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In many Western countries the pressure exerted on immigrants to integrate has become intense in recent years. Efforts to preserve their ethnic identity through multicultural recognition has now been replaced by the requirements of active civic participation and assimilation. Of course integration is considered important not only for the immigrant parents but also for their children. The central question in this article is whether there is a relationship between the degree of integration of the immigrant parents and the generation of their children on the one hand and the level of language and numeracy achievement of the children on the other. To answer this question we use data collected in 2008 from the Dutch COOL5–18 cohort study. The information comes from more than 9000 immigrant and 16,000 indigenous children and their parents. The results show that as immigrant parents are better integrated and their children are of later generations, the language and numeracy skills of the children improve, though there remain large differences in achievement between different ethnic groups. 相似文献
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Roger Merry 《British Journal of Special Education》1991,18(2):71-74
Next year Britain will enter the Single European Market. This may encourage greater alignment of special educational legislation here with the laws in other member countries. Roger Merry, senior lecturer in education, School of Education, Leicester University, asks what lesson can be learned from practice in Europe, especially in relation to the National Curriculum. 相似文献
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Orhan Agirdag Geert Driessen Michael S. Merry 《School Effectiveness & School Improvement》2017,28(1):123-135
This study investigates the impact of Catholic schooling on academic achievement of native Belgian and Muslim immigrant pupils. The distinctive characteristics of Catholic schools in Belgium (Flanders) form an exceptionally suitable context to study this. Multilevel latent growth curve analyses are conducted with data from approximately 5,000 pupils across 200 primary schools. No support was found for the Catholic school advantage hypothesis as the overall achievement growth for math and reading was not significantly better in Catholic schools than in public schools. Likewise, no evidence was found for the so-called “common school effect” hypothesis: The learning growth of Muslim pupils was not significantly better in Catholic schools. In fact, the initial achievement gap was found to be higher in Catholic schools than in public schools. Implications of these findings are discussed. 相似文献
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Learning outcomes are statements of intended learning within a module. In practice, students may consider various options when undertaking assessments. They may feel they can meet the stated learning outcomes by demonstrating other aspects of study which are termed distractions. Thirty-three undergraduate students' constructed scientific posters and completed questionnaires prior to and on the day of poster submission. Additionally, ten of these students were interviewed. Analysis of questionnaire data using principle components analysis and interview data by clustering units of relevant meaning revealed that students did not differentiate between learning outcomes and distractions, both of which steered their learning during the assessment. These results are discussed within the context of assessment tasks and implications for practice. 相似文献
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Roger Merry 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1986,32(1):23-32
In the last few years, the Warnock Report and the 1981 Education Act have had a major effect on the education of children with special educational needs in English schools. This paper discusses the main points of the Report and the subsequent legislation and then takes examples of three local educational authorities — Leicestershire, Coventry, and Barnsley — to illustrate the range of responses that have been made. Although there is obvious overlap, the three approaches are rather different in emphasis and illustrate the ways in which an educational system based on local autonomy can respond to proposals and legislation made at national level.
Zusammenfassung Der Warnock Report und das Schulgesetz von 1981 haben an englischen Schulen erheblichen Einfluß auf die Erziehung von Kindern ausgeübt, die einer Sonderschulerziehung bedürfen. Der vorliegende Artikel behandelt die in dem Warnock Report hervorgehobenen Schwerpunkte und die daraus hervorgegangene Gesetzgebung. Um die Verschiedenartigkeit der Reaktionen aufzuzeigen, werden Beispiele von drei kommunalen Erziehungsbehörden (local education authorities) aus Leicestershire, Coventry und Barnsley angeführt. Trotz offensichtlicher Überschneidungen unterscheiden sich die drei o.a. Ansätze in ihrer Akzentuierung; sie zeigen, wie ein auf lokaler Autonomie basierendes Erziehungssystem auf Vorschläge und Gesetzgebung reagieren kann, die auf nationaler Ebene Gültigkeit haben sollen.
Résumé Au cours des dernières années, le rapport Warnock et la Loi de 1981 sur l'Education ont eu une répercussion remarquable sur l'éducation des enfants ayant des besoins éducatifs spéciaux en Angleterre. Cet article traite les principaux points du rapport et de la législation subséquente et cite en exemples trois autorités éducatives locales — Leicestershire, Coventry et Barnsley — pour illustrer les différentes réponses qui ont été données. Bien que les trois approches se chevauchent clairement, elles se focalisent sur des points plutôt différents, et illustrent les façons dont un système éducatif basé sur une autonomie locale peut répondre aux propositions et à la législation émanant du niveau national.相似文献
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In this article, the authors compare Islamic schools in three countries: the United States, the Netherlands, and Belgium. In each country, the authors take care to situate Islamic schools within the broader context of educational policy and practice. In particular, the authors examine the mechanisms for funding, choice and control, noting that for reasons specific to each context monitoring either by the state or accrediting agencies poses both challenges and opportunities for Islamic schools. 相似文献
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Paul Orsmond Stephen Merry Kevin Reiling 《Assessment & Evaluation in Higher Education》2005,30(4):369-386
Ramaprasad (1983) defined feedback as information about the gap between actual performance level and the reference level, which is subsequently used to alter that gap. Feedback, therefore, needs to be meaningful, understood and correctly acted upon. Tutors not only have to give feedback; they should really evaluate how effective their feedback has been. This study reports the findings of semi‐structured interviews with third year biology students on their utilization of tutor feedback. We show that students use feedback in six ways. Four specific uses were (a) to enhance motivation; (b) to enhance learning; (c) to encourage reflection; and (d) to clarify understanding. Two further forms of usage were, firstly, to enrich their learning environment and, secondly, to engage in mechanistic enquiries into their study. The findings are discussed in the context of current literature and specific recommendations are given as to how the impact of tutors’ feedback could be enhanced. 相似文献
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As a form of exclusionary discipline, student placement into an alternative learning program (ALP) may lead to negative outcomes for students (e.g., lower academic achievement, attrition, involvement in the juvenile justice system; Anderson and Ritter in Educ Policy Anal Arch 25(49):1–33, 2017). School counselors are called to address inequitable policies, procedures, and conditions that may limit students’ personal/social and academic development, college access, and career readiness (ASCA, The ASCA national model: a framework for school counseling programs, 3rd edn. American School Counselor Association, Alexandria, VA, 2012). Additionally, school counselors should be unbiased in their decision-making (ASCA, Ethical standards for school counselors. American School Counselor Association, Alexandria, VA, 2016). The researchers utilized a true experimental design to examine the impact of student race (African American or White), gender (male or female), and socioeconomic status (SES; economically advantaged or disadvantaged) on practicing school counselors’ (N?=?334) decisions to place students in ALPs for disciplinary reasons. A factorial analysis of variance revealed no statistically significant differences in school counselors’ likelihood of placing students in ALPs for disciplinary reasons based these student demographic factors. The study also revealed a statistically significant positive relationship between school counselors’ belief in a just world, as measured by the Global Belief in a Just World Scale (GBJWS; Lipkus in Personal Individ Differ, 12(11): 1171–1178. https://doi.org/10.1016/0191-8869(91)90081-L, 1991), and likelihood of referring students to ALPs for disciplinary reasons. Implications for school counselors and educational stakeholders are discussed.
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