社会排斥与流动人口子女的教育公平

流动人口子女的教育公平问题是一个相当复杂的问题,需从不同的角度去进行探讨.基于此,本文试图从社会排斥的视角来分析流动人口子女的教育问题,以期寻找到造成流动人口子女教育公平问题的真正的原因.并提出解决问题的相应对策.     

Teachers' attributions and beliefs about girls,boys, and mathematics

Thirty-eight first grade teachers were asked to identify their two most and least successful girls and boys in mathematics, to attribute causation of these students' successes and failures, and to describe their characteristics. Teachers' choices of most and least successful students were compared to mathematics test scores of their students. Teachers were most inaccurate when selecting most successful boys. Teachers tended to attribute causation of boys' successes and failures to ability and girls' successes and failures to effort. Teachers thought their best boy students when compared to their best girl students, were more competitive, more logical, more adventurous, volunteered answers more often to mathematics problems, enjoyed math more, and were more independent in mathematics.     

Social exclusion in EU lifelong learning policies: prevalence and definitions

ABSTRACT

The aim of the article is to analyse the concept of social exclusion in EU lifelong learning policies: how the concept has evolved from the 1990s in terms of meaning, definitions and closely connected concepts, what are the implications of this evolution, and whether there is coherence between the conceptual evolution and lifelong learning policy. Using a qualitative methodology, this article focuses on policy documents that form the European Union’s legal and political framework of reference in the lifelong learning area in the last two and a half decades. A total of 59 documents issued between 1992 and 2017 have been analysed using content analysis. The analysis of the documents has been complemented by 6 semi-structured interviews with EU lifelong learning experts. The results show that the concept is narrowly defined in terms of specific groups at risk of being socially excluded and in terms of employability, thus individualising the problem of exclusion and distracting attention from structural factors.     

An integrative model of scholastic judgments: Pupils’ characteristics, class context, halo effect and internal attributions

This article proposes a model that integrates some of the determinants of scholastic judgment. The model is based on the assumption that a teacher’s judgment in a particular discipline is influenced by different variables: the pupil’s actual performance in the discipline, his/her actual performance in other disciplines (halo effect), the average performance of the class in the discipline (class context effect), the pupil’s individual characteristics such as whether he/she has ever repeated a grade and the teacher’s perception of the pupils’ causal explanations. Furthermore, the model proposes that a teacher’s perceptions are related to the pupil’s spontaneous expression of causality, which in turn is influenced by the pupil’s knowledge of the social value of causal explanations. In order to test the validity of the proposed model, the authors conducted a study in a real classroom setting on a population of 663 pupils from 38 classes (3rd grade) and their respective teachers. Path analyses showed that the theoretical model fit the data to a satisfactory extent. However, a comparison of the fit indexes of the theoretical model and two alternative models (one nonhierarchical and one hierarchical) showed that the initial theoretical model could be significantly improved by additional paths.     

Making judgments about risk in substantiated cases of supervisory neglect

OBJECTIVE: The purpose of this study was to determine which factors were used by investigators to determine level of risk among substantiated cases of supervisory neglect. The conceptual model included three sets of factors-the severity of the supervision problem, characteristics of the mother (e.g., prior involvement with child protective services (CPS), motivation, substance use) and characteristics of the investigator-as potential explanations for increased risk. METHODS: A case-control design was used to compare 113 mothers whose names were placed on the child abuse registry for substantiated supervisory neglect (higher risk) with 45 mothers whose names were not placed on the registry but who had a substantiated report of supervisory neglect (lower risk). Two readers coded every investigative report. RESULTS: Five out of 14 of the predictors had a unique effect on the investigator's assessment of higher risk in the multivariate analysis: a child was harmed, the mother did not take responsibility for the problem, there was no extenuating circumstance, she was being battered, and she had prior involvement with CPS. There was also an interaction between being battered and the type of supervision problem. When a mother failed to protect her child from a third party, being battered decreased the likelihood that the investigator would place the mother's name on the state's registry. CONCLUSION: More research is needed on specific types of supervision problems to develop a risk assessment instrument for supervisory neglect. Without one, it is difficult to see how investigators and others can be expected to know whether a child is likely to be harmed in the future.     

Children’s attributions about teachers’ intentions

Hostile attribution bias (HAB) has been shown to predict aggressive behavior, especially toward peers. The current study examined whether HAB is also related to conflict with teachers, an important predictor of academic and social success in school‐aged children. A total of 282 second to fourth grade boys in 74 classrooms completed a self‐report measure of HAB toward teachers, while their teachers assessed conflict in the teacher–student relationship. Results supported the presence of a positive relationship between HAB toward teachers and conflict with teachers. These findings suggest that HAB toward teachers may be an indicator of difficulties and, pending further research, a potential avenue for intervention to improve teacher–student relationships.     

Children's judgments of emotion from conflicting cues in speech: why 6-year-olds are so inflexible

Six-year-old children can judge a speaker's feelings either from content or paralanguage but have difficulty switching the basis of their judgments when these cues conflict. This inflexibility may relate to a lexical bias in 6-year-olds' judgments. Two experiments tested this claim. In Experiment 1, 6-year-olds (n = 40) were as inflexible when switching from paralanguage to content as when switching from content to paralanguage. In Experiment 2, 6-year-olds (n = 32) and adults (n = 32) had more difficulty when switching between conflicting emotion cues than conflicting nonemotional cues. Thus, 6-year-olds' inflexibility appears to be tied to the presence of conflicting emotion cues in speech rather than a bias to judge a speaker's feelings from content.     

Social exclusion and school participation in India: Expanding access with equity

In recent years, increased demand and massive expansion have brought into Indian schools huge numbers of children who might not have attended in the past. Still, large numbers, and specific groups, of children remain excluded from schooling for various reasons, jeopardizing equitable access to elementary education. Further accentuating this inequity in provision, the quality of education remains deeply unsatisfactory, particularly for children from disadvantaged groups. This article explores the dimensions and issues related to exclusion from education and the policies and actions required to make educational expansion more equitable, which would contribute to pluralism and harmony and promote greater social cohesion.     

Social exclusion and inequality in higher education in China: A capability perspective

Following calls for further research in education inequality beyond input and output measures, especially with a qualitative approach, and building on the implications of capability deprivation on equality (0375 and 0380), we extend the findings of 0305, 0310, 0315 and 0320 capability approach to higher education (HE). This article employs social exclusion theory as the analytical framework to examine educational inequalities in China posed by the HE admission system in Post-Mao era. This paper is driven by certain key motivations and makes a significant contribution to the extant literature. Firstly, the paper seeks to outline a usable definition of social exclusion in the context of HE enrolment. Following this, 0305, 0310, 0315 and 0320 capability approach is adopted for the first time as a theoretical construct to examine the situation facing HE in China. Sen's approach facilitates an appraisal of the process of exclusion in HE enrolment. The importance of the capability approach is that it allows one to recognize different needs and choices confronting different social groups by distinguishing between different types of social exclusion in this area. Finally, this information is used to evaluate responses which are available to the existing issues within the current Chinese HE enrolment mechanism i.e. that the mechanism is fundamentally flawed and risks reducing, rather than enhancing, capability by excluding certain groups of students from fair competition in terms of access.     

A longitudinal examination of African American adolescents' attributions about achievement outcomes

Developmental, gender, and academic domain differences in causal attributions and the influence of attributions on classroom engagement were explored longitudinally in 115 African American adolescents. In Grades 8 and 11, adolescents reported attributions for success and failure in math, English and writing, and science. In Grade 11, English and mathematics teachers rated students' classroom engagement. Boys were more likely than girls to attribute math successes to high ability and to attribute English failures to low ability. Both genders' ability attributions for math became more negative from eighth to eleventh grades. Grade 8 attributions of math failure to lack of ability were negatively related to Grade 11 math classroom engagement. Results illustrate the gendered nature of motivational beliefs among Black youth.     

A pedagogy of emotion in teaching about social movement learning

This article explores the role of emotion in teaching about social issues in higher education. We draw and expand upon Boler's notion of a ‘Pedagogy of Discomfort’, Goodman's and Curry-Steven's concept of a ‘Pedagogy for the Privileged', and on Freire's idea of a ‘Pedagogy of Hope', in reflecting on our own experiences in teaching a graduate-level course on social movement learning. We argue for the importance of further sociological theorisation of the role of emotion in teaching and learning in higher education, and acknowledge the challenges a Pedagogy of Emotion present to those teaching in the social sciences at the post-secondary level.     

Urban and rural Chinese adolescents' judgments and reasoning about personal and group jurisdiction

This research applied social domain theory to illuminate reasoning about the perceived legitimacy and limits of group decision making (majority rule) among adolescents from urban and rural China (N = 160). Study 1 revealed that adolescents from both urban and rural China judged group decision making as acceptable for both social conventional and prudential issues, but not for personal issues or those that entailed possible harmful coercion of others. Study 2 revealed that personal jurisdiction develops later for rural than urban adolescents for certain issues (democratic rights to political participation and choice of friends). Results indicate that reasoning about group and personal jurisdiction in a non-Western society (China) is influenced by social domain, age, and environmental setting (modern vs. traditional).     

Danish majority children's reasoning about exclusion based on gender and ethnicity

This study investigated 282 eight- to twelve-year-old Danish majority children's judgments and justifications of exclusion based on gender and ethnicity (i.e., Danish majority children and ethnic-minority children of a Muslim background). Children's judgments and reasoning varied with the perpetrator of the exclusion and the social identity of the target. Children assessed exclusion based on ethnicity as less acceptable than exclusion based on gender and used more moral reasoning for the former than the latter. Children judged it less acceptable for a teacher than a child to exclude a child protagonist. Children were sensitive to status, judging it less acceptable to exclude a less powerful group member. The findings are discussed in relation to intergroup relations in Denmark.     

Children's social reasoning about inclusion and exclusion in gender and race peer group contexts

This study investigated whether children's and adolescents' judgments about exclusion of peers from peer group activities on the basis of their gender and race would differ by both age level and the context in which the exclusion occurred. Individual interviews about exclusion in several different contexts were conducted with 130 middle-class, European American children and adolescents. Younger children were expected to reject exclusion, by using judgments based on moral reasoning, regardless of the potential cost to group functioning, whereas older children were expected to condone exclusion on the basis of group membership in cases in which the inclusion of these children might interrupt effective group functioning. On measures of judgments, justifications for those judgments, and ratings of the appropriateness of exclusion, the vast majority of children used moral reasoning and rejected exclusion in contexts in which only the presence of a stereotype justified it. As expected, however, older children (13 years) were more likely to allow exclusion than younger children (7 and 10 years) when group functioning was threatened, and they justified this exclusion by using appeals to effective group functioning.     

大学师生奖惩态度的系列研究--考试成功归因对奖励态度的影响

本研究在韦纳三维归因理论的基础上，自编问卷，调查并比较了大学生与教师在考试成功领域内的一系列奖励态度。研究结果显示：①自编问卷具有良好的信度（0.44-0.73）和效度，调查结果稳定可靠。②大学师生对持的相同奖励态度是：对内部、可控、稳定的因素（如持久努力）导致的考试成功应该给予奖励；对内部、可控、不稳定（如一时努力）或外部、可控、不稳定（如他人帮助）的因素导致的可支奖励；对外半、不可控、稳定（如任务容易）的因素导致的可以不奖励；对外部、不可控、不稳定的因素（如运气）导致的不应该奖励。③对外部，可控的因素（如他人帮助）导致的考试成功，教师比大学生更倾向于给予奖励。④对外部、不可控、不稳定的因素（如运气）导致的考试成功，女教师比男教师更倾向于不给予奖励。     

Social and emotional pedagogies: critiquing the new orthodoxy of emotion in classroom behaviour management

This paper examines new structured attempts to address and manage emotions in the classroom. Critical analysis focuses on the broad emotional literacy agenda operating within schools, and more specifically the Social and Emotional Aspects of Learning (SEAL) programme. Data are drawn on from an ethnographic study located in Behaviour Support Units in three mainstream, inner‐city comprehensives to highlight the gap between the ‘rational emotionality’ being promoted and the fraught, and often uncontainable, emotions that drive everyday school life. It is also argued that the therapeutic model underpinning SEAL activities in schools risks individualising and thereby misinterpreting socially and culturally embedded difference, pathologising particular pupils in the process.     

Thinking about the past: early knowledge about links between prior experience, thinking, and emotion

In two studies the authors investigated the situations where 3- to 7-year-olds and adults (N = 152) will connect a person's current feelings to the past, especially to thinking or being reminded about a prior experience. Study 1 presented stories featuring a target character who felt sad, mad, or happy after an event in the past and who many days later felt that same negative or positive emotion upon seeing a cue related to the prior incident. For some story endings, the character's emotion upon seeing the cue matched, or was congruent, with the current situation, whereas for others, the emotion mismatched the present circumstances. Participants were asked to explain the cause of each character's current feelings. As a further comparison, children and adults listened to behavior cuing stories and provided explanations for characters' present actions. Study 2 presented emotional scenarios that varied by emotion-situation fit (whether the character's emotion matched the current situation), person-person fit (whether the character's emotion matched another person's), and past history information (whether information about the character's past was known). Results showed that although there were several significant developments with increasing age, even most 3-year-olds demonstrated some knowledge about connections between past events and present emotions and between thinking and feeling. Indeed, children 5 years and younger revealed strikingly cogent understanding about historical-mental influences in certain situations, especially where they had to explain why a person, who had experienced a negative event in the past, was currently feeling sad or mad in a positive situation. These findings help underwrite a more general account of the development of children's coherent understandings of life history, mind, and emotion.     

Social information processing, security of attachment, and emotion regulation in children with learning disabilities

This study examined the contribution of attachment security and emotion regulation (ER) to the explanation of social information processing (SIP) in middle childhood boys with learning disabilities (LD) and without LD matched on age and grade level. Children analyzed four social vignettes using Dodge's SIP model and completed the Kerns security scale and the children's self-control scale. Study results demonstrated major difficulties in SIP, lower attachment security, and less ER in children with LD compared to children without LD. Attachment as well as the interaction between attachment and ER emerged as important contributors to most SIP steps, suggesting that children with higher security who also have better ER skills will have better SIP capabilities along the different steps, beyond group inclusion. Results were discussed in terms of practical and clinical implications regarding the importance of mother-child attachment and ER skills for social cognitive capabilities in children with LD.     

也谈委婉语及其作用

通过大量例证从新的角度重新探讨什么是委婉语及其社会作用。委婉语就是间接的、好听的、美化后的语言。在英语中应用委婉语能起到安慰、宽容、欺骗、建设、讽刺、嘲弄等多方面的功效,从而可以更好地增强这一语言的表达效果。     

关于社会意义的几个问题

语言的社会意义是因语言在社会中的使用而产生的,因而不可避免地会产生各种随社会因素而改变的社会变体。主要有性别变体,阶级变体,年龄变体和文体变体。对社会意义的准确理解有助于更好地获得社会信息。