The impact of socioeconomic status on parental factors in promoting academic achievement in Chinese children     

《International Journal of Educational Development》2020

Children from families of low socioeconomic status (SES) tend to experience lower academic achievement than children from middle-SES families. This discrepancy can be attributed to a range of parental factors. The present study tested: (1) the extent to which academic achievement in three core subjects differs between children from low- and middle-SES backgrounds; (2) the differences in parental expectation, parental involvement, and child engagement across the two groups; and (3) the mediating role of parental expectation, parental involvement, and child engagement in explaining how SES influences children’s academic achievement. The sample consisted of 184 primary students with low SES and 165 primary students with middle SES from mainstream primary schools in Hong Kong. Results revealed significant differences in parental expectation, parental involvement, child engagement, as well as academic achievement in Chinese and English subjects between the low-SES and middle-SES groups. Our findings also suggest that parental expectation, parental involvement, and child engagement may be important mediators in the relationship between SES and academic achievement.  相似文献   

旅游社区伦理冲突的思考     

朱松节 《鸡西大学学报》2008,8(1):66-67

本文引入了旅游社区的概念,分析了旅游社区的特点,并且在考虑到这些特点的前提下,研究了旅游社区在旅游开发的过程中可能遇到的伦理冲突,并提出了相应的解决途径。  相似文献   

社区凝聚力与城市社区发展     

刘敦 《河北能源职业技术学院学报》2008,8(3):13-14

社区是社会的细胞,社区的发展是社会发展的基础。由于我国长期实行的单位制,使得广大社区居民的归属感不在社区,而在其所工作的单位。随着我国经济体制的转型,单位人逐步向社会人、社区人转变。但是目前我国城市社区的发展由于缺乏动力,居民参与度不高,受到了严重的阻碍。本文简要阐述了社区凝聚力对社区发展的作用,并在此基础上,从满足居民需要、促进社区参与和建立预警机制等三方面对如何增强社区凝聚力作了初步探索。  相似文献   

促进家长参与家校合作的国际经验及启示     

鞠佳雯  李妍  蒋柳青 《中国电化教育》2021,(5):33-38,62

有效的家校合作离不开家长参与,如何提升家长参与家校合作的积极性和有效性是我国教育中的重要问题。我国家长参与家校合作仍在起步阶段,面临积极性不高、方式单一和效果有待提升、不同家庭间差异较大等现实困境。鉴于家长参与家校合作的重要意义和我国目前面临的困境,该文基于国际经验,对我国如何促进家长参与家校合作提出了建议:构建和发展本土化家长参与的实践模式;根据不同家庭情况转变“以学校为中心”的工作思路;以及结合教师专业发展提升其引导家长参与的能力和动机。  相似文献   

赋权增能：教师课程参与的保障——美国教师“赋权增能”策略及启示   总被引：2，自引：0，他引：2  

陈蓉辉  马云鹏 《外国教育研究》2008,35(2):17-21

20世纪80年代中期,美国教育改革“第二次浪潮”在追求教师“专业化”、强调通过增强教师的力量来提高教学专业化水平,以实现学校教育改进的过程中,“教师赋权增能”成为人们普遍关注的问题。当前。关于“教师课程主体性”、“教师课程参与”、“教师课程决策”等问题已成为我国课程研究领域关注的重点,而发挥教师课程主体性的前提应该是教师“赋权增能”。  相似文献   

风险投资改善了新创企业IPO绩效吗?          下载免费PDF全文

许昊  万迪昉  徐晋 《科研管理》2016,37(1):101-109

通过手工判别风险投资及其背景,以创业板上市企业为研究对象,分析了风险投资机构的进入、参与程度和资金背景对新创企业IPO绩效的影响。研究发现:(1)风险投资的进入和参与程度能显著改善企业IPO绩效;(2)相比于政府背景风险投资,民营和外资背景风险投资的进入和参与程度对IPO绩效的影响更大;(3)政府背景风险投资虽向投资者发出新创企业质量较高的"信号",但未能真正缓解投资者对企业真实价值认识的信息不对称和不确定性。此外,联合风险投资可以有效提升IPO绩效。  相似文献   

Narrative transportability,leisure reading,and genre preference in children 9–13 years old     

Jakob D. Jensen  Katheryn Christy  Melinda Krakow  Kevin John  Nicole Martins 《The Journal of educational research》2016,109(6):666-674

Leisure reading behavior is a key predictor of educational success. Transportability is a trait that determines how likely an individual is to become involved in a story, and past research has suggested that involvement may be related to leisure reading behavior. However, available measures of transportability have not been validated with children or related to leisure reading. To address this gap, children 9–13 years old (N = 136) completed a revised version of the Transportability Scale. A 13-item version of the scale was found to be unidimensional, reliable, and predictive of 6% of the variance in leisure reading (above and beyond sex, age, reading ability, and student performance). Transportability was also related to genre preference and several interesting sex differences emerged. The Transportability Scale provides researchers with a psychometrically sound measure of narrative involvement to advance research on leisure reading.  相似文献   

Parent Resource Centers: An Innovative Mechanism for Parental Involvement in School Choice Decisions     

Hesborn Wao  Vanessa L. Hein  Roger Villamar  Susan Chanderbhan-Forde  Reginald S. Lee 《Journal of School Choice》2017,11(3):334-356

This qualitative investigation reports on the use of Parent Resource Centers (PRCs) as a mechanism for parental involvement in public school choice decisions. Interviews with parents and staff at seven PRCs in Florida revealed that PRCs employ multiple strategies to communicate choice information to parents: community-, school- and media-based outreach; outreach to hard-to-reach parents; and collaboration with other agencies. Personalized assistance and provision of choice materials are also highlighted as useful strategies. Results indicate that there is low level of awareness about school choice options among parents and thus clear and consistent communication of choice information is needed. While PRCs hold promise for increasing parental engagement in school choice, structural and systemic barriers to exercising choice decisions such as transportation and collaboration between schools and PRCs should be addressed. Methodologically, this study illustrates the power of triangulating data from parents and PRCs to illuminate our understanding of how parents make choice decisions.  相似文献   

Parental perceptions of life context variables for involvement in their young children's education     

Ali Kemal Tekin 《Education 3-13》2016,44(3):353-366

The purpose of this study was to discover Turkish parents’ perceptions of life context variables, including personal knowledge and skills and personal time and energy for involvement activities in their young children's education. The scales used in this study were based on parents’ self-report, and included: (1) Parental Perceptions of Personal Knowledge and Skills for Involvement Activities and (2) Parental Perceptions of Personal Time and Energy for Involvement Activities. Moreover, a demographic survey was developed and used as the second instrument in this study. The results suggested that parents as a group tend to have positive perceptions of life context variables for involvement in their young children's education and their income is the strongest predictor of these perceptions.  相似文献   

Preservice Teachers' Beliefs About Family Involvement: Implications for Teacher Education   总被引：1，自引：0，他引：1  

Angela C. Baum  Paula McMurray-Schwarz 《Early Childhood Education Journal》2004,32(1):57-61

Teacher educators have long recognized the importance of adequately preparing preservice teachers for their work with families. Preservice teachers express many concerns that they believe may impact the development of comfortable and collaborative relationships with members of children's families. In a previous study, the authors found that preservice teachers expressed concerns about the quality of the teacher–family relationship, meeting children's basic needs in school, and the role of parents in education. These concerns, along with some recommendations for incorporating family involvement across the teacher education curriculum, are the focus of this article.  相似文献