How home gets to school: Parental control strategies predict children's school readiness

At-risk families’ control style (autonomy support and coercive control) was examined in relation to children's school readiness; children's social skills and mastery motivation were hypothesized mediating variables. In two different, low-income samples from diverse ethnic backgrounds, one preschool sample recruited from Head Start (N = 199) and a school transition sample composed of children entering elementary school (N = 344), parental control styles were related to children's academic readiness modestly but significantly in the preschool sample and weakly in the school transition sample. Children's social skills and mastery motivation skills (persistence and goal orientation) were significantly related to the academic measures of school readiness, and fully mediated the association between parents’ use of coercive behavioral control and academic readiness. Such mediation could not be tested for parental support of children's autonomy. The results indicate that a developmental cascade exists between parental control strategies and academic indices of school readiness, emphasizing the importance of family context models of school readiness. Furthermore, strong correlations between the domains of school readiness were found in both samples, reinforcing calls for a multidimensional approach to supporting school readiness in early childhood education programs.     

论高中英语与大学英语的衔接策略

国家教育部于新世纪初先后颁发了《普通高中英语课程标准(实验)》和《大学英语课程教学要求(试行)》两份全国性的外语教学指导性文件。通过对两份文件的比较解读,发现高中英语新课程与大学英语首先在课程性质、教学目标上是一致的;同时,大学英语课程则特别强调利用网络、多媒体等现代技术辅助外语教学;另外,在对翻译、词汇量等语言技能及知识方面的规定上,高中英语与大学英语之间存在一定程度上的不衔接。由此,建议高中英语教师针对这些异同采取相应衔接策略,如:重视英语学习资源的开发与利用,培养学生尽早形成正确使用英语学习策略的意识,改进词汇教学,增加翻译能力的培养等,使学生对未来的大学英语学习有相关知识和能力的准备。     

Involving Roma parents: analysing the good practice of a primary school in Ghent

Recently, societal and academic attention toward the topic of Roma integration has been increasing. With this article we aim to make a contribution to the domain of educational research. We explore strategies that schools can adopt to improve the involvement of Roma parents. Using a theory-based stakeholder evaluation, we more specifically analyse how the organizational model of a primary school contributes to the establishment of trust between both parties. The results show that the theoretical principles guiding the daily school practices and interventions are aligned with the needs and specificity of the target audience, but are also broadly supported by the school staff. As such, the organizational structure of the school contributes to the support of the school staff for the global school vision and to the overall success of the approach. Nevertheless, some tension remains between team members working on the ‘care’ aspect and teachers working solely within the classroom.     

Parental involvement of Eastern European immigrant parents in Canada: whose involvement has capital?

Abstract

This study focuses on the parental involvement among Eastern European immigrant parents of elementary school students in Canada. Interviewed parents (N?+?19) were educated in several Eastern European countries and had children attending elementary schools in the province of Ontario at the time of the study. The analysis was informed by the concepts of social and cultural capital developed by Pierre Bourdieu. It was found that Eastern European immigrant parents see their role supporting children mainly in the home by emphasizing academic achievement and extracurricular activities. Despite high levels of cultural capital there was a variation in the amount of social capital available to immigrant parents. Those who managed to recreate rich social networks in the new country communicated with teachers more successfully and were satisfied with school.     

Teaching strategies and differential effectiveness across learning contexts: Evidence from PISA 2012

Modern educational theories emphasise effectiveness enhancing factors at the classroom level and differential effectiveness for sub-groups of students and across different learning contexts. Theoretical developments, however, are generally based on national evidence and have been criticised for lacking cross-cultural perspectives. This study used PISA 2012 data to examine how subject-specific teaching strategies related to mathematics performance of students across education systems whilst considering curvilinear associations and interactions with the socio-economic and instructional context. The results provide consistent evidence of a positive curvilinear relationship between cognitive activation strategies and mathematics performance. The association tends to be stronger in schools with a positive disciplinary climate and for students from advantaged socio-economic backgrounds, but not in every education system. Teacher-directed strategies are positively related to mathematics performance, but the association tends to become negative for high levels of teacher-directed instruction. Associations of student-oriented strategies with mathematics performance are inconsistent. The cross-national evidence contributes to the knowledge base of educational theory.     

新形势下学讲方式应用于高中化学教学的对策思考

当前在我国高考科目中,化学始终是重点科目之一,化学也在高中阶段受到很大的重视。因此,在新形势下,高考的全新指引对高中化学学科教学提出了新的要求。为了最大限度地提升学生的化学学习效果,就要选择最佳的化学教学方式。本文针对高中化学的学讲方式应用展开探讨,希望对高中化学教学起到一定的促进作用。     

Developing children's language learner strategies at primary school

This article discusses the strategy repertoires and strategy development of six English children who learned foreign languages at primary school. My study differs from mainstream research, in that it focuses on young children and on the development of their strategies, draws on sociocultural theory and uses ethnographic methods. My findings show that the six children developed a range of strategies over the course of a calendar year in spite of receiving no direct strategy instruction. The primary classroom encouraged learner autonomy and stimulated children to reflect on their learning which, in turn, enabled them to refine their strategies.     

中学生物自主创新教学模式的构建和策略

中学生物自主创新课堂教学模式是突出学生主体地位，从生物学科自身的教学规律出发，以培养学生的创造素质为主要目标的教学模式，它具有突出自主性，强调多样性，重视多向性，提倡和谐性特征，写之相适应的教学策略是一种富有创造性的，具有生物学科自身教学特色的操作对策系统。     

Teaching practices that re-engage early school leavers in further education: an Australian study

Re-engaging young adults who have ‘dropped out’ of school is an important and challenging task for educators. The purpose of this study was to explore the teaching practices that encourage young people to re-engage in further learning. Through interviews with teachers and students, the study identified five major interrelated teaching strategies that were effective in re-engaging young adults in education. These strategies were: strong concern for student welfare; positive teacher–student relationships; relevant course content; a mastery-based approach to learning; and an overarching goal of building students’ confidence in their ability, and more generally, in themselves. Together, these strategies address the behavioural, emotional and cognitive components of student engagement.     

Exploring strategies of teaching and classroom practices in response to challenges of inclusion in a Thai school: a case study

The shift from special schools towards inclusive education is becoming increasingly prevalent across education systems around the world. However, the challenges this shift brings remain critical for developing nations where there is a huge chasm between policies and practices. This study used instrumental case study design to examine how a general education teacher strategised her teaching and classroom practices while accommodating a student with complex learning and behavioural disabilities within a regular classroom. Data collected through observations, in depth interviews and reflective journals suggested that the teacher made conscious efforts within limited resources to create strategies to help the student fit in the mainstream classroom. The strategies are discussed under socio-emotional, cognitive and physical categories. Implications for teachers' professional development are discussed.     

Family literacy as a third space between home and school: some case studies of practice

In this article, the relationship between literacy practices and spatiality is explored in the context of family literacy. The article draws on fieldwork in family literacy classrooms as part of two evaluations in Croydon and Derbyshire of family learning provision. Methods of evaluation included classroom observations in rural and suburban locations. In addition, teachers and parents were interviewed. In this instance, family learning included literacy and language activities with parents and children in school and nursery settings. These were learning spaces where parents and children collaborated on joint projects including book making, storytelling, the making of visual artefacts and reading and writing activities. The research revealed how family literacy classrooms could be understood as ‘third spaces’, between home and school, offering parents and children discursive opportunities drawing on both domains.     

Involving parents in paired reading with preschoolers: Results from a randomized controlled trial

A paired reading program was implemented for 195 Hong Kong preschoolers (mean age = 4.7 years) and their parents from families with a wide range of family income. The preschoolers were randomly assigned to experimental or waitlist control groups. The parents in the experimental group received 12 sessions of school-based training on paired reading in 7 weeks. They were required to do paired reading with their children for at least four times in each of these 7 weeks. At the end of the program, the preschoolers in the experimental group had better performance in word recognition and reading fluency than their counterparts in the control group. They were also reported as more competent and motivated in reading by their parents. More importantly, the program had many favorable effects on parents. Parents in the experimental group had higher self-efficacy in helping their children to be better readers and learners. They also reported that they had better relationships with their children. Their changes in relationships and self-efficacy were found to mediate the program impact on some of the child outcomes. However, family income did not moderate the effectiveness of the program. Families with high and low income both benefited from the program alike.     

经典诵读在小学语文教学中的实施策略探讨

经典文学作品是人类文明发展史上最璀璨的明珠,是人类智慧的结晶。一篇篇经典作品源远流长、内容广泛、思想深邃、语言精辟,不仅能够展现社会的本质,更能够启迪人的心灵。基于此,本文从加强学生经典诵读教育的背景出发,分析小学语文教学中经典诵读的基本原则,进而探讨经典诵读在小学语文教学中的实施策略。     

Teaching practices and teachers' perceptions of group creative practices in inclusive rural schools

The central purpose of this paper is to highlight the research in a context where inclusive education is recognised within current global challenges in education. We aim to present different teaching practices and perceptions of teachers from rural schools regarding attention to diversity, before and during a collaborative action that reinforces and develops creative teaching practices. Participant observation, informal conversations and video-recording are the methods that we used. The data show the adoption of relevant group creative teaching practices and the development of inclusive thought. These aspects seem to promote the access to the curriculum of all children. The collaborative work is interpreted as encouraging the professional development. The study is of interest as it shows how the knowledge of creative teaching practices from a collaborative work can be systematised. This paper considers implications for founding research that contributes to the comprehension and development of educational contexts of diversity.     

自主 创新 应用——《现代科学技术概论》课堂教学策略

讨论了《现代科学技术概论》的课堂教学策略：引导学生自主参与学习过程、激发学生学习的创新精神、重视知识在环境中的应用,使知识传授与能力培养有机地结合起来。     

Barriers to and strategies for parental involvement in the education of children with disabilities in primary schools in Bahir Dar City Administration,Ethiopia

This study explores barriers to and strategies for parental involvement (PI) in the education of children with disabilities, using a qualitative case study design. Using the purposive sampling technique, five parents and five teachers were selected for interviews. Data obtained through semi-structured interviews have been analysed thematically. The findings demonstrated that PI was hindered by various barriers related to parents (including parents’ low level of education, income and negative attitudes), schools (such as principals’ and teachers’ negative attitudes, the lack of invitations given to parents, and the lack of a welcoming environment) and children (including their unwillingness to pass school invitations on to their parents). In addition, the study identified strategies to increase PI, including effective communication and partnership, training, a welcoming environment, sending invitations, and establishing and utilising resource centres and individual education plans. Overall, the study highlighted the barriers to PI and tactics to increase PI. It is apparent that educative programmes should be designed by schools and other relevant bodies to address the barriers to PI.     

理论联系实际--培养高效的阅读者

本文首先从理论上阐述了英语阅读过程的本质。并介绍了三种主要的阅读模式和方法：自下而上、自上而下和交互式阅读。笔者建议担任阅读课的老师应该对有关英语阅读的教学理论有所了解。本文还对英语阅读课教学提出了一些建议。     

远程教育的学习策略及其教学

远程学习策略是衡量个体学习能力的重要尺度，是制约学习效果的重要因素。其构成要素包括策略认知、策略执行、元认知监控等，具有目标指向性、操作实用性和应用灵活性特征。远程教育学习策略的教学必须发挥教师的主导作用，在学生的实践活动中实现并且遵循知识与技能学习的规律。     

Minority parental involvement and school barriers: Moving the focus away from deficiencies of parents

There has been an alarming imbalance in recent research on minority parental involvement because it has focused on parents’ variables to identify groups for effective interventions without searching for broader contextual variables. This literature review provides available research findings on the school barriers that prevent minority parents’ participation in their children's school in the United States. The following school barriers were identified: (a) teachers’ perception about the efficacy of minority parents, (b) teachers’ perception concerning the capacity of minority parents, (c) teachers’ beliefs in the effectiveness of parental involvement and developmental philosophy, (d) teachers’ self-efficacy in teaching effectiveness, (e) school friendliness and positive communication, (f) diversity of parental involvement programs, (g) school policies, and (h) school leadership. Increased understanding about the nature of minority parental involvement in their children's school will lead to a more collaborative home–school partnership and ensure the long-term success of parental involvement.