流动儿童学校选择影响因素实证分析——以北京市为例

本文利用2011年福特基金课题组对北京市流动儿童教育状况进行的调研数据,采用独立性检验和logistic回归模型,考察了北京市流动儿童义务教育阶段进入公立学校或民办学校的影响因素。发现其家庭经济状况、父母受教育程度、来京时间等因素对流动儿童进入公立学校就读有显著的正向影响;家庭中上小学和初中的儿童数量因素对流动儿童进入...     

我国城市流动儿童初中后教育意愿及其政策含义

义务教育阶段结束后流动儿童在城市继续接受高中教育,是当前教育改革中一个备受争议的话题,流动儿童初中后教育意愿对流动儿童初中后教育选择具有重要影响。通过采用福特基金"中国城市民工子女义务教育经费供给保障政策研究"课题组在北京的调研和访谈资料,结合计量模型和个案分析,结果发现非独生子女和兄弟姐妹个数增加对流动儿童继续选择读书有负面影响,其中女童受到的负面影响更显著。在无证打工子弟学校就读的流动儿童,选择回家继续读书和工作的概率,大于有办学许可证的打工子弟学校和公立学校就读的流动儿童。教育部门应建立对流动女童的教育资助,改善打工子弟学校的办学条件;各级政府应该协调配合,提高流动儿童高中入学率;各地政府应当立足各地的实际,在探索中逐步推进流动儿童异地高考改革。     

公立学校流动儿童的幸福感、歧视知觉及其关系

文章以559名流动儿童为被试,采用问卷调查方法,考察了公立学校流动儿童的幸福感、歧视知觉状况及两者之间的关系。结果发现:(1)在小学阶段公立学校流动儿童幸福感显著高于打工子弟学校流动儿童;而在初中阶段两类儿童幸福感无显著差异。(2)相比于打工子弟学校,公立学校流动儿童有较少的歧视知觉;女生歧视知觉显著低于男生;小学阶段流动儿童歧视知觉显著低于初中阶段。(3)公立学校流动儿童的歧视知觉与其幸福感得分之间存在显著的负相关。(4)学校类型在流动儿童歧视知觉与幸福感的关系中起着调节作用,公立学校流动儿童的歧视知觉对幸福感的负向预测作用更强。     

西北民族地区农村家庭入学决策与匹配婚姻

基于甘肃义务教育阶段学生的家庭调查数据,分析了影响西北民族地区农村儿童辍学的因素。研究发现：汉族儿童相对于少数民族儿童更容易入学,男童比女童更容易入学,父母的受教育程度对儿童入学的概率有显著的正向作用,家庭财富和资产对儿童入学有正的影响。在匹配婚姻上,父母一代的婚姻匹配程度相对高于祖父一代,汉族的匹配程度要高于少数民族。     

流动儿童学校适应及其家庭因素探究——以北京市三所公立学校为例

从家庭视角考察流动儿童学校适应现状,资料来源于北京市流动人口聚居区的三所公立学校的流动儿童问卷调查,并辅之与相关学校管理者、教师和家长访谈,结果发现:流动儿童学校适应的整体状况良好,但学校适应的各维度不平衡,适应程度从高到低依次为人际适应、学业适应、学校认同。另外,家庭因素独立于个人因素对流动儿童的学校适应状况产生了显著影响。     

教育安置方式与流动儿童城市适应的关系

采用整群取样法对北京市1164名流动儿童,525名当地儿童及流动儿童主要来源省份的568名农村儿童进行问卷调查,考察流动儿童城市适应现状及其与教育安置方式的关系。结果表明,与北京当地儿童相比,流动儿童社会文化及心理适应不足,但与农村儿童相比,他们的社会文化适应更强,但心理适应不佳;公立学校流动儿童在社会文化和心理适应上都明显优于打工子弟学校儿童;控制了性别、年龄、来京时间及家庭经济地位等影响因素后,教育安置方式对流动儿童城市适应仍然有显著预测作用,公立学校流动儿童社会文化适应更好,自尊更高,且更少产生孤独、抑郁等心理适应问题。     

流动儿童学业表现的影响因素——从教育期望、教育投入和学习投入角度分析

采用整群抽样的方法对北京打工子弟学校流动儿童、公立学校流动儿童、公立学校本地儿童进行问卷调查,探讨教育期望、教育投入、学习投入对流动儿童学业表现的影响。研究发现:(1)在父母教育投入与自己的学习投入、学业表现上,三类儿童存在显著差异,公立学校本地儿童在父母教育投入上得分最高,而公立学校流动儿童在自己学习投入和学业表现上得分最高,打工子弟学校流动儿童各项得分都最低;(2)三类儿童自己的教育期望与感知到的父母的教育期望存在显著差异,儿童感知到的父母的教育期望显著高于儿童对自己的教育期望;(3)教育期望差和父母教育投入影响流动儿童的学业表现:期望差越大,父母教育投入越多,流动儿童的学业表现越好;(4)流动儿童学习投入在教育期望差、父母教育投入和自己的学业表现之间起到完全中介的作用。     

十堰农村女童教育状况调查

为了解农村"普九"情况,尤其是农村女童受教育的状况,作者牵头展开了为期两个月的调查,通过方便抽样了解了十堰农村儿童失学的一些真实情况,得到初步的结论:儿童失学主要与家庭经济状况和学生个人的学习态度有关系,女童失学比率比男童高,但家长在儿童接受教育的性别观上没有多大的差异。     

城市流动儿童就读学校效能的实证研究——基于多层线性模型（HLM）的分析?

对3714名流动儿童城市就读学校进行了调查,运用多层线性模型对流动儿童城市就读学校效能的影响因素进行了实证分析。研究结果显示,在控制家庭背景因素后,流动儿童城市就读学校民工子弟学校与公办学校效能之间存在明显的组间差异,其中有7.14%的学校效能差异来自于这种组间差异,而且城市民工子弟学校效能的组内差异要明显大于公办学校,这反映了流动儿童的学业成就低落很大程度上受到了学校层面因素的影响;而在考虑学校层面与班级层面的因素后,学生的性别因素、家庭社会经济状况、家庭教育支出水平以及学生个体满意程度对流动儿童城市就读学校效能均有显著的正向影响。这说明改善流动儿童个体及其家庭社会经济状况是提高流动儿童城市就读学校效能的关键。     

流动儿童学校归属感的调查研究

目的:用自编的流动儿童学校归属感问卷对流动儿童学校归属感进行调查。方法:采取整群分层抽样的方式,对广东、浙江和安徽的多所学校1055名流动儿童进行调查。结果:流动儿童学校归属感在独生子女、学校类型、年级、区域上存在显著性差异,其中独生子女的学校归属感显著高于非独生子女的(t=2.189,p<0.05);公立学校的流动儿童学校归属感显著高于私立学校的(t=10.941,p<0.001);初中阶段的流动儿童学校归属感显著高于小学阶段的(t=-5.066,p<0.001);经济欠发达地区的流动儿童学校归属感显著高于经济发达地区的(t=-8.688,p<0.001);在性别上不存在显著性差异(t=-1.030,p>0.05)。结论:流动儿童学校归属感在独生子女、学校类型、年级、区域上存在显著性差异,在性别上不存在显著性差异。     

苏北外来民工子女教育现状的调查研究

以江苏省北部五座城市为样本,课题组通过调查发现,教育分级管理体制、公办学校接收不畅,使外来民工子女上学难的现象仍然存在。政府、教育主管部门、学校和家庭应共同担负起教育外来民工子女的责任。     

Shyness-Sensitivity and Social, School, and Psychological Adjustment in Rural Migrant and Urban Children in China

The purpose of this study was to examine relations between shyness-sensitivity and social competence, school performance, and psychological well-being in Chinese children with rural and urban backgrounds. Participants were students in rural migrant children schools and city schools in China ( N s = 411 and 518, respectively; M age = 10 years). Data were obtained from peer evaluations, teacher ratings, self-reports, and school records. It was found that shyness was associated with social and school problems and depression in urban children. However, shyness was generally associated with indexes of adjustment such as leadership, teacher-rated competence, and academic achievement in rural migrant children. The results indicate the role of context in defining the functional meaning of social behavior in children's adjustment.     

生态系统论视角下农民工随迁子女教育问题及社会工作介入研究

农民工随迁子女的教育问题是我国城市化进程中需要高度关注的问题之一。文章通过对河南省X市的调研,发现农民工随迁子女普遍存在学业成绩不理想、适应环境困难、对城市的归属感差等问题。从社会生态系统论的视角来看,产生这些问题的原因是农民工随迁子女所处的学校环境和家庭环境不理想,从学校和家庭中得到的支持不足。对此,社会工作者需要从小组工作、社区工作和社会工作行政共同入手,为农民工随迁子女提供一个公平友好的社会环境,尽力帮助他们解决教育难题。     

流动儿童的集体自尊及其与学校归属感的关系

为考查流动儿童集体自尊的特点及其与学校归属感的关系,选取719名流动儿童进行问卷调查.结果发现:(1)流动儿童的集体自尊存在显著的性别差异,女生的总体集体自尊、成员资格自尊水平显著高于男生;(2)小学阶段流动儿童的总体集体自尊、私密性集体自尊、公众性集体自尊水平显著高于初中阶段的流动儿童;(3)流动儿童转学次数越多,其总体集体自尊和私密性集体自尊水平越低;(4)流动儿童集体自尊与学校归属感显著正相关,具体体现在学校环境、教师行为、学校投入、同伴关系和学校融入;(5)流动儿童学校归属感对集体自尊具有显著的正向预测作用,预测力为36.4％.     

社会支持视角下外来工子女的城市就学——珠江三角洲地区的调查和分析

外来工子女城市就学体现教育机会均等化,也是融入城市社会的表现。基于社会支持视角,外来工子女城市就学具有非正式支持的单一性与正式支持的筛选性特征,存在无形资源支持与有形资源支持的差异,困境的解救更多依赖于非正式支持。在社会支持来源方面,外来工子女城市就学是一种结构性制约下的无奈选择;在社会支持的资源方面,就学离不开有形资源支持,但看护、认知、情感等无形资源支持甚至更为重要;在社会支持的情景方面,体制设置的障碍与正式救助的不足并存,增加了就学的成本,社会公平面临挑战。     

A study of migrant mothers: Return home and role change

For migrant groups moving from one place to another usually means dealing with contradictions between home and host countries and with different cultural norms. Taking into consideration migrant women's previous status in the village and their new one in the host country, it can be said that migration is a turning point in women's lives. Research findings show that increased employability of women in the host country increases their independence and leads to sex role changes and changes within the family.Return migration is the last stage in the migration cycle and it is a rather neglected and little researched topic as yet. The purpose of this paper is to report on research on role changes within the family.Three groups of migrant mothers (two groups living in West Germany and one group repatriated) were compared with a control group in the District of Drama, Macedonia, on work employment and types of responsibilities concerning their children's upbringing.Results showed that mothers who live in West Germany are equally responsible with fathers for the child's social behavior, school performance and expenses and were significantly different from the control group. Return mothers were as much as fathers responsible for the child's school performance in contrast to the control group. More mothers than fathers, however, were responsible for the child's relationships and fewer mothers than fathers were responsible for the child's expenses; in this respect both parents resembled those of the control group. It seems therefore, that migrant mothers take over different roles in the host country than those of the controls, whereas return mothers adopt to a large extent the stereotyped role of control mothers.     

流动儿童教育的不连续性与治理

流动儿童跟随父母从农村来到城市里上学,容易发生无学可上、不能按照正常时间入学、中途转学、辍学、升学困难和教学内容不衔接、教学方法不适应等教育不连续性的问题。流动儿童教育的不连续性严重影响了他们正常学习及其教育质量,这已经成为这个群体受教育过程中遇到的突出问题,需要尽快提供治理措施,以提高教育的连续性。     

语言、权力与教育不平等——外来务工人员子女学校生活语言的定性研究

通过对外来务工人员子女的学校生活语言以及学校语言标准的对比分析发现,相较于城市中上层家庭的儿童,外来务工人员子女的“语言习性”具有以下特征:语言词汇拮据,语言思维现实化和散点化,语言构思平直,与学校教育所要求的语言词汇的“标准”与“优美”、语言思维的“清晰”与“生动”,以及语言构思的“新颖”与“独特”等“语言习性”之间存在较大差距,进而造成外来务工子女在学习过程中的困难加剧.如何针对外来务工人员子女制定语言教育政策,如何从政策上保证外来务工人员子女教育过程的平等,应成为教育政策制定者和理论研究者引起重视和亟待解决的问题.     

Having Friends, Keeping Friends, Making Friends, and Being Liked by Peers in the Classroom: Predictors of Children''s Early School Adjustment?

The potential role that children's classroom peer relations play in their school adjustment was investigated during the first 2 months of kindergarten and the remainder of the school year. Measures of 125 children's classroom peer relationships were obtained on 3 occasions: at school entrance, after 2 months of school, and at the end of the school year. Measures of school adjustment, including children's school perceptions, anxiety, avoidance, and performance, were obtained during the second and third assessment occasions. After controlling mental age, sex, and preschool experience, measures of children's classroom peer relationships were used to forecast later school adjustment. Results indicated that children with a larger number of classroom friends during school entrance developed more favorable school perceptions by the second month, and those who maintained these relationships liked school better as the year progressed. Making new friends in the classroom was associated with gains in school performance, and early peer rejection forecasted less favorable school perceptions, higher levels of school avoidance, and lower performance levels over the school year.     

Social Exclusion and the Hidden Curriculum: The Schooling Experiences of Chinese Rural Migrant Children in an Urban Public School

Since 2001, the Chinese government had passed a series of policies known as ‘the two primary responsibilities’ to allow the rural migrant children to attend urban public schools. However, what the migrant children actually experienced in and after negotiating access to these schools deserves serious attention from educators, scholars and policymakers. Based on prolonged ethnographic fieldwork in a Beijing public school, this study demonstrated three key aspects of exclusions in migrant children’s schooling experiences, namely, (1) access to school, (2) in-class participations and (3) peer interactions, and examined the ‘hidden curriculum’ in the existing school practices that prevented migrant children from integrating successfully in the urban school settings. We found that academic performance lay at the root of social exclusions, but the local educators’ perceptions of migrant children as outsiders, the urban-oriented school curricular and urban children’s involvement (vis-à-vis migrant children’s little involvement) in the extracurricular activities at school as well as the paid supplementary trainings outside school together formed the ‘hidden curriculum’ that led to the marginalization of migrant students in the urban school system.