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1.
The Baltimore City Public School System (BCPSS) is one of the first urban districts in the country to undertake large-scale high school reform, phasing in small learning communities by opening new high schools and transforming large, comprehensive high schools into small high schools. With support from the Bill & Melinda Gates Foundation, a dozen local foundations, and school reform developers and technical assistance providers, BCPSS opened 18 small high schools between 2002 and 2006. Using data from surveys, administrative records, and site visits, we examine the implementation and outcomes of these reform efforts. Although BCPSS high schools met many obstacles while implementing the reform, including continual leadership turnover and limited resources, students and staff in the small learning communities reported more positive social and academic environments than their counterparts in the district's comprehensive high schools. In addition, students in small, newly created high schools demonstrated positive academic outcomes (e.g., higher test scores, engagement) relative to students in the other schools in the district.  相似文献   

2.
Friendship Networks of Unpopular, Average, and Popular Children   总被引：2，自引：0，他引：2  
Existence of friendship and friendship network characteristics were examined among children who differed in popularity status using a relatively unrestricted friendship nomination procedure. Fifth and sixth graders ( N = 227 ) completed a rating-scale sociometric to index popularity and provided information on up to 15 good friends. Results indicated that all children reported having at least one unilateral friend. Unpopular children were less likely than popular children to have at least one reciprocal friend, although the large majority (77%) did have a reciprocal friend. Results also indicated that unpopular children's unilateral friendship networks, in comparison to the networks of their more popular peers, contained a greater number of younger school-age friends and fewer same-age friends, more friends located outside of the school but within the same school district, and more unpopular and fewer popular school friends. Unpopular children's reciprocal friendship networks were significantly smaller, were more evenly distributed within and outside of the classroom, and contained fewer average and popular friends as well as friends of the opposite sex. Findings suggest advantages to using an unrestricted friendship nomination instrument and emphasize the need to consider both popularity and friendship when investigating children's peer relationships.  相似文献   

3.
为探讨中学生社会适应的影响因素,运用多层线性模型,调查六城市25个班级1082名中学生的友谊质量、班级环境和社会适应状况及其关系。发现:(1)女生友谊质量显著好于男生,初二学生的冲突与背叛得分显著高于高二学生;(2)重点校高二学生班级环境中师生关系维度的平均分要显著高于初二学生;(3)友谊质量对中学生的积极和消极社会适应有显著影响,且存在显著的班级差异。班级环境中的竞争气氛可以显著增强友谊质量对积极社会适应的正向预测作用,师生关系可显著增强友谊质量对消极社会适应的负向预测作用。因此,班级环境作为班级水平变量,可以调节友谊质量对中学生社会适应的作用。  相似文献   

4.
This research examined the school and neighborhood friendships of 292 black and white children who attended an integrated junior high school. Most students reported having a close other-race school friend, but only 28% of the sample saw such a friend frequently outside of school. Reports of an interracial school friendship that extended to nonschool settings were significantly more common among black students than whites and among children who lived in integrated neighborhoods rather than segregated ones. Race differences in reported friendship behavior were also found on other friendship variables. Compared to whites, blacks reported more extensive neighborhood friendship networks but indicated that they talked to fewer friends during the school day. In addition, the study replicated prior findings that white girls report more peer social support than white boys but failed to find a gender difference in peer support among blacks. The discussion emphasizes the importance of the school/nonschool ecology and the need for further comparative study of white and black children's friendship patterns.  相似文献   

5.
Do students attending private schools learn more and have higher cognitive abilities than their public school counterparts in India? Though some recent works have discussed this question, the empirical contours to address the issue remain unclear, particularly in a diversifying school education market in India. This paper examines the factors determining the inequality in children’s learning outcomes (i.e., reading and math scores) in India using the second round of India Human Development Survey data. We examine the effect of a child’s ‘school absenteeism’ and ‘time spent for studying and doing homework’ on learning outcomes, and how these explain the existing learning gap between private and government school children. We provide strong evidence that the children attending private schools have significantly better learning outcomes than their government school counterparts. However, this performance difference between private and government school-going children reduces with the increase in school attendance and the time spent in studying and doing homework by a child. The findings of the study implicate that the cognitive abilities of low performing government school students can be improved by reducing their absenteeism in schools and increasing time for studying and doing homework after school.  相似文献   

6.
This paper reports an exploratory study of 37 children (aged 4–5 years) throughout their first term of formal schooling. Children in two different schools were included in the study. Four pairs of friends and four isolated children were targeted for in‐depth observation every week throughout the term. The behaviour and speech of these 12 children were coded systematically in various activities and settings to assess their level of social involvement and their adjustment to school. Sociometric interviews were carried out with all 37 children. These were used to examine the pattern of social relationships in the two classes and to investigate Children's understanding of concepts such as ‘friendship’. The target children also took part in a communication game with other children from their classes, matched in age and verbal ability, but who were not friends. It was predicted that children who started school in the company of a friend or friends would have better developed social and communicative skills than children who began school without the support of existing friendships. As predicted, children who had well established friendships on entry to school gave more sophisticated reasons as to why children liked and disliked each other. These children were also more effective communicators than the isolated children. The results suggest that friendship not only plays an important part in developing young Children's social competencies, but also that it influences children'sperformance on a range of classroom‐based learning activities, particularly those which involve mutual collaboration and co‐operation.  相似文献   

7.
Children’s friendships are often neglected by teachers and researchers. This phenomenological study conducted with seven children aged five and six years explores young children’s perceptions of their everyday friendship experiences. This multi-method study used role play interviews, drawings and persona doll scenarios to consider children’s everyday experiences of friendship in school. The paper discusses the importance of socio-cultural aspects of children’s friendship including: imaginary friends; losing friends; protecting time and space to develop friendships and children’s routines and practices as they form and maintain friendships. Data and findings are discussed, leading to an original conceptual framework: a ‘Pedagogy of Friendship’. This is designed to help children make meaning from their friendship experiences and also provide practitioners with the opportunity to nurture and scaffold children through their friendship experiences in schools. We suggest that there is a need to raise the profile of children’s friendships in early childhood education and generate an educational perspective on friendship. Finally we conclude that listening to children’s views of friendship indicates that the application of the framework of a ‘Pedagogy of Friendship’ would be beneficial to children’s all round learning and development.  相似文献   

8.
采用问卷法研究了1791名不同年级、性别、学校类型中学生师生关系与友谊质量的特点,结合同伴特征和问题行为分析了学校氛围对中学生学校人际关系的影响,并探讨了中学生学校人际关系与社会适应的关系。结果发现：（1）中学生的师生关系总体上重点校好于非重点校,初一、高一好于高二,在亲密性和支持性维度上,年级与学校类型、年级与性别的交互作用显著;（2）中学生的友谊质量总体上重点校好于非重点校,高一、初一略好于初二,女生好于男生,学校类型与年级的交互作用显著;（3）重点校拥有不良同伴的学生和问题行为较多的学生比例均显著少于非重点校;（4）师生关系与友谊质量各维度可以预测中学生社会适应过程中的自我肯定、自我烦扰和社会疏离感。  相似文献   

9.
Positive behavioral interventions and support (PBIS) is a multitiered framework for behavioral support that is being increasingly implemented in schools. Although research has linked PBIS to improved student outcomes, less research is longitudinal and considers both academic and behavioral outcomes. This study examined the relationships between changes in school‐wide (i.e., Tier I) PBIS implementation level and changes in disciplinary and achievement outcomes over a 2‐year period. Participants included 85 Ohio schools with data on PBIS implementation fidelity (from the tiered fidelity inventory, or TFI), out‐of‐school suspensions (OSSs), and statewide achievement tests for the 2015–2016 and 2016–2017 school years. Linear regressions were conducted to examine the degree to which changes in TFI Tier I scores predicted changes in OSS and achievement scores when controlling for school‐level demographic variables that also were related to the outcome variables. Changes in TFI Tier I scores was found to significantly predict changes in OSS per 100 students but not changes in achievement scores.  相似文献   

10.
The UK government has recently demonstrated an unprecedented interest in global learning within primary and secondary schools. While the adoption and implementation of the global dimension varies, international school partnerships (ISPs) have been identified as a key vehicle for harnessing the potential of the global dimension in schools. Despite increasing global policy and practice interest in ISPs, little empirical research examines the influence of ISPs on students, teachers and leaders. Drawing on evidence nested in our 3-year research and development study of the British Council's Connecting Classrooms-Sub Saharan Africa programme, this paper examines students' own view of their international school partnership participation. We employ a multidimensional citizenship framework to frame our analysis of 694 student surveys from 66 schools across 12 countries. Based on this evidence, we argue that the influence of ISPs on global learning can be enhanced by intentionally designing partnerships to: celebrate school-based learning linked to international partners; create opportunities for students to engage in activity-based communication-driven ISP related learning; and, deliberately encourage students to discuss their partnership work with friends and family. We also make recommendations for policy and practice leaders and researchers.  相似文献   

11.
The loss of friendship can be a frequent occurrence for children as they explore their social worlds and navigate their way through the demands of particular relationships. Given that friendship is a relationship of special regard, and associated with a particular partiality to our friends, the ending of friendship and the subsequent interactions between former friends, can be difficult areas for schools to deal with. Whilst there has been considerable research on the formation and maintenance of friendship, a consideration of what happens after friendship has had surprisingly limited attention. Much of our current understanding of issues on moral behaviour fails to fully address the positioning of former friends in our moral thinking particularly as regards matters arising from the priority of attachment. Recent empirical research seems to indicate that the memory of prior encounters has a far greater influence on future reciprocal exchanges (such as those found in friendship) than previously accepted. This paper considers suggests that this view of memory can be played out in two contrasting ways. First, a prudential view suggests that as our former friends were previously given access to our intimate secrets and confidences, self‐interest would seem to indicate that we treat them well. Secondly, a residual duties view suggests that some obligations remain after the friendship has ended based on the history of the relationship. Finally, I then draw out some of the implications this may have for schools and the education of children.  相似文献   

12.
The concept of friendship has had a great deal of attention within recent years from philosophers. However, this attention restricts itself to friendship between adults and rarely considers the issue of friendship between children. The issue of friendship and how we socialise with others ought to be an important concept for education, yet schools rarely take the forming, nurturing and nourishing of friendship beyond helping to deal with disputes between friends when they disrupt school life. I wish to argue that whilst friendship is critical to the development of character and can properly be seen as part of ‘an invitation to the moral life’, it also has value in and of itself as part of the flourishing life.  相似文献   

13.
This study investigated the relations between early adolescents’ academic motivational orientations and an aspect of quality of friendship: intimacy. Two-hundred and three Jewish-Israeli seventh grade students responded to surveys asking them about their academic achievement goals and about characteristics of their friendships. Variable-centered regression analyses suggested that mastery goals were positively associated with mutual sharing of difficulties, trust, and adaptive social problem-solving between friends, whereas performance-approach goals were negatively associated with intimacy friendship. Moreover, both performance-approach and performance-avoidance goals were associated with mistrust, inconsideration, and tension between friends. A person-centered analysis, employing cluster analysis, suggested that profiles with a higher level of mastery goals relative to both types of performance goals were associated with less mistrust among friends in comparison with profiles with a higher level of performance goals relative to mastery goals. The findings point to the connection between academic motivation and social relationships in school.  相似文献   

14.
This study explored negative emotional, behavioral, and academic performance outcomes for highly mobile students and potential protective factors. Participants were fourth and fifth-grade students (N = 647, 51% male) from three schools with low socioeconomic status, highly mobile student populations within a large, suburban school district in the midwestern United States. Data were collected through student self-report surveys, teacher-report surveys, and school records. Multilevel moderation analysis tested whether school connectedness (SC) or social and emotional competence (SEC) acted as protective factors for highly mobile students, moderating the effect of school mobility on emotional problems and academic performance. Student mobility was associated with more emotional problems and lower academic performance. In contrast to past research, there was not an association between mobility and behavior problems. Although they did not act as protective factors, SC and SEC were independently associated with fewer emotional problems and stronger reading performance for all students, controlling for mobility. Results build on existing evidence that student mobility has negative effects on emotional and academic outcomes and lend support for interventions focused on enhancing SC and SEC of all students, including those at increased risk due to high mobility.  相似文献   

15.
This study surveys 200 Malay students enrolled in three Chinese primary schools in relation to three issues, i.e., parental choice of schooling, learning processes and inter-ethnic friendship patterns. The three issues are explored through a combination of quantitative and qualitative research methodologies. Parental expectations for their children's learning and academic outcomes emerge as the dominant factor influencing Malay enrollment in Chinese primary schools. Unfortunately, the Malay students are unable to meet these high expectations due to learning difficulties that stem from the lack of proficiency in the Chinese-medium of instruction, despite intervening measures by the school authorities. Their learning difficulties are also compounded by the lack of parental inputs as well as the limited use of code-switching by teachers. Meanwhile, the fostering of inter-ethnic friendships is impeded by ethnic differences, the rise of Islamic awareness and the increased numerical size of Malay students. However, there is a willingness among the Malay students to interact with the Chinese students through task-related activities, indicating that the fostering of inter-ethnic friendships needs to be guided by a convergence of interests.  相似文献   

16.
This article explores the relationship between educational outcomes and anti-school attitudes at different levels of social organization in schools. Data were collected in St. Petersburg, Russia (104 schools, 7300 students) and analyzed using multi-level regression models that included three levels: individual, clique of friends and school. A clique is defined as a tight group of friends in a school class; we used social network analysis software Kliquefinder for clique identification. We demonstrate that friends’ attitudes are strongly related to the educational outcomes of a student (net of person’s individual attitudes and socio-demographic characteristics). In contrast, school-level effects disappear in the multi-level model when individual characteristics are included. The results of the study clearly demonstrate that the socio-economic and curricular differentiation of schools does not always lead to the polarization of ‘school academic cultures’. A school social environment is sufficiently heterogeneous, and different value systems in small peer groups may coexist.  相似文献   

17.
Abstract

This study examined the effect of school organizational structure on interracial friendships among middle school students. Students evaluated a white friend and a black friend on a modified semantic differential scale and reported the number of their other-race friends. Responses of students in two team-structured schools were contrasted to those of students in three traditionally structured schools. Multivariate analysis revealed that the organization of a school affects number of other-race friends and that whites with even "some" black friends are more positive in their perceptions of blacks than are those who report having "almost no" black friends. Variations in the nature and extent of contact between white and black students in schools does affect the racial attitudes of whites. Black students rated white and black friends the same regardless of the organizational structure of the school.  相似文献   

18.
Name-calling is a common problem among primary school children in Turkey as in other countries. The Name-Calling Survey and Peer Beliefs Inventory were used to determine the relationships between name-calling and peer beliefs amongst a group of 319 primary school children in Turkey. Name-calling was found to be more common amongst boys than girls. A negative relationship was found between name-calling and peer beliefs, so that the greater experience of name-calling, the more children disliked their peers. Gender and grade level were found to have a significant negative relationship. The name-calling experiences of students affected their friendship relationships negatively, which contributed to violence in schools. School counsellors must be aware of name-calling victims and perpetrators, as well as organizing educational programmes aimed at helping students to cope with these problems.  相似文献   

19.
This article examines the responses of school principals from an urban school district to Michigan's zero-tolerance policy. We specifically seek to understand how school leaders interpret and implement the policy and how their administrative discussions subsequently affect the educational experience of children in urban schools. Given that a disproportionately high number of African American and Latino students are negatively affected by this policy, how do school leaders in predominantly African American districts implement it? The findings in this study reveal that the disparate interpretation of the zero-tolerance policy among school leaders and its implementation negatively affects the educational experience of urban students.  相似文献   

20.
This study treated a key relationship in the developmental ecology of adolescence, friendships, as multidimensional and context specific. First, it examined 4 characteristics of friends (academic achievement, alcohol use, emotional distress, and extracurricular participation) as independent factors and as components in holistic friendship group profiles. Longitudinal analyses of 9,224 adolescents (ages 12-20) revealed that multiple characteristics of friends predicted adolescent behavioral problems, as did membership in the best adjusted group profile. Second, the study examined whether the associations between friendship factors and adolescent behavior varied as a function of the larger peer network and school context, finding that network centrality, school academic press, and intergenerational bonding in schools conditioned the role of friends' characteristics and group profiles in positive and negative ways.  相似文献   

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