Primäre und sekundäre Disparitäten des Hochschulzugangs: Erklärungsmodelle,Datengrundlagen und Entwicklungen

The present article addresses the question of how social origin affects access to higher education. The role of class-specific differences in school performance (primary effect) and cost-benefit considerations (secondary effect) are considered as well as the way in which changes in the institutional setup of the educational system may interact with social origin. The review shows that educational decisions at this later transition are mainly influenced by secondary effects. In particular, differences between social classes are explained by group-specific investment costs and expectations of the social context associated with continuing higher education. Although expansion of institutional pathways in upper secondary education has reduced social inequality in acquiring higher education entrance qualifications, secondary effects at the transition to university have been found to increase over time. Thus, within younger cohorts, high-school graduates with lower social status are more often diverted from higher education at universities by attractive vocational or nonuniversity pathways. The article discusses approaches to reduce secondary effects of social origin.     

Controlling for ‘ability’: a conceptual and empirical study of primary and secondary effects

Although Boudon’s distinction between primary and secondary effects, and its associated rational action models of inequality of educational opportunity, have been more influential in the field of social stratification and mobility than in the sociology of education, there is good reason to reconsider the theoretical and practical implications of this approach. The investigation brings conceptual analysis and empirical research to bear on Boudon’s arguments in a manner that may be somewhat unorthodox. The theoretical arguments are developed in the context of a detailed empirical investigation of three transitions—age 10 to O‐level, O‐level to A‐level, and A‐level to degree—using the extensive 1970 British Cohort Study. It is concluded that primary and secondary effects should be recognised as methodological rather than theoretical concepts, that the techniques used to identify them are independent of rational action theory and that, contrary to an influential position, the evidence suggests that primary effects are more important than secondary effects in the generation of social disparities in access to education     

The decline in breaktimes and lunchtimes in primary and secondary schools in England: Results from three national surveys spanning 25 years

Breaktimes are ubiquitous in English schools. Research suggests they have social value for children, but school staff often have a range of concerns about breaktimes and tend to undervalue them. However, there is little understanding about these times, not least because data are not collected about their organisation and characteristics. This paper brings together data from three national surveys undertaken in 1995, 2006 and 2017 of head teachers of primary and secondary schools to provide an understanding of the nature, organisation and staff attitudes towards breaktimes and how they have changed over 25 years. At each survey point, completed questionnaires were received from representative random samples of over 1000 primary and secondary schools. Results showed marked reductions in the average total amount of time for breaks, the virtual abolition of afternoon breaks and a decline in time available for lunchtime breaks. The reductions were largely for behavioural reasons and to increase time for learning. Results also show variations in the length of breaktimes across school types and in relation to socioeconomic disadvantage, and changes to the amount of supervision provided by schools. Attitudes towards breaks varied across primary and secondary phases, and the withholding of breaks was used by schools to address poor pupil behaviour and disengagement. Schools continued to have concerns about the management of behaviour during breaktimes, even when breaks had already been shortened. It is suggested that staff undervalue the potential contribution that breaktimes afford the development and wellbeing of children and young people in school.     

Inclusion of ‘generations of human rights’ in social science textbooks

The ‘Generations of Human Rights’ (GHR) classified ‘rights’ in terms of the interests they protect and to law and legislation related to Human Rights (HR) policies. First GHR are civil and political rights, the second GHR are socio-economic and cultural rights, and the third GHR are collective and solidarity rights. This article examines the inclusion of the GHR through conceptual content analysis from current primary and secondary school social science textbooks in India. The results of the study show that GHR are explicitly and implicitly included more at secondary than primary school level. The political science and history textbooks at the secondary level generally indicate a higher instance of implicit and explicit inclusion of GHR. The null inclusion (completely missing) of GHR is more at the primary school level. In addition, while the first GHR are more explicitly included, the second GHR shows weak explicit inclusion and the third GHR is the weakest although there are many opportunities to include third GHR in social science textbooks.     

流动少年领悟社会支持影响心理健康的机制:自尊的中介与调节作用分析

为探索流动少年的自尊在领悟社会支持影响心理健康的过程中的作用,采用中小学生心理健康测验、少年儿童领悟社会支持量表、自尊量表对初中生进行测试,收回有效流动少年问卷462份.结果发现,流动少年的心理健康水平、领悟社会支持和自尊存在显著相关,流动少年自尊在领悟社会支持影响心理健康的过程中起不完全中介作用,中介效应占总效应的5...     

Reviews

This paper reports findings from an enthographic study of educational restructuring in an Institute of Technical and Further Education (TAFE) in Victoria Australia. Educational restructuring is analysed as a process of institutional redesign and theorized in relation to recent debates in institutional theory concerning the nature of institutional change. The review distinguishes between hyperrational approaches to institutional redesign based upon assumptions about rational actors and their motivations and behaviours, and social and cultural perspectives on institutional redesign that sees purposeful institutional change achieved through processes of ‘institutional gardening’. The paper documents the way Australian governments have adopted hyperrational strategies aimed at changing education and training by reworking institutional rules that frame the day-to-day practices within particular organizations. Reworking these practices of organizing serves to steer change by restructuring and rearticulating relationships, practices and centres of power within organizations. Data drawn from interviews with the TAFE Institute Director, and various managers and teachers are used to track the effects of government steering in the TAFE Institute. This analysis shows that government steering drives management steering in the TAFE Institute, creating new imperatives and work organization. These organizational changes are influenced by local conditions and management priorities. They also call forth counter-steering by teachers and managers as they attempt to deal with change. The paper suggests that hyperrational government steering drives towards probable educational futures but is also interrupted by counter-steering oriented to other values and priorities. While there are probable futures, there are also preferred futures to be willed for and worked for.     

新时代中小学教学名师的培养策略

中小学教学名师培养是提升教师队伍专业化水平的重要举措,在教育均衡化发展过程中起着关键作用。中小学教学名师具有高尚的师德,对教学规律具有科学系统的认识,发挥示范引领作用,其专业成长既需要外力助推,也需要内省式自我发展。然而,当前中小学教学名师培养依然存在发展目标功利性较强、理论与教学实践脱节、教师专业发展自主意识较弱、系统化的专业引领欠缺以及反思教学与行为转化意识欠佳等问题。原因在于名师的专业成长受社会历史文化、教师自我理解与身份认同、实践共同体的共建共享等多重因素共同制约。因此,新时代中小学教学名师培养需设定"以师为本"的培训设定、构建"需求为基"的培训内容、创新"多元参与"的培训方式、实施"行为导向"的培训评估。未来的中小学名师培养要实现四个转变,即培养目标由"外促"到"内生"、培养方式由"共性"到"个性"、培养内容由"反思"到"建构"、培养价值由"个体优秀"到"群体共生",进而促进中小学师资整体水平的提升。     

Perspectives on the National Curriculum in Primary and Secondary Schools

Data on responses to the National Curriculum were gathered from personal interviews with a sample of 50 primary school head teachers, 304 primary class teachers and 223 secondary heads of department. In the primary schools concern centred around an anticipated increase in the level of assessment and record‐keeping and curriculum documentation. Increased levels of science and technology in the curriculum were also anticipated and these were the areas in which primary teachers felt in greatest need of support. In secondary schools changes were anticipated in individual subject curricula, especially in the fields of science and modem languages. The results suggest that there is great concentration in schools on a few specific areas of concern and that this may be at the expense of wider issues involved in the National Curriculum.     

大学与中小学的伙伴协作:动因、经验与反思

由社会变革所引起的教育在研究范式、教师教育、学校教育、大学功能诸方面的变革,使得大学与中小学之间的伙伴协作近30年来有了长足的发展。大学与中小学之间的差异成为双方协作的重要基础和资源,大学与中小学的伙伴协作是平等、互惠、互信、共同实践的协作。伙伴协作促进了大学与中小学教师的专业发展、促进了双方学校功能的建设、构建了新型的学习共同体。     

Transfer and transition in English schools: reviewing the evidence

The study of the transfer of pupils from primary to secondary schools in England and Wales has been a continuing pre-occupation of administrators, teachers, and researchers during the past three decades. Much of this research, however, has focused on the social adjustment of pupils to the change of school, rather than the impact of the school change on academic performance. What evidence there is on the latter issue suggests that around 40% of pupils experience a hiatus in progress during school transfer. This has been mainly attributed to a lack of curriculum continuity between the primary and secondary stages of schooling. Recent work suggests that even more important may be the variations in teaching approach and the consequent failure of pupils to take account of these differences in their efforts at learning to become “professional pupils.”     

Impact of primary and secondary social origin factors on the transition to university in the Czech Republic

The main objective of this paper is to show to what extent and why students with the same academic aptitude but different social backgrounds have different odds of entering university. For our analysis, we separated primary and secondary factors of social origin in the formation of educational inequalities. The results show that the primary and secondary factors have approximately the same influence on the transition to university. Czech schools do not affect the process of forming educational aspirations and transition to university, and merely ‘classify’ children according to their social origin. This situation emerged during the socialist era and has remained unchanged after the fall of communism (in 1989). However, the mechanism of the social origin effect has changed – while cultural capital with a ‘direct’ impact had a major role to play during the socialist era, at present there is a rather ‘indirect’ influence through economic capital.     

Soziale Ungleichheiten in der Kompetenzentwicklung in der Grundschule und der Sekundarstufe I

The article focuses on the question how competencies of students with different social backgrounds develop during elementary and secondary school. In particular, it addresses if achievement disparities which exist before school entrance increase, remain stable, or even diminish during schooling. The article draws on both national and international studies with longitudinal designs examining the achievement development of students of different social backgrounds during primary or secondary school. Although the results are mixed to some extent, a large part indicates that differences in achievement increase during the time of schooling. The evidence seems more consistent for achievement development during elementary school. Additionally, there is some indication that schools and features of the educational system contribute to increasing achievement disparities between students of different social backgrounds.     

From inspection to quality: Ways in which school inspection influences change in schools

Inspection is employed by most European education systems as an instrument for controlling and promoting the quality of schools. Yet there is little research knowledge about how inspection drives the improvement of schools. The study reports on surveys to principals in primary and secondary education in six European countries to attempt to clarify how school inspection impacts on the improvement of schools. Based on an analysis of principals’ perceptions the evidence suggests that inspection primarily drives change indirectly, through encouraging certain developmental processes, rather than through more direct coercive methods. Inspectorates that set clear expectations and standards have an impact on the increased utilization of self-evaluation and on developing the capacity of schools to improve in a variety of ways.     

Curriculum Continuity and Transfer from Primary to Secondary School: the case of history

The transfer of children from primary school to secondary school has long been seen as a problematic area. The National Curriculum was depicted as offering a solution to some of the transfer problems by providing for curriculum continuity across the primary-secondary divide. This paper reports the results of a study of curriculum continuity in one subject, history, now that a National Curriculum has been in place for several years. It reports that teachers continue to see problems with the transfer and that secondary school teachers still incline to a ‘fresh start’ approach to year 7 pupils. There is also some evidence of a lack of curriculum consistency within the secondary schools involved in the research, there are differences between primary and secondary schools in the range of teaching and learning methods employed, there is some decline in pupils’ ratings of their experience of secondary education across year 7 and there are signs of some gender differences in these ratings. The conclusion is that there is a case for saying that the new arrangements have not alleviated the problems associated with the transfer.     

学校领导干部心理健康现状调查及对策研究

本文采用SCL-90为研究工具,研究表明中小学领导干部心理健康水平与其他职业人群差异不显著。但组内差异明显,其中,许多中层和副校级领导干部的心理健康水平低于正校级领导干部甚至普通老师。建议提升中小学教师和领导干部的社会地位,关注重点人群,建立和健全中小学领导干部的心理健康教育机构,广泛开展中小学领导干部的心理健康教育活动、个别咨询和辅导。     

Success and failure in secondary education: socio‐economic background effects on secondary school outcome in the Netherlands, 1927–1998

In the Netherlands, educational attainment is the result of a sequence of separate educational transitions. Because of the tracked nature of the Dutch educational system, students do not make binary stay‐or‐leave‐decisions at each transition. After having entered one track of secondary education, students can change tracks during the entire secondary course. The initial track and the secondary school outcome therefore are incongruent for a significant proportion of the Dutch students. As social background partly predicts initial track placement, track changes and successful termination of the course, we suggest distinguishing conditional and unconditional effects of family background in the transition to secondary school outcome. This paper complements findings of previous research by taking into account the tracked structure of the Dutch educational system and the entire sequence of transitions in secondary education. For the empirical analysis, repeated cross‐sections from the Family Survey Dutch Population (1992, 1998, 2000 and 2003) are used. Multinomial logistic regressions reveal that inequality in the outcome of secondary education is partly explained by the fact that initial track placement is socially selective and because this initial inequality is even enhanced by track changes during secondary education. The remaining ‘conditional’ effect of parental education, however, indicates that parental education works on top of this selection to prevent drop out. Inequality in secondary school outcome thus is a cumulative result of social background effects in a sequence of educational transitions throughout secondary education. Decreasing inequality over time is entirely explained by decreasing inequality in the transition from primary to secondary education.     

中小学教师继续教育现存的问题与解决策略研究

随着教育改革的逐步深入,从"双基"到"三维目标"再到"核心素养",教育正从知识本位向人本位逐渐迁移,时代的变迁对中小学教师提出了更高的要求。但是,现阶段我国的中小学教师继续教育仍然存在许多不足和问题,笔者认为,要使中小学教师继续教育真正发挥实效,必须增大教师继续教育资金的投入,邀请一线教学经验丰富的名师担任讲师,变更培训时间,构建继续教育评价机制,从而让中小学教师继续教育健康、科学、有序地开展。     

Changing policy and legislation and its effects on inclusive and special education: a perspective from England

This article, by Brahm Norwich of the Graduate School of Education, University of Exeter, sets the recent legislative changes in the special education system in England, the Children and Families Act (2014), in the context of wider changes in the school system, such as changes in curriculum–assessment, the governance of schools and inspection arrangements. It also sets out the recent legislative changes in terms of the recent history of the Labour period of government, with its adoption of market principles with social inclusion as key policy commitments. A case study of a secondary school is presented to illustrate some of these points. Despite the new legislative system being described as a radical approach involving aspiration and support for special educational needs, the article argues that proposed changes promise to be marginal and defined by policy commitments to markets and small government. Moreover, there are continuing and unresolved issues from the Labour Government period that are still to be fully addressed. Research is also presented on the distribution of pupils with Statements in secondary schools and the recent rising pattern of special school placement for the first time in 30 years.     

Chancengleichheit und Leistung im sozialen Wandel. Primäre und sekundäre Effekte der sozialen Herkunft am Gymnasialübergang in Hessen 1969 und 2007

The positive impact of families’ higher social origin on the transition into more demanding secondary school forms can be split up into two effects: the primary effect, which is conditioned by higher achievements of children from privileged social origin, and the secondary effect, which is independent of achievement differences and can be explained by the fact that higher school curricula are less costly and promise more benefits for parents of higher social status than for parents of lower social status. It is examined how the relative size of both effects has changed in Germany between 1969 and 2007 using two comparable studies in the federal state Hesse, which measure students’ achievement and their social origin in very similar ways. The transition to the Gymnasium, the most prestigious track of the German tripartite secondary school, is investigated applying the method by Karlson et al. (2012). The primary effect has increased, specifically because of an increasing impact of achievement; and the secondary effect decreased such that school has gained more impact compared to the child’s parental home.