家长和社区在日本学校教育中的作用

在日本,人们对家长和社区参与学校教育十分关注。家长和社区对学校教育的传统作用是一种支持。本文分析了日本家长和社区参与学校教育的类型,介绍了日本政府为了提高家长、社区参与学校教育而采取的一系列改革措施,以及这些措施对于完善我国家长、社区参与学校教育的启示和借鉴意义。     

家长教育政策了解度与子女教育获得——基于课外补习的中介效应分析

家长教育政策了解度作为一项重要的教育素养,对完善家庭教育体系有着重要的意义。文章运用描述统计和结构方程的方法得出,目前家长教育政策了解度处在较低水平;家长教育政策了解度与子女教育获得呈显著正相关;课外补习在家长教育政策了解度与学生成绩间起中介作用;课外补习在中考政策了解度的中介效应高于高考政策和“双一流”政策。政府应从完善教育政策宣传路径,提升家长教育政策了解度;引导家长合理参与补习教育,制定低产阶层参与补习的帮扶机制;优化义务教育阶段资源配置,加快推动考试改革等方面提升家长教育政策认知度及教育获得感。     

Developmental education for parents of delayed infants: effects on parental motivation and children's development

This study compared the effectiveness of developmental education for parents with parent education in child management and with a no-education control condition in motivating parents to participate in home treatment programs for developmentally delayed infants. 39 delayed infants, matched for age and severity of delay, and their families were randomly assigned to the 3 treatment groups. The subsequent differential effectiveness of home treatment programs, in terms of the infants' developmental gains, was then examined. Results indicated that the children in the developmental education group gained a greater number of skills, and their parents participated more in the assigned home treatment programs than did parents in the other 2 groups. At follow-up approximately 1 year later, parents who received developmental education continued to participate more than the other parents in their child's treatment program. Developmental education appears to enable parents to discriminate small developmental gains, facilitating the intrinsic motivation involved in working with their children.     

罗马法中家父权盛衰之历史解释——以家子地位的变化为线索

父母对子女的家庭教育具有基础性、终身性、优先性与选择性。父母家庭教育经历了“父权”“父母权利”“父母义务”的历史演变,其义务主要表现在日常生活中对子女的教化、送子女接受义务教育、参与子女学校教育三方面。中国家庭教育立法明晰了父母在家庭教育中的义务是立法的核心问题,需要对父母管教职能、父母不履行义务教育职责的处罚形式、父母参与子女学校教育等进行立法规制,实现家庭教育权利与义务的平衡。     

社区成员与家长参与中小学体育课程实施的必要性、制因及措施研究

学校体育课程实施为的是不断接近体育课程计划的理想目标,体育课程计划目标实现的过程是学校体育课程实施主体合力作用的结果.研究认为,社区成员及家长参与体育课程实施是学校教育与社会教育相结合的需要、学校体育课程实施自身的需要、学校体育课程多元主体需要.而社区和家长对体育课程的认识、学校体育教育与社会的结合度、家长工作繁忙,社区无组织、个人素质能力、社区和家长被排斥等因素影响了社区成员和家长参与体育课程的实施.目前,促进社区成员和家长参与体育课程实施的措施包括采取各种方式加强宣传教育,促使家长和社区成员正确认识学校体育课程的作用、在发挥教育服务部门主导性的同时,积极构建广泛参与的教育模式、建立社区和家长参与学校体育课程实施的法律支持、提高社区成员和家长参与学校体育课程实施的素质、改变体育教育专业人员的观念,使其树立学校教育要和社会教育相结合的理念等.     

What do parents want from day care services? Perspectives from Australia

A total of 100 parents in 15 Day Care (DC) in Sydney, Australia were surveyed to obtain their views about the different roles of care and education in DC services. Both parents with children under 3 years old and parents with children 3 and above expected a substantial component of education in their child’s DC program. Both groups of parents expected both care and education for their children, and expected a reasonable level of professionalism and qualifications in the staff. These results challenge assumptions about care for infants and education for older children. Policy makers need to attend to parents’ needs and wishes and should be aware of the important value of human resources investment through improved DC services.     

择校意愿的心理机制-义务教育服务满意度模型与实证研究

本研究首先根据满意度理论提出义务教育满意度的假设模型,然后在分析义务教育阶段学生家长教育满意度的评价及择校意愿的数据基础上,采用模型检验方法对义务教育满意度模型进行验证,最后分析了满意度对择校意愿的影响程度以及不同的人口学变量对满意度的影响。研究结果表明,义务教育阶段家长教育满意度评价是影响家长择校意愿的心理变量,尽管家长是否最终做出择校行为还会受到其他因素的影响,但是家长对政府和教师的满意度评价是具有显著作用的预测因素,学历、职业等人口学变量影响家长的满意度,作者在研究结果的基础上提出了相应的管理建议。     

家庭教育与学校教育的合作

家庭教育和学校教育在个体的成长中均起着重要作用。它们有着共同的培养目标,也面临着共同的教育问题。两者在结合中存在着教育内容的“真空”以及家长和教师之间的不协调。为此,必须加强学习,提高认识;明确责任,优势互补;加强联系,密切关系。同时,家长也必须参与到学校的管理,以此实现家庭教育与学校教育的良性合作。     

论自主学习在家庭教育中的作用

家庭教育是一门多学科的综合教育,家长应掌握教育学、心理学、生物学、社会学、法学等相关知识,家长教育素养决定了孩子的成长质量,孩子是家长教育行为的影子,因而家长要不断自主学习,提高自身素养,科学教子,为社会培养合格人才。     

Perspectives of Jamaican parents and their secondary school children on the value of education: Effects of selected variables on parents’ perspectives

Education in the Caribbean is perceived as the route to social mobility, but research suggests that a low value is attached to education in Jamaica. This research is designed to ascertain the value that parents and their children attending secondary school in Jamaica attach to education. Multivariate statistical analysis was used. The findings revealed that both parents and their children value education for instrumental purposes and, while age and employment status made no difference to the parents' value of education, there was a statistically significant difference in value of education between parents with children attending different school types.     

British—Chinese pupils' and parents' constructions of the value of education

The high achievement of British—Chinese pupils in the British education system is established in the official literature, but few studies have asked British—Chinese pupils or parents about the factors contributing to their success. This paper explores value of education as a possible contributory aspect. It investigates the extent to which British—Chinese pupils and their parents value education, and the rationale behind their constructions in this regard. Cultural issues in the transmission of values are also explored. The findings demonstrate that British—Chinese pupils and their parents place an extremely high value on education, irrespective of social class and gender. However, pupils and parents do not necessarily provide the same explanations for this value. There is evidence, though, that the discourse of ‘value of education’ is mobilised as part of a cultural construction of racialised boundaries relating to the diasporic habitus of the Chinese in Britain. The paper discusses the benefits, costs and consequences for Chinese parents and pupils of their elevation and prioritisation of education.     

透视家庭教育中的“重智轻德”现象

随着社会的发展，当代父母日益重视家庭的子女教育功能。但是，并非每一位父母在教育子女上都达到理想的效果。重要原因是家庭教育走入了“重智轻德”的误区。家庭教育中“重智轻德”现象的消极后果不容忽视。因此家庭教育应坚持德智并重的原则。     

立法目的条款的构造与作用方式研究

从世界范围来看,无论是成文法国家还是判例法国家,都以提高父母及其他监护人的家庭教育能力、维护未成年人健康发展权为立法宗旨,对政府及家庭教育的主管机构、服务机构、学校及其他教育机构、社会等的职责进行重点规范。基于中国父母家庭教育水平整体状况及私人领域父母教育权保护的基本研判,中国家庭教育立法应借鉴其他国家的通行做法,以提高父母及其他监护人的家庭教育能力为宗旨。同时,采取单独管理模式,明确将教育行政部门作为家庭教育的主管机关;建立专门的家庭教育指导服务机构,明确公立学校开展家庭教育指导的法定义务;强化政府职责,将家庭教育经费纳入各级政府财政预算,保障家庭教育工作获得必需的财力支持。     

Producing British education by Chinese parents: Fulfilling parenting responsibilities in WeChat

Education and parenting are popular topics on social media. In China, it is now common practice for parents to discuss and share education-related information in WeChat, a premier Chinese social media app. In order to understand parents' educational aspirations in WeChat and the way parents fulfil their parenting responsibilities, this research used virtual ethnography to study a WeChat parents group named Little MBA. Focusing on parents' textual conversations and posts shared in the group, this article demonstrates how Chinese parents constructed their own image of British education to express their views on and aspirations for the education their children received in China. In Little MBA, three features of British education were constructed, including emphasis on character building, cultivation of entrepreneurship and influence of aristocratic education. In the process of presenting their version of British education, these parents were using Chinese notions like fuyang (cultivation with abundance) and qiongyang (cultivation with deprivation) to understand and reproduce the meaning of British education in their own context. Their constructs of British education were understood as a way to fulfil their parenting responsibilities transferred from the state. The ambiguous image of British education parents constructed, one that emphasised both traditional and neoliberal values, reflected the conflicting nature of parents' educational aspirations in contemporary Chinese society.     

关于家庭教育权的若干思考

家庭教育权,不仅指家长对其子女施加教育的权利,还应当包括家长接受提升其教育素养之教育的权利。在终身教育、终身学习和学习化社会三大理念的指导下,成人教育应当在家庭教育方面有所为,开设家庭教育培训课程,以此提升家长的教育素养,从而提高家庭教育的质量。     

Personal growth and development of parent leaders through a group parent education program

Many scholars assert that current parent education practices in Hong Kong are dominated by the transmission perspective. This perspective assumes inadequacies in the knowledge and skills of parents; hence, the goal of parent education appears to be the transmission of facts as well as skills development and values information that prepare children to become better members of society. Simply providing parents with knowledge about child development and teaching them certain skills cannot help them gain deeper insights. Indeed, parents find it difficult to apply what they have learned because of inadequate reflections on their goals and values related to parenthood. These criticisms have serious implications on the re-conceptualization of parent education. This article reports on a new approach to parent education, in which a group of parent leaders developed and facilitated a group parent education program (GPEP) for low-income parents. The GPEP emphasized the use of the group approach and interactive activities as well as homework to help the target parents practice the skills they learned during the program. The parent leaders taught positive parenting strategies and exchanged their own experiences with low-income parents. This research aims to study how parent leaders evaluate their challenges, growth, and development, as well as analyze the impact of the GPEP approach on these parents. The study provides valuable data to facilitate further studies on GPEP and other alternative approaches for parent education.     

Parents and sex education—looking beyond ‘the birds and the bees’

The social and political climate of sex education over the last two decades has dramatically changed, with parents now being encouraged to work in partnership with professionals. This paper seeks to further the argument that involving parents in their child's sex education does matter and can have an impact on their child's future sexual health. It discusses the reality of parents' roles and skills in providing sex education within the family. In particular, the discussion explores myths parents associate with sex education, involving fathers in provision, siblings as peer educators, health professionals' attitudes towards involving parents, and school partnerships. The author calls for professionals to involve parents alongside other sources of sex education in health and educational strategies to address sexual health issues and improve sex education. Otherwise future generations of children will experience a closed cultural attitude towards sexual matters and we will not achieve lower teenage pregnancy rates or view sex education positively.     

Reconceptualising advocacy: creating inclusive education in US universal pre-kindergarten

This narrative inquiry concerns preschool education in the USA. It describes and analyses the barriers and possibilities for inclusion/exclusion that educators and parents of young children in a West Virginian community believe that it poses. The researchers present a case study designed to examine the context of inclusive education as revealed in 15 educators’ and parents’ narratives and observations of universal pre-kindergarten (UPK) practice. Due to semi-market-based orientations, new UPK structures, and perceptions of acceptable roles for parents and educators, possibilities for advocacy, and inclusive education often went unrealised. Based on these data, the researchers offer suggestions for how teacher education might be further developed to reconceptualise advocacy as inclusive education created in part through a praxis orientation and deliberative relationships between homes and schools.     

Parents’ attitudes toward the english education policy in Taiwan

Taiwan, like many other countries in Asia, introduced considerable changes in English education policy in response to the need for English communication in the global market. During the process of implementing the new English education policy, the Ministry of Education (MOE) of Taiwan encountered several problems. Although researchers have examined other issues concerning the implementation of the English education policy, such as the shortage of trained English teaching personnel, the selection of textbooks and the difficulty of teaching a class of heterogeneous learners, parental attitudes toward or expectations for the English education policy itself remain unexplored. Parental opinions about English education and the extent to which parents support English education reform play a large role in the success of the implementation of the policy and are important factors for the government to consider when shaping future education policies. The perspectives of parents, therefore, should be included in a research-based examination. This study surveyed the opinions of Taiwanese parents on current English education policy and practice.     

Responsibilities,tensions and ways forward: parents’ perspectives on children’s sexuality education

Abstract

Children’s sexuality education continues to be plagued with tensions and controversies. In consequence, children’s access to sexuality education is severely compromised, especially in terms of the time dedicated to this topic, the content addressed, how it is taught and by whom. Based on a study of 342 Australian parents of primary school aged children we explore: (i) parents’ perceptions of the relevance and importance of sexuality education to their primary school aged children and the discourses that inform their perspectives; (ii) parents’ views on who should be responsible for the sexuality education of young children; (iii) whether there are certain aspects of sexuality education considered more appropriate for the family to address with children; and (iv) what the implications of these findings are for sexuality education policy and practice in Australian primary schooling. Despite the controversial nature of the topic, the majority of parents in this study believed sexuality education was relevant and important to primary school children and that it should be a collaborative approach between families and schools. However, some parents/carers acknowledged that while that they believed that some topics should only be addressed at home they also indicated that this often does not happen.