮加强小规模学校的建设,主要包括增加教育资源的有效供给、降低学生的私人教育成本、多项措施提高教育质量以及争取社区力量的支持等,这些策略对我国农村教学点的办学和发展无疑具有重要的借鉴意义。 相似文献
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14.
Many educators believe that the goal of equity is far from being achieved given the dilemmas faced by today's inner city public schools. The authors examine the potential of Temple University's Professional Development School Partnership, a collaborative project with the School District of Philadelphia, to facilitate educational equity within an urban center. Current understandings of the construct of equity are identified and used to explore the possibilities and challenges of striving for equity in the urban center. The development of this partnership documents growth into a more inclusive, expansive, and collaborative style of working together. A closer look into this process is provided by an in-depth discussion of two essential components of the partnership, namely, its culturally responsive process and its objective of transforming the teaching and learning conditions of schools. It is argued that school systems need to look critically at their own educational resources as well as policies and practices to guarantee that they genuinely promote participation and achievement of all students. In essence we contend that there cannot be equity without the assurance that students will achieve to their fullest potential. 相似文献
15.
Integration experiences of hearing impaired German elementary school students in separate educational settings (n = 31) were compared with those of counterparts at the same level in integrated settings (n = 26), and evaluated in regard to psychosocial behavior, semantic-lexical abilities, and communicative skills. Analysis of questionnaire responses and intelligence subtests showed that the only difference between the samples concerned perceived well-being in school, and favored the integrated students. Other percentages of variance are explainable by school type (10%), parents' hearing status (12%), and use of bimodal communication (11%). The integrated students demonstrated a higher level of integration experience, associated with fewer psychosocial abnormalities and better communicative skills. The results indicate that educational setting is not the only factor influencing students' perceived well-being. Other contextual factors, e.g., hearing status of parents and communicative skills, have a similar positive impact on integration experiences 相似文献
16.
女性的教育参与,体现出教育公平与社会公平的社会价值,体现出为女童发展树立榜样的教育价值,体现出女性潜能全面开发的发展价值。调查发现,乡村女教师人数在教师总数中所占比例呈上升趋势,但县镇学校女教师所占比例大,乡村屯学校女教师所占比例小：乡村女教师担任学校领导职务的人数少,即使有,也多担任学校中层干部或副职;女教师主观能动性发挥不充分,教育参与意识弱,参与能力有待提高。为提高乡村女教师的教育参与度,应当从法律、政策、社会文化以及教育资源分配等方面采取积极措施。 相似文献
17.
本研究考查了我国初中生教育期望的城乡差异现状,并从个人家庭与学校社会两个视角探究了差异产生的机制。研究发现,我国初中生对于获得普通高等教育的期望存在显著的城乡差异,城市户籍学生的教育期望高于农村及流动学生。这种差异受学生认知能力、家庭背景及学校环境共同影响,其中家庭背景的影响大于认知能力,学校户籍结构的影响作用最为明显。研究认为,营造良好学校教育氛围、缓解学校户籍分割、增强学校融合是促进我国教育公平与社会公平的重要举措。 相似文献
18.
This paper presents a case study of two California school districts, San Francisco and Oakland, each of which have implemented their own versions of what is popularly known as a weighted student formula (WSF). One primary goal of the WSF policy is to increase the equity with which resources are distributed to schools. With respect to equity, the findings suggest that for particular schooling levels per-pupil spending became more responsive to student poverty and that the increase in responsiveness appears to have coincided with implementation of the WSF in the two districts. Moreover, each district relies on a different mechanism for driving resources to the schools: San Francisco relying to a greater degree on the unrestricted funds, while Oakland relies more heavily on restricted sources which, as directed by law, drive dollars to special need populations. Interestingly, neither district exhibited any significant change in the distribution of teacher experience after implementation of their SBF models; schools serving the highest proportion of students from low-income families continued to employ teachers with the least experience after implementation of the SBF models. While an additional goal of WSF was to drive more resources down to the school level to be spent, our analysis found little substantial change in the proportion of resources expended at the school versus the district level. 相似文献
19.
Charters represent an expansion of public school choice, offering free, publicly funded educational alternatives to traditional public schools. One relatively unexplored research question concerning charter schools asks whether charter schools are more efficient suppliers of educational services than are traditional public schools. The potential relative efficiency advantage of charters vis-a-vis traditional publics is one of the mechanisms that supports the hypotheses that charters could improve performance for their students while using the same or fewer resources, and that the systemic effect of charters could lead to improved outcomes for traditional public students without requiring an increase in education sector resources. 相似文献
20.
衷海燕 《江西教育学院学报》2004,25(6):79-82
明清时期,吉安府地方教育体系呈现出由官办为主向民办为主的演变趋势。明初,吉安府地方教育以官学为主,社学为辅。明中叶后,官学的教学功能逐渐衰减,儒学的传承主要由民办为主的书院与讲会来承担。社学与义学、族学大多以启蒙教育为主。明代盛行一时的社学,人清后逐渐为义学、族学所取代,反映了基层启蒙教育的民间化趋势。民办教育机构逐渐占据了地方教育机构的主导地位,从而为儒学的创新与发展提供了制度化的保障与基础。 相似文献