共查询到20条相似文献，搜索用时 31 毫秒
1.
2.
Dean Lusher 《Gender and education》2011,23(6):655-675
This study utilises a quantitative case study social network approach to explore the connection between masculinity and scholastic achievement in two secondary, all-boys schools in Australia. In both schools two social networks representing social status are explored: the friendship network as a measure of status that includes emotional investment, and the influence network as a measure of status without emotion. Results demonstrate that for both schools the friendship network is not associated with academic achievement, though boys with similar levels of academic application cluster together. However, for the influence network there are effects related to achievement, application and attitudes toward an anti-academic/masculinity connection, as too toward ethno-cultural background. The results differ by school and show the importance of local context. However, similarities in the schools show that masculine identities may be engaged in the social interactions of students, ones which engage masculine stereotypes in public but not in private. 相似文献
3.
4.
With a sample of African American and European American 3rd- and 4th-grade children (N = 486, ages 8-11 years), this study examined classroom ethnic composition, peer social status (i.e., social preference and perceived popularity as nominated by same- and cross-ethnicity peers), and patterns of ethnic segregation (i.e., friendship, peer group, and cross-ethnicity dislike). African American--but not European American--children had more segregated relationships and were more disliked by cross-ethnicity peers when they had fewer same-ethnicity classmates. African American children's segregation was positively associated with same-ethnicity social preference and perceived popularity and with cross-ethnicity perceived popularity. European American children's segregation was positively associated with same-ethnicity social preference but negatively associated with cross-ethnicity social preference and perceived popularity. 相似文献
5.
This article examines the effects of social capital on the likelihood of dropping out from the compulsory education system (Grades One through Eight) in Turkey. It focuses on the question of whether school-related social capital can provide the means to stay in school in the presence of risk factors such as socioeconomic status, race, or gender that cannot be easily modified. Despite major progress in enrollment rates due to policies enacted in recent years, the overall drop-out rate in compulsory education is close to 15% in Turkey. Data collected from 764 student–mother pairs show that drop-outs are exposed to higher number of social risk factors. We further illustrate that school-related social capital, as measured by quality of in-school teacher–student interactions as well as parental involvement in school, significantly and positively contributes to adolescents’ likelihood of staying in school even in the presence of severe social inequalities. 相似文献
6.
Patricia Sanderson 《British Educational Research Journal》2008,34(4):467-490
This article places the results of an empirical research study on the relationship between the social class factor and young people's perceptions of dance within the context of recent British government initiatives promoting social and educational inclusion through the arts. Four Likert‐type dance attitude scales that were developed from pupil opinion expressed during prior discussions were included in a survey questionnaire and responses sought from a nation‐wide representative sample of 1298 11–16‐year‐old boys and girls. Analyses of the data showed that attitudes to aspects of dance varied with social class and that there was an interaction between gender and social class in just one instance. A major implication of the research is that dance and the arts should be more widely available in schools so that all children and young people can have access to aesthetic experiences that have the potential to improve quality of life. It is concluded that the current limited provision within the National Curriculum may be contributing to the social and educational exclusion of some pupils. 相似文献
7.
Geoff Whitty 《教育政策杂志》2013,28(4):287-295
This paper begins by noting the centrality of the issue of working-class school failure within the sociology of education in Britain. It argues that recent government policies have taken insufficient account of sociological work on the impact of social class on educational success and failure. It also suggests that sociologists should pay more attention to middle-class education. The importance of this is illustrated through reference to research on the trajectories of pupils receiving different forms of secondary education. The paper then argues that social inclusion policies need to address a variety of forms of middle-class self-exclusion from mainstream public provision as well as working-class social exclusion. It concludes that education policy needs to be located within a broader social policy framework. 相似文献
8.
Richard Edwards Paul Armstrong Nod Miller 《International Journal of Lifelong Education》2013,32(5):417-428
Social exclusion and inclusion have emerged as strong policy-leading concepts at both the national and international level in recent years. Policies on lifelong learning are themselves in part premised on the contribution education and training can make to promoting an inclusive society. It is argued that social exclusion offends against human dignity, denies people their fundamental human rights and leads, in conjunction with social and economic instability, to marginalization and deepening inequalities, which threaten the stability of democracy. Social inclusion therefore appears to be an unconditional good. The argument in this paper suggests that this is not the case. Drawing on critical social policy studies and post-structuralist philosophy, we argue that the notion of inclusion relies on exclusions, some of which may be chosen and even desirable. We suggest that those interested in lifelong learning should take a more critical stance towards the social inclusion agenda to which it is being harnessed. 相似文献
9.
10.
Increasing interest in multiple forms of nonacademic intelligences in addition to the well‐established intelligent quotient (IQ) to explain individual success has triggered a need for clear establishment of the theoretical and empirical connection among these constructs. As such, this article explores the interrelationship that exists among three forms of nonacademic intelligences: cultural, emotional, and social. Theoretical and practical implications are also discussed. 相似文献
11.
Leonel Lim 《Curriculum Journal》2013,24(1):4-23
In this article, I examine the extent to which, given how critical thinking has been most commonly conceptualised and taught in schools, the subject indeed develops modes of thinking, relating and reasoning that allow individuals to collectively work towards the appreciation and solution of social problems. In the first section, I outline a number of perspectives among social studies researchers and educators that demonstrate the importance of developing critical thinking capacities in students. This is followed by, in the next section, a close examination of two widely popular approaches through which critical thinking is taught – one in the general school curriculum and the other within social studies lessons. I argue that in their current forms and for a number of reasons these understandings of critical thinking fall short of developing the social and relational dimensions of thinking that are more than a little necessary in fulfilling the raison d’être of the subject. Towards this end, the final section presents a social epistemological framework for the teaching of critical thinking in the school curriculum, highlights a number of principles of its application and provides some examples of its use in classrooms. 相似文献
12.
This paper investigates the transformation in the Zhou dynasty China (1046–256 BC) of the concept of education in relation to the process of social selection, which concerns the distribution both of knowledge and of social ranks. An approach in terms of historical semantics, mainly influenced by Luhmannian sociological theory with some reference to Koselleck, will place the focus on social change and the changing meaning of concepts. The analysed sources include archaeological evidence and passages from traditional classics. The paper will show how the semantics of education were closely tied to the changing principles of social selection and the changing Chinese cultural concept of Tian (Heaven). 相似文献
13.
In order to prevent bullying, research has characterised the adolescents involved in terms of their social skills, maladjustment and popularity. However, there is a lack of knowledge concerning the relationships between these variables and how these relationships predict bullying involvement. Moreover, the literature has focused on pure bullies and victims, despite the fact that bully-victims are known to be the most troubled. The aim of this work is to study the relationships between these variables and their predictive value, focusing on the bully-victim role. The sample (N?=?641) is made up of adolescents aged between 12 and 17?years. The results mainly indicate that the level of maladjustment and social skills predicts sociometric popularity, which is a significant predictor of bullying involvement. Differences in the social roles were observed, suggesting that social skills and maladjustment serve a different purpose for bully-victims than for the other roles involved. 相似文献
14.
15.
16.
Falk Seeger 《Educational Studies in Mathematics》2011,77(2-3):207-226
This paper is an attempt to add to the foundation of our understanding of meaning making in mathematics education. This attempt seems to be necessary as a growing body of research, primarily in developmental psychology, begins to change our view of early human development. Empathy, reciprocity, and implicit understanding seem to be more suitable concepts to describe human development and learning than the ones previously employed, based, e.g., on aggression as natural instinct or competitiveness as genetically wired basic drive. 相似文献
17.
18.
19.
Peer groups, popularity, and social preference: trajectories of social functioning among students with and without learning disabilities 总被引：1，自引：0，他引：1
Estell DB Jones MH Pearl R Van Acker R Farmer TW Rodkin PC 《Journal of learning disabilities》2008,41(1):5-14
The extant literature on the social functioning of students with learning disabilities (LD) has indicated that whereas a majority belong to peer groups, a higher proportion are isolated and most have lower social status among peers in general than their typically achieving classmates. Although some work has examined these issues over short-term longitudinal studies, none to date have examined them over extensive time periods. Toward this end, the current study examined a sample of 1,361 students (678 girls and 683 boys; 55 with LD) using multiple measures of peer social functioning assessed each semester from spring of third grade through fall of sixth grade. The results indicated that whereas students with LD were similar to their typically achieving peers in terms of group functioning and characteristics, they were viewed as lower in social standing among their classmates as a whole. These effects were maintained over time, indicating that long-term inclusion may not substantially affect peer social functioning among students with LD. 相似文献