Angry Anglos and aspirational Asians: everyday multiculturalism in the selective school system in Sydney     

Christina Ho 《Discourse: Studies in the Cultural Politics of Education》2019,40(4):514-529

ABSTRACT

‘Asian whiz kids’ perfect test scores.’ ‘Selective schools and tiger parents.’ These types of headlines highlight the increased visibility of academically successful students from Asian migrant backgrounds, in Australia and other Western countries. They also point to anxiety about the perceived aggressive ‘tiger’ parenting often associated with Asian academic success. This paper focuses on the forms of everyday multiculturalism found in and around high-performing selective schools and classes in Sydney, Australia, almost all of which are dominated by Asian-Australian students. Drawing on interviews with parents and students from Anglo- and Asian-Australian backgrounds, it documents the different positionalities adopted by participants within these culturally diverse settings, including anger, aspiration and cosmopolitanism. This potentially volatile combination of approaches to diversity reveals some of the social consequences of neoliberal migration and education policies.  相似文献   

Negotiating colonial structures: challenging the views of Pakeha student teachers     

Cherry Bertanees  Christina Thornley 《Asia-Pacific Journal of Teacher Education》2004,32(2):81-93

This paper describes an attempt to address, through pre‐service teacher education, the complex interaction of the ideologies carried by schooling, the denial of the rights of Maori as promised by the Treaty of Waitangi and the underachievement of Maori children in New Zealand schools. It is set in the context of an action research project that sought to reveal student teachers' responses to this component of their degree programme. The authors describe how, as teacher educators, their teaching evolved in response to the research findings through three distinct phases.  相似文献   

Mind the gap: accountability,observation and special education     

Christina C. Crowe  Susan E. Rivers  Michelle C. Bertoli 《Assessment in Education: Principles, Policy & Practice》2017,24(1):21-43

There is an absence of observation-based tools designed to evaluate teaching in special education classrooms. Evaluations derived from classroom observations are integral to the accountability process, adding value to understanding teaching and learning by providing a lens into the classroom that test scores cannot capture. The present paper systematically examined existing classroom observation tools, identifying constructs measured and noting elements unique to special education classrooms. Results demonstrate that most extant tools tap into three primary categories of teacher behaviours, but overlook the role paraprofessionals play as well as teacher professional behaviours. Taken together, results reflect the need for a tool designed specifically for special education classrooms. Limitations and implications for practice and policy are discussed.  相似文献   

Exploring Changes in Student Engagement through the RULER Approach: An Examination of Students at Risk of Academic Failure     

Christina Cipriano  Tia N. Barnes  Susan E. Rivers  Marc Brackett 《Journal of Education for Students Placed at Risk》2019,24(1):1-19

The present paper examines if developmental pathways for students at risk for academic failure can be improved through social and emotional learning (SEL). Specifically, we test this hypothesis by accounting for shifts in student engagement, a highly studied and malleable construct often inclusive of SEL interventions, as the pathway by which to impact student achievement outcomes. Using longitudinal data from a randomized control trial, we identified students at risk for school failure (n?=?318) within a larger sample of fifth graders (N?=?1,352). Multigroup path model revealed that participation in RULER significantly impacted the relationship between student engagement and conduct behaviors for at risk students: students who experienced RULER demonstrated increased engagement a year later (at sixth grade) and improved conduct the following year (in seventh grade). The potential for and limitations of SEL programs on developmental trajectories for students at risk for school failure are discussed.  相似文献   

Self-efficacy as a predictor of clinical skills among speech pathology students     

Christina Lee  Felicia Schmaman 《Higher Education》1987,16(4):407-416

Bandura's self-efficacy theory was used a model for examining levels of confidence and clinical skills among undergraduate speech pathology students. Forty-four second-year students rated their confidence in their ability to perform a number of clinical tasks at the beginning and at the end of the academic year, which was their first clinic experience. These efficacy expectations were compared with clinical supervisors' assessments of the students' performance on the same tasks. An attempt was also made to assign students to pairs and small groups for training on the basis of their initial efficacy expectations Efficacy strength (but not level) increased significantly over the year, and efficacy level (but not strength) was moderately and significantly related to clinical supervisors' ratings of clinic performance. Practical problems arose with the grouping, but the results suggested that there may be some possible benefits from assigning students to pairs on the basis of their self-efficacy. These results show self-efficacy to be only moderately well related to clinic performance, but it is suggested that relatively high baselines may have attenuated the strength of the obtained relationship. The role of self-efficacy in clinical skills training warrants further investigation.  相似文献   

The future of higher education in Ireland: a postcolonial perspective     

Christina Burke 《Journal of Higher Education Policy & Management》2018,40(5):458-469

The transformation that Irish higher education (HE) has undergone since the mid-2000s has been particularly rapid and unidirectional. Following the Global Financial Crisis, the Irish Government sought to take control of tertiary education in an attempt to shield the country from future economic shocks. This paper succinctly discusses the circumstances leading to the current policy position and what these changes have meant for Irish HE. A postulation that neoliberalism will inevitably deepen further within Irish HE will be explored through the lens of Postcolonial theory. In conclusion, I will show that the application of this theoretical stance may succeed in buffering many of the effects of neoliberalism to ensure ample space in HE for all subject areas and disciplines.  相似文献   

Scaling and Sustaining Effective Early Childhood Programs Through School–Family–University Collaboration          下载免费PDF全文

Arthur J. Reynolds  Momoko Hayakawa  Suh‐Ruu Ou  Christina F. Mondi  Michelle M. Englund  Allyson J. Candee  Nicole E. Smerillo 《Child development》2017,88(5):1453-1465

We describe the development, implementation, and evaluation of a comprehensive preschool to third grade prevention program for the goals of sustaining services at a large scale. The Midwest Child–Parent Center (CPC) Expansion is a multilevel collaborative school reform model designed to improve school achievement and parental involvement from ages 3 to 9. By increasing the dosage, coordination, and comprehensiveness of services, the program is expected to enhance the transition to school and promote more enduring effects on well‐being in multiple domains. We review and evaluate evidence from two longitudinal studies (Midwest CPC, 2012 to present; Chicago Longitudinal Study, 1983 to present) and four implementation examples of how the guiding principles of shared ownership, committed resources, and progress monitoring for improvement can promote effectiveness. The implementation system of partners and further expansion using “Pay for Success” financing shows the feasibility of scaling the program while continuing to improve effectiveness.  相似文献   

Literacy Assessment and Student Diversity: An Australian case study     

Christina E. Van Kraayenoord  Jenny Barnett  David Roberts  Karen B. Moni 《International Journal of Disability, Development & Education》1999,46(1):51-70

This article describes the reported practices in literacy assessment, recording, and reporting in 12 Australian schools characterised by populations of diverse learners. The findings indicate the problems and challenges teachers face in providing socially just and inclusive literacy assessment in heterogeneous classrooms. We make a number of suggestions related to enhancing assessment, recording, and reporting at the classroom level and argue for systemic support for teachers.  相似文献   

Reading achievement, metacognition, reading self-concept and interest: A study of German students in grades 3 and 4     

Christina E. van Kraayenoord  Wolfgang Erich Schneider 《European Journal of Psychology of Education - EJPE》1999,14(3):305-324

This study examined the reading achievement, metacognitive knowledge related to reading and memory, reading self-concept, and interest in reading of 140 German school students in Grades 3 and 4. The results indicated significant correlations between the metacognitive variables, motivational variables, and amongst metacognitive and motivational variables, as well as with reading achievement variables. The examination of good and poor readers showed significant differences in metacognitive knowledge of reading and memory, reading self-concept, interest in reading, and in teacher judgements of reading achievement between the groups. Differences between Grade 3 and 4 students were found in their word decoding skills, metacognitive knowledge about reading and memory, and teacher judgements of reading achievement. Results of the regression analysis indicated that reading achievement was predicted by grade level, word decoding, and teacher evaluations of reading achievement. The causal modelling indicated that motivation and metacognition affect reading comprehension in different ways. The findings are discussed in terms of future research and their educational implications.  相似文献   

The Effects of Enrolling in Oversubscribed Prekindergarten Programs Through Third Grade     

Christina Weiland  Rebecca Unterman  Anna Shapiro  Sara Staszak  Shana Rochester  Eleanor Martin 《Child development》2020,91(5):1401-1422

This study leverages naturally occurring lotteries for oversubscribed Boston Public Schools prekindergarten program sites between 2007 and 2011, for 3,182 children (M = 4.5 years old) to estimate the impacts of winning a first choice lottery and enrolling in Boston prekindergarten versus losing a first choice lottery and not enrolling on children’s enrollment and persistence in district schools, grade retention, special education placement, and third-grade test scores. There are large effects on enrollment and persistence, but no effects on other examined outcomes for this subsample. Importantly, children who competed for oversubscribed seats were not representative of all appliers and almost all control-group children attended center-based preschool. Findings contribute to the larger evidence base and raise important considerations for future prekindergarten lottery-based studies.  相似文献