浅谈home，fami1y和house

home，family和house在汉语里都是“家”的意思。例如：     

Filling up silences—first in family students,capital and university talk in the home

Internationally, research has indicated that returning to education for older learners provides the means for growth and change, for some students this can translate into a sense of ‘empowerment’ and control in their personal lives. However, what is not so well researched is how having a significant ‘other’ present within the university landscape impacts the household and other family members. Exploring how this return to education influences others provides a basis for institutional approaches to engaging with and supporting the lifelong learning of family members, ultimately assisting in the access and participation of current and future generations. This article draws on research conducted with first in family students to explore how their participation in the higher education environment led to conversations in the family around learning. Drawing upon theories of social and cultural capital, this article reflects upon the flow of capitals between home and university.     

There＇s a dog in the house,in the house.

There＇s a dog in the house, in the house. There＇s a dog in the house, in the house. Are you sure it＇s not a mouse？     

At home with disability: one family’s three generations narrate autism

We examined the lived experiences of a Cypriot family with a young child with autism. Semi‐structured interviews with parents, siblings, and extended family members across three generations and observations of the family’s daily activities were the primary data‐generating methods. Critical events related to the disability diagnosis, the mother’s decision to undertake a significant role in the child’s education following negative interactions with professionals, and the family’s daily accommodations to the child’s needs emerged in narratives of multiple participants. Family narratives reflect the polyphony of experiences and responses shared by participants. The study illuminates the complexities of this experience and offers opportunities to rethink the interplay of disability, family, and culture in the context of research and practice.     

The places around my house

Ifyoul议e eatingb代汾d，thebakery ean helP you. Ifyou like some otherfood，the grocery ean helP you. Ifyou want to eut your ha玩the barber shOP ean helP you. Ifyon eatch a eold助luckilv，the drug store can helP you. Ifyou want to mail letters，the Post offiee ean helP you. ifyouwanttofindbooks. the libr田下ean hc扣you._创勺户︸j均l .卜Jl 11止e stUd如ng in the school. 11派Playing inthe户毗. 11议e the Places around my house. W孙atPlaeesdoyou】让e田泊undyourhouse?单词咖啡豆: ho卿[h ausl房子…     

My family

I like my family.Because my mother works very hard,she works in the     

Transforming teacher–family relationships: shifting roles and perceptions of home visits through the Funds of Knowledge approach

Education has embraced the idea of an ‘asset approach’ to working with families and children, creating a focus on developing collaborative relationships with families by building on what they bring to the table. In this paper we explore what happened when early childhood teachers entered homes to learn from families and identify their Funds of Knowledge. The findings show how issues of power and perception surfaced when teachers attempted to shift their role from that of teacher to learner. In analyzing teachers’ experience before, during, and after ethnographic home visits we saw their general desire to adopt an asset-based mentality. However, the hegemonic structure of schooling, previous experiences, and traditional teachers’ roles shaped their experience with the Funds of Knowledge framework. We end by discussing the implications for teachers and teacher educators who are interested in using home visits to develop an asset approach to their work with families.     

School,family, and community partnerships in teachers’ professional work

Abstract

This article discusses the contributions of the international studies in this special issue and presents a few emerging topics on school, family, and community partnerships. The studies in Part I confirm that, across countries, future teachers are inadequately prepared to conduct effective partnership programmes with all students’ families. Part II reports the results of interventions that provide future teachers with opportunities to practice the kinds of communications with parents that they will use as new teachers. In my and colleagues’ studies, several topics of family and community engagement have emerged that will extend and enrich college courses for future teachers and school leaders. These include a redefinition of the ‘professional’ teacher; understanding partnerships as a component of good school organisation; the importance of goal-linked family and community engagement for student success in school; the role of the community in partnership programmes; and the connections of preservice and inservice education for preparing and sustaining productive connections of home, school, and community.     

Finding the way home

HUNDREDS of years ago,travellers found their way by looking at the stars. They built towers that could be seen fromafar, made maps and invented the compass.     

我的home stay

只身一人到异国求学,文化的差异,寂寞和无所依靠的感觉,使她变得放任颓废。好在母爱的伟大超越国界,这个外表严厉的异国妈妈,给了她言传身教的爱的教育。在成长的经历中,这是一笔不小的财富。     

Who's in the house? Race differences in cohabitation,single parenthood,and child development

This study examined four questions: (1) How does family structure (specifically, single parenthood, married parent, and cohabitating parent) affect children's delinquency and math test scores? (2) Do these effects differ by race? (3) Do parenting practices mediate the links between family structure and children's outcomes? and (4) Does this mediation differ by race? Unlike some previous work in this area, the present study distinguished between the effects of single parenthood and cohabitation. Using fixed-effects techniques to control for unobserved heterogeneity between children in the various family structures, single parenthood was found to be associated with reduced well-being among European American children, but not African American children. Cohabitation was associated with greater delinquency among African American children, and lower math scores among European American children. No evidence was found to indicate that parenting mediated the links between family structure and children's outcomes. Finally, it was found that for African American children, measures of maternal warmth and the provision of rules had direct effects on children's delinquency.     

难忘的香港home stay

香港回归十周年的特殊日子里,《当代学生》、《上海中学生报》学生记者团一行80余人来到香港开展了一次别有意义的参观采访活动。活动的内容丰富而精彩,迪斯尼乐园、海洋公园、太平山顶、金紫荆广场、维多利亚港等美不胜收的景色让我们流连忘返,而别有意义的采访活动和独特的homestay(家庭寄宿)生活更是让我们久久难忘,现在就让我们通过学生记者发回的文字来一起回味一下那段难忘的学记团生活吧!     

不该被忽视的“Fun house”

牛津小学英语三、四年级教材的每一单元最后都有Fun house环节,很多教师将此视为鸡肋。因为该部分无明确的知识目标,并认为对学生来说无难度可言,有的教师完全让学生自学,有的教师带着学生快速地走个过场。     

at home 用法大揭秘

走进小课堂,带回新知识!大家都知道at home表示“在家”,可你知道它其他的用法吗?     

解密"family"

小朋友们,你一定熟悉"family"这个单词吧,它的意思是"家,家庭".提起它,你是否会想到自己的爸爸和妈妈呢?为什么?因为"family"这个单词本身就包含了爸爸和妈妈,而且还表达了对他们的爱呢!下面就听我细细地为你解读吧!     

暑期family阅读计划

当我们在散步之时、运动之后、郊游的旅程中与孩子共享这些书的时候,假期就此浪漫起来。     

解密“family”

小朋友们,你一定熟悉“family”这个单词吧,它的意思是“家,家庭”。提起它,你是否会想到自己的爸爸和妈妈呢？为什么？因为“family”这个单词本身就包含了爸爸和妈妈,而且还表达了对他们的爱呢！下面就听我细细地为你解读吧！     

What are we educating towards? Socialization,acculturization, and individualization as reflected in home education

This article examines the educational objectives of parents who homeschool (or practice home education) in terms of the widely accepted division of primary educational objectives, namely, socialisation, acculturation, and individualization. Using qualitative methodology and in-depth interviews, 30 homeschooling mothers were interviewed about their educational goals. The findings indicated that a significant number of the objectives cites by the interviewees were associated with the primary objective of individualization. In some cases, parents were interested in achieving goals of socialisation and acculturation in their children’s education. This analysis may help identify the pedagogical ideology of parents who chose to homeschool, thus informing the policy-making. In addition, the case of homeschooling offers an example of the struggle among the three primary objectives of education, against the backdrop of far-reaching changes underway around the world in the post-modern era, which poses a challenge for educational policymakers, as well as school systems.     

At home,song, and fika – portraits of Swedish choral initiatives amidst the refugee crisis

ABSTRACT

With the unprecedented worldwide refugee crisis, to what extent can music play a role in welcoming? In particular, how does choral music have a role in mobilising communities, generating intercultural understanding, and lifting some of the barriers that confront refugees and asylum seekers? How can such activity be seen as a benefit to the welcomers rather than only the outsider others? The purpose of this paper, therefore, is to study how selected Swedish choral directors seek to include refugees into their choirs or musical groups. Additionally, the study seeks to understand how such efforts at inclusion are received, understood, and enacted. In other words, ‘What does it mean to refugees to sing choral music in a Swedish context, how is this perceived by the Swedish musical leaders, and how is this contextualized against Swedish government policy?’ We interview five Swedish choral directors and use the data to dig deeper into the multilayered and complex matter of welcoming refugees through community music. We contend that the work of these choral directors, as genuine acts of goodwill, is a powerful way to welcome new arrivals. However, the medium of the Western European choir may be culturally remote for refugees, and these initiatives may need new models of community music engagement.