The Shifting Relationship between Vocational and Higher Education in France and Germany: towards convergence?     

Justin J. W. Powell  Lukas Graf  Nadine Bernhard  Laurence Coutrot  Annick Kieffer 《European Journal of Education》2012,47(3):405-423

In Europe, the Bologna and Copenhagen Processes in higher education (HE) and vocational education and training (VET) are on the agenda, aiming to create a European educational area. Acknowledging important differences between countries, we compare the evolving relationship between HE and VET. We ask whether and how these two distinct organisational fields in France and Germany have changed in recent decades. Comparing institutional shifts, the article analyses whether long-standing differences in postsecondary education and training systems and the education/economy nexus in these two countries have remained stable. We argue that these countries’ skill formation systems have begun to converge, departing from their original institutionalisation paths. Thus, while the traditional typologies that contrast France and Germany have served as useful heuristic devices, they require revision to adequately represent incremental institutional change in these skill formation systems resulting from endogenous reforms and exogenous pressures due to Europeanisation.  相似文献   

Longitudinal Trajectories of Four Domains of Parenting in Relation to Adolescent Age and Puberty in Nine Countries     

Jennifer E. Lansford  W. Andrew Rothenberg  Jillian Riley  Liliana Maria Uribe Tirado  Saengduean Yotanyamaneewong  Liane Peña Alampay  Suha M. Al-Hassan  Dario Bacchini  Marc H. Bornstein  Lei Chang  Kirby Deater-Deckard  Laura Di Giunta  Kenneth A. Dodge  Sevtap Gurdal  Qin Liu  Qian Long  Patrick S. Malone  Paul Oburu  Concetta Pastorelli  Ann T. Skinner  Emma Sorbring  Sombat Tapanya  Laurence Steinberg 《Child development》2021,92(4):e493-e512

Children, mothers, and fathers in 12 ethnic and regional groups in nine countries (N = 1,338 families) were interviewed annually for 8 years (M_age child = 8–16 years) to model four domains of parenting as a function of child age, puberty, or both. Latent growth curve models revealed that for boys and girls, parents decrease their warmth, behavioral control, rules/limit-setting, and knowledge solicitation in conjunction with children’s age and pubertal status as children develop from ages 8 to 16 across a range of diverse contexts, with steeper declines after age 11 or 12 in three of the four parenting domains. National, ethnic, and regional differences and similarities in the trajectories as a function of age and puberty are discussed.  相似文献   

Cross-Cultural Associations of Four Parenting Behaviors With Child Flourishing: Examining Cultural Specificity and Commonality in Cultural Normativeness and Intergenerational Transmission Processes     

W. Andrew Rothenberg  Jennifer E. Lansford  Marc H. Bornstein  Liliana Maria Uribe Tirado  Saengduean Yotanyamaneewong  Liane Peña Alampay  Suha M. Al-Hassan  Dario Bacchini  Lei Chang  Kirby Deater-Deckard  Laura Di Giunta  Kenneth A. Dodge  Sevtap Gurdal  Qin Liu  Qian Long  Patrick S. Malone  Paul Oburu  Concetta Pastorelli  Ann T. Skinner  Emma Sorbring  Sombat Tapanya  Laurence Steinberg 《Child development》2021,92(6):e1138-e1153

Families from nine countries (N = 1,338) were interviewed annually seven times (M_age child = 7–15) to test specificity and commonality in parenting behaviors associated with child flourishing and moderation of associations by normativeness of parenting. Participants included 1,338 children (M = 8.59 years, SD = 0.68, range = 7–11 years; 50% girls), their mothers (N = 1,283, M = 37.04 years, SD = 6.51, range = 19–70 years), and their fathers (N = 1,170, M = 40.19 years, SD = 6.75, range = 22–76 years) at Wave 1 of 7 annual waves collected between 2008 and 2017. Families were recruited from 12 ethnocultural groups in nine countries including: Shanghai, China (n = 123); Medellín, Colombia (n = 108); Naples (n = 102) and Rome (n = 111), Italy; Zarqa, Jordan (n = 114); Kisumu, Kenya (n = 100); Manila, Philippines (n = 120); Trollhättan & Vänersborg, Sweden (n = 129); Chiang Mai, Thailand (n = 120); and Durham, NC, United States (n = 110 White, n = 102 Black, n = 99 Latinx). Intergenerational parenting (parenting passed from Generation 1 to Generation 2) demonstrated specificity. Children from cultures with above-average G2 parent warmth experienced the most benefit from the intergenerational transmission of warmth, whereas children from cultures with below-average G2 hostility, neglect, and rejection were best protected from deleterious intergenerational effects of parenting behaviors on flourishing. Single-generation parenting (Generation 2 parenting directly associated with Generation 3 flourishing) demonstrated commonality. Parent warmth promoted, and parent hostility, neglect, and rejection impeded the development of child flourishing largely regardless of parenting norms.  相似文献   

Levelling the playing field between rural schools and urban schools in a HE context: A Scottish case study     

Laurence Lasselle  Mike Johnson 《British Educational Research Journal》2021,47(2):450-468

At a time when interventions in widening access to, and participation in, higher education aim to maximise impact by engaging with schools located in the most deprived communities, school pupils in rural communities, and who experience deprivation, are, in practice, less likely to benefit. Using statistics available from the Scottish government, we show that state secondary schools located in Scottish remote or rural areas are not well served by the indicators capturing socio-economic, educational, or geographical deprivation widely used in the selection of schools for these outreach interventions. We construct a marker that identifies schools facing higher levels of deprivation than the Scottish average. We argue that (1) this marker is a step in the direction towards levelling the playing field between remote or rural schools and urban schools; and (2) it selects a wider range of schools for outreach interventions.  相似文献   

Conduct Disorder: the achievement of a diagnosis1     

Jennifer Laurence  David McCallum 《Discourse: Studies in the Cultural Politics of Education》2003,24(3):307-324

This paper explores the historical shapings behind the diagnosis of conduct disorders. We take as our point of purchase oppositional ways of knowing the subject of conduct disorder—as either pathologically motivated or as the victim of a repressive mandate to control disorderly conduct. We take our cue from Foucault's suggestion that the pursuit of singular motivations behind a phenomenon is not the most fruitful means of understanding its historical appearance. We explore the emergence of the individual with conduct disorder as an appearance contingent upon dispersed agencies of government—an artefact of dispersed technologies for channelling and directing a population.  相似文献