Can social integration in schools be mandated: Evidence from the Right to Education Act in India     

《International Journal of Educational Development》2020

Although Affirmative Action policies have been enforced in many countries, their consequences are highly understudied, especially in the context of developing economies. Section 12(1)(c) of the Right to Education (RTE) Act enforced in 2009 is the first attempt to introduce affirmative action in primary schools in India. The act requires all private schools to reserve at least twenty five percent seats for children from economically weaker sections. To understand the effect of the act on i) social integration and ii) academic outcomes, we asked 1500 children (grades one to three) from four schools to answer friendship surveys and short tests in Mathematics and English. The schools in our sample vary considerably in constitution and were intentionally chosen to understand the impact of the act in different school settings. The friendship surveys show strong homophily i.e. non-RTE students cite other non-RTE students as friends, while RTE students chose to be friends primarily with other RTE students. Trends in test scores reveal that students admitted under the RTE quota score significantly lower than non-RTE students. However, RTE students who have a higher share of non-RTE friends have better test scores, suggesting that affirmative action may have a positive influence on learning outcomes for RTE children. Further we note that commitment from the school authorities and systematic monitoring and evaluation of the implementation of the act will go a long way in bringing out some of the benefits that this act was designed to achieve. Our findings have important policy implications with respect to ensuring proper implementation of the Section12(1)(c) of the RTE act in schools across the country.  相似文献   

从信息检索系统评估到知识服务平台评估     

李月琳  韩宏亮 《图书情报工作》2019,63(1):52-59

[目的/意义]随着知识服务平台的发展，如何通过评估改善知识服务平台的功能和设计以更好地服务于用户成为重要的问题。本文旨在探讨知识服务平台的评估要素和评估标准，为知识服务平台的评估实践提供理论指导。[方法/过程]从信息检索系统评估出发，回顾和梳理信息检索系统评估、数字图书馆评估的相关研究和理论模型、数字图书馆的评估要素和标准。[结果/结论]基于总结和归纳以往信息服务类系统的评估要素，结合知识服务平台的特征，阐述知识服务平台评估的要素和评估标准。  相似文献   

基于图模型的供需匹配决策研究     

陈晔 《科技管理研究》2018,(5)

从分析供需匹配之间存在的冲突入手,提出一种基于图模型冲突分析法来求解供需匹配问题的思路。首先在图模型视角下给出供需匹配问题的研究框架,分析不同类型的供需匹配问题,设定决策主体和决策策略;然后讨论不同匹配类型下的状态约简、偏好表达,进行稳定性分析;最后通过应用案例,将图模型法与群决策匹配算法进行对比分析,验证图模型求解供需匹配问题的有效性。  相似文献   

中国科技期刊国际影响力提升计划实施效果与分析     

佘诗刚  马峥  许晓阳 《中国科技期刊研究》2018,29(4):313-320

【目的】 通过大量数据和实例总结分析中国科技期刊国际影响力提升计划第一期和第二期项目所取得的资助成效，为科学启动第三期及未来相关期刊资助项目提供参考。【方法】 采用2012—2017年《期刊引证报告》和《中国学术期刊国际引证年报》的指标数据，较系统地探讨了一期和二期项目资助的科技期刊的学术影响力变化情况，并在深入比较的基础上总结分析变动原因和期刊指标增幅平均值提升情况。【结果】 经过6年的实施，入选两期项目的大部分期刊学术水平均有不同程度提升，影响因子和总被引频次的增幅平均值分别为66.71%和51%，国际影响力和显示度明显改善。【结论】 我国高水平英文科技期刊基本进入支持范围，两期项目总体成效初显，对我国英文科技期刊国际影响力的提升具有重要推动作用。希望国家有关部门进一步优化资助机制，不断完善资助效果，为打造更多国际一流科技期刊提供有力支持。  相似文献   

研发费用加计扣除是否提升了企业创新能力?——创新链全视角          下载免费PDF全文

冯泽  陈凯华  戴小勇 《科研管理》2019,40(10):73-86

现有关税收优惠政策对企业创新活动影响的文献缺乏从整个创新链的全角度揭示税收优惠政策是否真正提高企业创新能力的探索。基于中关村科技型企业数据，本文选取税收优惠政策中典型的政策工具“研发费用加计扣除”作为研究对象，有别于已有主要从“投入”视角关注研发费用加计扣除引导作用的研究，从“投入-产出-收益”的创新链全视角，将创新过程分为技术研发阶段与技术转化阶段，以揭示研发费用加计扣除政策是否真的提升了企业创新能力。基于PSM-DID方法的实证研究结果发现：在投入端，研发费用加计扣除政策显著提高了企业的研发投入规模与强度；在产出端，研发费用加计扣除政策仅促进了研发产出规模的提升，而对于产出强度则无显著影响；在收益端，研发费用加计扣除对收益规模与强度同样有显著的促进作用。本文的发现肯定了我国研发费用加计扣除政策的引导作用，以及其在企业创新能力提升中发挥的积极作用。本文的研究思路为揭示政府创新激励政策的效果提供了新视角，研究发现为从创新链与企业创新能力的角度思考和改善政府研发税收优惠政策的管理和实施提供了新证据。  相似文献   

Race,social class,and child abuse: Content and strength of medical professionals’ stereotypes     

《Child abuse & neglect》2018

Black and poor children are overrepresented at every stage of the child welfare system, from suspicion of abuse to substantiation. Focusing on stereotypes as a source of bias that leads to these disparities, the current study examines the content and strength of stereotypes relating race and social class to child abuse as viewed by medical professionals. Doctors, nurses, and other medical professionals (Study 1: N = 53; Study 2: N = 40) were recruited in local hospitals and online through snowball sampling. Study 1 identified stereotype content by asking participants to list words associated with the stereotype that either (a) Black or (b) poor children are more likely to be abused by their parents, and responses were organized into construct groups. Study 2 determined stereotype strength by asking participants to rate how strongly the constructs generated in Study 1 related to either the race-abuse or social class-abuse stereotype. The content of stereotypes linking child abuse to Black or poor children are confounded, with approximately half the constructs shared by both stereotypes. Of the 10 shared constructs, only “Stressed” and “Neglect” differed in strength, with both significantly more strongly related to the social class-abuse than race-abuse stereotype, all ts(36–37) ≤ −2.23, ps ≤ .03, Cohen’s ds ≥ .71. This research documents the existence, content, and strength of stereotypes that link race and social class to child abuse. These stereotypes have the potential to lead to medical misdiagnosis of abuse for Black and poor children.  相似文献   

Teaching for understanding and school sport: a study in an intercultural context and situation of social risk / Enseñanza para la comprensión y deporte escolar: un estudio en contexto intercultural y situación de riesgo social     

Bastian Carter-Thuillier  Víctor López-Pastor  Francisco Gallardo-Fuentes 《Infancia y Aprendizaje》2018,41(3):491-535

This study analyses the integration of Mapuche-Huilliche students who participate in a school sport programme based on the teaching for understanding model in a situation of social risk. In this context, 41 students (aged nine to 12) participate, 24 of whom are from the aforementioned ethnic group. To collect data, participant observation was conducted for eight months and group and individual interviews were held. The results show that the Mapuche-Huilliche students recognize themselves as members of the same collective when participating in games associated with their ethnic group. Their main motives for participating in school sport are the teaching approach and the acquisition of social capital. Cooperative learning activities are shown to foster positive interactions with non-Mapuche students.  相似文献   

How critical thinking,multicultural education and teacher qualification affect anti-immigrant attitudes     

Mikael Hjerm  Lena Werner 《International Studies in Sociology of Education》2018,27(1):42-59

Previous studies identify a relationship between education and anti-immigrant attitudes. There is, however, uncertainty regarding the underlying explanations linking education to attitudes. In this article, we examine whether a relationship exists between exposure to teaching about critical thinking as well as multiculturalism (measured as religions/cultures as well as xenophobia/racism), and anti-immigrant attitudes among adolescents. In addition, we examine whether teacher qualification matters for attitudes. The analysis is based on survey data collected from high school students in Sweden. The results show an association between exposure to teaching about critical thinking as well as multiculturalism (both indicators) and anti-immigrant attitudes among students, i.e. higher exposure is related to lower levels of anti-immigrant attitudes. However, we find that teaching about xenophobia/ racism affects attitudes, but not when simultaneously controlling for teaching about critical thinking and religions/cultures. In terms of teacher qualification, we find that students in schools with a high proportion of certified teachers tend to have lower levels of anti-immigrant attitudes.  相似文献   

Youths in foster care with language delays: Prevalence,causes, and interventions          下载免费PDF全文

Jessie C. Krier  Tonika Duren Green  Ashley Kruger 《Psychology in the schools》2018,55(5):523-538

Children in the foster care system often face many educational challenges, including having an increased risk of language delays compared to the general population, with an estimated 35%–73% of the foster youth population experiencing language difficulties. Language delays are caused by many factors, but for children in foster care, one major antecedent is child abuse and neglect. Early delays greatly impact long‐term outcomes for children, including delays in their reading, writing, and social competence. This article explores possible causes of language delays for youths in foster care, describes the negative impact of language delays, and identifies evidence‐based practices for early intervention within the child welfare system and primary and secondary schools, specifically targeting practices for school psychologists, school counselors, school social workers, and speech pathologists.  相似文献   

The Buddhist Institute at Phnom Penh,the International Council of Women,and the Rome International Institute for Educational Cinematography: intersections of internationalism and imperialism, 1931–1934     

Joyce Goodman 《History of education》2018,47(3):415-431

This article explores the intersection of aspects of imperialism and internationalism in discussion of cinematography at the League of Nations, at the International Council of Women (ICW), and as they played out in the imperial, national and local flows around educational cinematography in the work of Suzanne Karpelès at the Institute of Buddhist Studies in Phnom Penh, Cambodia. It focuses on the 1931 ICW cinematograph conference organised by Laura Dreyfus-Barney at the League’s Rome International Institute for Educational Cinematography (IIEC) and on the IIEC’s 1934 cinematography congress, when Dreyfus-Barney fed Karpelès’ ideas about educational film into the congress. The article looks at the notion of rapprochement (of nations) within internationalism as this became articulated at both the League and the ICW with notions about mentalities within imperialism. It also traces the intersection of rapprochement and mentalities in Karpelès’ promotion of educational cinematography from her base in Phnom Penh. The article concludes that various elements around the cinematic at the League, the ICW and at Phnom Penh illustrate articulations of internationalism in the domains of nationalism and imperialism as well as articulations of the national and imperial in the domain of the international.  相似文献