Gender Roles at Home and School

Parents of 116 first‐year pupils at an urban comprehensive school were studied by questionnaire and interview. They were asked about their educational and occupational aspirations for their children, their views on sexual equality and their children's out‐of‐school activities. Educational aspirations were found to be high, with little differentiation between the sexes. Parents were enthusiastic about their daughters studying physical science and neutral about craft subjects. Occupational aspirations were also high and although they tended to be sex‐stereotyped, parents were found to be generally supportive of non‐traditional choices. Class differences were few. Most parents were in favour of working mothers, equal pay and men helping with housework. However these egalitarian attitudes coexisted with more traditional assumptions about male breadwinners and a woman's main responsibility being to her children. Parents’ own domestic labour and that which they required of their children was strongly sex‐stereotyped. The messages which children receive about gender from their homes are contradictory, but not as uniformly traditional as many teachers assume.     

A Comparison of Pre-Verbal Communication at Home and at School

This study of pre-verbal communication in four young children with severe learning difficulties compares the nature and function of their communications at home and at school. The author teaches at Quince Tree School, Tamworth. The article is based on work carried out in part fulfillment of a B.Ed (Hons.) degree when she was a student at Westhill College, Birmingham.     

Urban African American Children's Prerogative at Home and School

The study replicates a previous investigation done with middle class children to examine their conceptions of prerogative and restriction, Weber (1999). For the present study, forty nine first, third and fifth grade children who were primarily African American, were drawn from two public schools in a small aging midwestern industrial city. They participated in two interviews which elicited responses concerning personal prerogative at home and school. The children identified areas of prerogative in both settings. They distinguished between personal and conventional issues at school. Children's claims to prerogative appeared to increase with age, as did the amount of disagreement and conflict over such issues. There appeared to be a flattening out of opportunity at school however, that did not occur at home. Unlike the middle class sample, these children sometimes used prudential and punishment reasoning to justify restrictions. Direct responses from the children clearly indicated that school should be different from home in prerogative offered them. They appeared to accept more narrow and rigid boundaries at school with little reservation. The totality of the children's responses, however, suggests the possibility of more complex attitudes. The flattening of provision at school, combined with some presence of punishment reasoning, suggests that there may be some interesting differences in approach between middle class and working class schools.     

美国的家庭学校

家庭学校是美国五花八门的教育形式中的一种。本文介绍了美国家庭学校的概况、开办原因,介绍了家庭学校的开办规则及课程安排,对美国家庭学校的利弊也进行了分析。     

Worlds of Literacy Worlds Apart: Reading at Home and at School

This article considers the findings of a literacy survey with Year 7 students who had experienced difficulties with reading. It highlights the range of texts and events that these students were choosing to engage with outside school and the mismatch between home and school literacy. The findings signal a need to go beyond the traditional reading test to uncover the texture of literacy experience and achievement in students' lives.     

Home and School at the Launch: some preliminary observations

“The large room of the Crown and Anchor Tavern, one of the very largest in the Metropolis, was engaged for the occasion, and at the time appointed for taking the chair, it was completely filled. It is said to hold 2,500 persons; certainly more than 2,000 were present. We were glad to perceive that they consisted chiefly of that class for whose good the institution is intended, namely, working mechanics; and that they showed, by their conduct and demeanor, that they comprehended fully the serious magnitude of the object for which they were assembled, and came to the consideration of it with minds warmed apparently to enthusiasm in its support; yet keenly intent on examining and scrutinizing well the means by which they were to be invited to realize the promised good. It was a meeting of men resolved both to think and act for themselves.... The earnest, discriminating, and orderly attention with which they listened to the whole of the proceedings, exceeded anything we had ever before witnessed in so numerous an assembly . . .” ¹ 1. Mechanics' Magazine, 15 November 1823, p. 177.      

国内外流体力学课程实践教学内容的对比分析

对美国明尼苏达大学、亚利桑那州立大学的本科生的"流体力学"课程实践教学内容进行了调研,对于实践教学内容、教学安排进行了分析,结合教学实践,对国内相关院校本科生《流体力学》课程实践内容进行了分析,最后对实践教学当前存在的问题进行了总结,并初步提出了解决问题的对策。     

浅谈如何把寄宿学校打造成留守儿童的第二个家

“留守儿童”是指父母双方或一方流动到其他地区,孩子留在户籍所在地,并因此不能和父母共同生活在一起的14周岁及以下的儿童。据统计,中国留守儿童人数有2000多万,由于他们远离父母,大量的留守儿童被迫处在这种天各一方的不人道的亲子关系模式里,缺乏来自父母的亲情呵护与完整的家庭教育和监管。许多儿童过早地承受着成人社会的各种压力,在思想道德、心理健康等方面存在严重问题。     

The Attitudes and Practices that Shape Children's Drawing Experience at Home and at School

Concept: Few empirical studies have investigated the influence of teachers, parents and children on children's drawing experience. The current study aims to examine the attitudes and practices of these three key players that shape children's drawing experience. Method: A survey methodology was used, as typically found in previous research in this area. Participants were 270 5–14 year old children, 44 of their teachers of the National Curriculum for Art and Design, and 146 of their parents. The teachers and children participated in individual interviews and the parents completed a postal survey. Responses to most interview questions were transcribed and content analysis used to identify salient themes. The other questions involved responses on five‐point scales, these were analysed by reporting percentages. Results: The findings are discussed in five sections. First, the positive perceptions of children's drawing behaviour and attitudes. Second, the perceived importance and principal aims of the National Curriculum for Art and Design Education. Third, the numerous sources of encouragement and support for drawing development. Fourth, the differing perceptions of what constitutes a good and bad drawing. Fifth, issues surrounding an age‐related decline in children's drawing activity. Conclusions: The findings are related to theories of drawing education, and implications for children's drawings and drawing pedagogy are discussed.     

Texts as Artefacts Crossing Sites: Map Making at Home and School

This article compares a child’s drawings at home with a child’s drawings at school. The drawings were of maps, which had been a school topic. As part of a longitudinal study looking at children’s text making at home and at school three particular homes were focused on for eighteen months. This article looks at one home – that of a six year old Turkish boy who lives with his mother and brother. The case study illustrates how children can take something learned at school and transform it at home. The article starts with discussing the text created in the home, then compares this to texts created at school. The point is made that children can activate meaning in a different way at home than at school. While this is one case study, it suggests that transforming artefacts across sites may be something children do that often goes undocumented.     

Bodies at Home and at School: Toward a Theory of Embodied Social Class Status

Sociology has long recognized the centrality of the body in the reciprocal construction of individuals and society, and recent research has explored the influence of a variety of social institutions on the body. Significant research has established the influence of social class, child‐rearing practices, and variable language forms in families and children. Less well understood is the influence of children's social class status on their gestures, comportment, and other bodily techniques. In this essay Sue Ellen Henry brings these two areas of study together to explore how working‐class children's bodies are shaped by the child‐rearing practices associated with their social class status, and the potential effects these bodily techniques have on their experience in schools.     

Reading at Home and at School in the Primary Grades: Cultural and Social Influences

Hispanic children are twice as likely as European American children to read below average for grade level. Some of this difference may be related to the home literacy practices children experience. To study this, the school reading achievement of 75 European American and 53 Hispanic second graders was examined in relation to their home reading practices. Results indicate that reading at home, specifically how often children read, with whom they read, and their active initiation of reading, are related to school reading achievement in both groups. These relations were more pronounced for European American boys and Hispanic girls, and fewer relations were found for Hispanic children whose mothers spoke solely Spanish. Results are discussed in relation to home-based opportunities in these two communities for children in the primary grades to develop reading skills.     

Reading at Home and at School in the Primary Grades: Cultural and Social Influences

Hispanic children are twice as likely as European American children to read below average for grade level. Some of this difference may be related to the home literacy practices children experience. To study this, the school reading achievement of 75 European American and 53 Hispanic second graders was examined in relation to their home reading practices. Results indicate that reading at home, specifically how often children read, with whom they read, and their active initiation of reading, are related to school reading achievement in both groups. These relations were more pronounced for European American boys and Hispanic girls, and fewer relations were found for Hispanic children whose mothers spoke solely Spanish. Results are discussed in relation to home-based opportunities in these two communities for children in the primary grades to develop reading skills.     

Home Environment and School Learning

From a systematic search of educational, psychological, and sociological literature, 18 studies of 5,831 school-aged students on the correlation of home environment and learning in eight countries over a 19-year period were selected. Correlations (the units of analysis) of intelligence, motivation, and achievement with indexes of parent stimulation of the student in the home are considerably higher than those with indexes of socioeconomic status (SES); specifically the medians (and ranges) of 92 simple correlations of home environment and learning are .37 (and .02 to .82) and of 62 multipleregression-weighted composites are .44 (and .23 to .81). Jackknifed regression estimates indicate that gender and SES of the sample affect the sizes of the correlations and suggest priorities for future primary investigations. The analyses suggest that ability and achievement are more closely linked to the sociopsychological environment and intellectual stimulation in the home than they are to parental socioeconomic status indicators such as occupation and amount of education.     

Linking Home and Residential School

Dean Colledge headteacher, Town Thorns School, and Cecilia Wood, Rathbone home/school worker, describe a pioneering project designed to improve home/school links in this residential ESN(M) school in Easenhall, Rugby     

Language Development at Home and School: Gains and losses in young bilinguals

In this paper we examine the topic of the language development of three young bilingual children at both home and school. Our aim is to consider the language issues that arise in such children, taking into account their parents' language background and experience of school systems, language practices and 'policy' in the home, and the children's experience of a year of nursery school as reported by their teachers. We try to show how different strands of the children's experience fit together; their 'mother tongue', their mothers' aspirations for them, their teachers' view of their progression, and their competence in English, all considered against the background of current curriculum guidance. We conclude with an examination of the gains and losses these children have made in the school system so far, and with an analysis of what the roles of 'mother tongue' might be for children in these and similar circumstances.     

国内外小学作文教学现状及我们的应对策略

小学作文教学是语文教学的重要组成部分,搞好作文教学对提高学生的语文素养至关重要。反思我国小学作文教学:几十年的作文教学都是围绕考试这个核心展开的,多次的作文教学改革都是具体方法的改进,而非思想观念的变革。我们需要把视野拓宽,对国外小学作文教学的思想理念、内容形式、方法手段等进行对比分析研究,准确认识我国小学作文教学的优势和不足,扬长避短,优势互补,提高作文教学质量。