“Migrating” or Being “Left Behind”: The Education Dilemma of Rural Children in Mainland China

Abstract

Rural children belong to an educationally disadvantaged group whether they migrate or remain in their villages. Using a specially designed questionnaire, this paper surveyed more than 2,500 migrant and left-behind children in the Xixiangtang District of Nanning in Mainland China on issues relating to education and mental state. Through comparisons of migrant and nonmigrant children and those who had and had not been left behind, this study found that migrant children are unable to enter public schools due to incomplete documents, and also experience problems with a safe commute to and from school, after-school care, etc.; left-behind children are more likely to experience problems with emotional deprivation, dull after-school life, susceptibility to disease, and poor habits. With respect to mental state, some of the survey questions showed no significant differences, whereas others displayed significant divergences. It can be seen that both migrant and left-behind children experience problems with educational difficulties, poor discipline, and poor mental adaptability, and are in a clearly disadvantaged position. This paper recommends that the government, schools, society, and families jointly cooperate to strengthen emotional guidance for migrant children and left-behind children and ensure that no child is abandoned, allowing migrant children to grow and learn healthily in their respective environments.     

Which students are left behind? The racial impacts of the No Child Left Behind Act

The No Child Left Behind Act imposes sanctions on schools if the fraction of any of five racial groups of students demonstrating proficiency on a high stakes exam falls below a statewide pass rate. This system places pressure on school administrators to redirect educational resources from groups of students likely to demonstrate proficiency towards those who are marginally below proficient. Using statewide observations of 3rd and 4th grade math tests, this paper demonstrates that students of successful racial groups at schools likely to be sanctioned gain less academically over their subsequent test year than comparable peers at passing schools. This effect is stronger at schools more likely to suffer from NCLB sanctions and is robust to corrections for non-random sample selection.     

No Child Left Behind and the Federal Role in Education: Evolution or Revolution?

As the most significant revision of federal education policy in decades, No Child Left Behind Act (NCLB) raises the question of whether it represents a sharp departure from past policy or simply the next phase in the evolution of that policy. This article examines the implementation history of Title I of the Elementary and Secondary Education Act from the original legislation enacted in 1965 to the most recent embodiment in NCLB. It concludes that, although NCLB has expanded federal regulation, this newest version reflects an evolution of the federal role rather than a radical redefinition, with NCLB's design only possible because of profound changes in the state role over the past 20 years.     

Who are Rural Students? How Definitions of Rurality Affect Research on College Completion

Research in Higher Education - Given a revived national discourse about rural populations, more educational research on rural students is necessary, including ways that rural students transition to...     

How many people are there in your family?

Fred is from New York.His parents are with his grandfather and grandmother.Fred is six years old and now he is in a school.His father takes him to school by car every day.So he is never late     

Urban School Principals and the ‘No Child Left Behind’ Act

This exploratory study investigated how six practicing school principals responded to the requirements of the No Child Left Behind law (United States Congress Public Law 107–110, 2002, January, No Child Left Behind Act, ) in light of the multicultural leadership demands presented by an urban setting. It examines perspectives of principals on the legal aspects of No Child Left Behind (NCLB) and what they did to manage its requirements. Multicultural leadership literature provided a framework to understand the perspectives of school leaders. The findings suggest three principals were engaged in meaningful and practical work to both fulfill the requirements of NCLB and meet the needs of their students. Three principals were focused on the requirements of the law and did not see the connection between multicultural leadership and NCLB. The study’s recommendations include a multicultural leadership approach to current NCLB school reform. An earlier version of this study in progress was presented to the American Educational Research Association (AERA) in Montreal, Canada 2005.     

How are you？

很多同学在听到别人问How are you？的时候,下意识的反应就是Fine,Thank you!And you？其实这句问候可以有很多种回答,一起来看一下吧!     

How Large are Secondary School Effects in Northern Ireland?

ABSTRACT

This study is concerned with estimates of secondary school effect size in Northern Ireland. Utilising data from a random sample of the region's schools, four indices of pupil achievement variation in public examinations are employed. These outcome measures are (i) overall examination achievement ‐ a composite weighted measure ‐together with achievement in General Certificate of Education examinations in (ii) English, (iii) Mathematics and (iv) Chemistry. Examinations of this type are taken, typically, by pupils aged 16 years (the statutory leaving age), at the end of their fifth year of secondary education.

Using a two‐level hierarchical linear regression model, the paper considers variation in school effect size by outcome criterion. Variation is measured in standard deviation units and in terms of the proportion of achievement variance “explained” by schools after adjustment for pupil‐intake differences. Comparisons are made with recent findings for Scotland and for England.     

How effective are recasts in facilitating second language acquisition？

Recasts are the most frequently used in class to give corrective feedback. However, there is a hot debate about their effectiveness in facilitating second language acquisition （SLA）. The article aims to examine the effectiveness and explore ways to optimize the facilitative role of recasts in class.     

How old are they?

A farmer has five sons.They are Ted,Bob,Tom,John and Bill.John has no elder brother.He was four-years old when his younger brother was born.The number of Tom's elder brothers is equal (相等)to his younger brothers.Bill will     

How invariant and accurate are domain ratings in writing assessment?

The use of evidence to guide policy and practice in education (Cooper, Levin, & Campbell, 2009) has included an increased emphasis on constructed-response items, such as essays and portfolios. Because assessments that go beyond selected-response items and incorporate constructed-response items are rater-mediated (Engelhard, 2002, Engelhard, 2013), it is necessary to develop evidence-based indices of quality for the rating processes used to evaluate student performances. This study proposes a set of criteria for evaluating the quality of ratings based on the concepts of measurement invariance and accuracy within the context of a large-scale writing assessment. Two measurement models are used to explore indices of quality for raters and ratings: the first model provides evidence for the invariance of ratings, and the second model provides evidence for rater accuracy. Rating quality is examined within four writing domains from an analytic rubric. Further, this study explores the alignment between indices of rating quality based on these invariance and accuracy models within each of the four domains of writing. Major findings suggest that rating quality varies across analytic rubric domains, and that there is some correspondence between indices of rating quality based on the invariance and accuracy models. Implications for research and practice are discussed.     

How many universities are there in the United Kingdom? How many should there be?

While the first of the questions posed in the title of this article may seem to involve a simple matter of enumeration, it is more complex than that, as the number of institutions in the United Kingdom that perform at least some of the functions of a university has grown significantly in recent years. The answer given (for the end of the year 2010) is 108, 138 or 162, depending upon the definitions adopted. The second question involves more judgement, and is explored comparatively—both within the United Kingdom and internationally—geographically, economically and historically.     

Children of Alcoholics in the schools: Where are they? their representation in special education

The hypothesis that there is a greater frequency of children of alcoholics in special classes for Emotional/Behavioral Disordered (ED) and Learning Disabled (LD) children was explored. A random sample of students in ED, LD, and regular classes was selected and administered the Children of Alcoholics Screening Test. Parents completed the Friel Co-Dependency Assessment Inventory. An analysis of variance in CAST and FCAI scores did not reveal any significant differences among groups. Significant differences were noted in the relationship of marital status and chemical dependency in immediate family. Reported incidence of chemical dependency in the immediate family was identified as a concern warranting further exploration. Issues that may have affected the study such as sample size, respondent participation, and various roles exhibited in the family were considered. The possible impact alcoholism has on children and appropriate program intervention in the schools were discussed.     

Growing Up with Distant Parents: Socialization and Alienation of “Left-Behind” Children in Rural China

An increasing number of left-behind children has emerged in rural China as a result of the large-scale migration of rural farmers to urban cities since the 1990s. With the absence of parent(s) from the family, the left-behind children face crises in socialization and their relationships with their parents are threatened by physical distance. This paper investigates how Chinese left-behind children negotiate the missing roles of parents and how the parent-child relations in such families change over time, through in-depth case studies of two left-behind children with different family backgrounds in rural Henan province.     

How Effective are Instructional Explanations in Example-Based Learning? A Meta-Analytic Review

The worked example effect within cognitive load theory is a very well-established finding. The concrete effectiveness of worked examples in a learning situation, however, heavily depends on further moderating factors. For example, if learners improve their processing of worked examples by actively explaining the worked examples to themselves, they are usually better able to solve transfer problems. Another way to enhance example processing is to present learners with instructional explanations instead of prompting them to produce these explanations on their own. In this article, we review 21 experimental studies to address the issue whether instructional explanations support example-based learning. Meta-analytic results lead to three important conclusions: First, the benefits of instructional explanations for example-based learning per se are minimal. Second, instructional explanations are more helpful for acquiring conceptual knowledge than for acquiring procedural knowledge. Third, instructional explanations are not necessarily more effective than other methods supporting example processing such as self-explaining.     

How Do Young Children Misbehave in the Grocery Store and in the School? The Preschoolers' Perspective

This research assessed young children's perceptions about what misconduct behaviors peers are likely to commit across two contexts, the school and the grocery store. In addition, participants heard one of two versions in which the protagonist was either a boy or a girl. The participants were 70 preschool children (40 males and 30 females) and ranged in age from 36 to 77 months (M = 57 months). The results showed that a total of 242 non-repetitive behaviors were generated. Most of the behaviors generated either concerned acts having negative consequences to others (i.e., moral transgressions) or violations of social norms (i.e., conventional transgressions). The results also showed that children generated more moral than conventional misbehaviors. Moral acts were expected to occur more often in the school context than in grocery context, whereas social conventional misbehaviors were expected to occur in both contexts. Children described three specific types of moral misbehaviors: physical harm, property violations, and interpersonal violations. Furthermore, children's expectations of peers' misbehaviors were a function of the gender of the character committing the misdeed as well as the story context.