我国教育的空间分异及其破解论略——基于地理学视角的探讨

教育空间分异是一种普遍存在于我国教育系统中的地理事象,其在“人-地”历时互动和共时发展中,透过以“自然地理要素为主导的条件性因素、以人文地理要素为主导的发展性因素、以‘教-地’互动为主导的主体性因素”多元耦合,演化出“空间解析下的区域分异、区域解析下的城乡分异、城乡解析下的校际分异”。客观存在的教育空间分异,兼具推动教育竞争发挥的正向价值和阻滞教育协调的负向功用。要实现教育空间分异的正向效用,势必要求在未来的教育发展中,以区域经济社会协调发展破解区域教育分异,以教育制度变革破解城乡教育分异,以文化和教育双向互动破解城乡内校际分异,进而最终求得我国教育系统整体功能和效益的最大化。     

The high performance of Dutch and Flemish 15-year-old native pupils: explaining country differences in math scores between highly stratified educational systems

This paper aims to explain the high scores of 15-year-old native pupils in The Netherlands and Flanders by comparing them with the scores of pupils in countries with the same highly stratified educational system: Wallonia, the German Länder, the Swiss German cantons, and Austria. We use the data from the Programme for International Pupil Assessment (PISA) 2006 together with the specific PISA data of Germany and Switzerland. We apply a multilevel model that takes into account the individual-, curriculum-, and system-level features in these highly stratified educational systems. The high scores of the Dutch pupils can be explained by the size of The Netherlands' vocational sector. The high Flemish scores can be partly explained by the high curriculum mobility. Central exit exams are not a good explanation of the high Dutch scores. Despite being limited to highly stratified systems, we still find educational policies and arrangements to have significant effects on the educational performance of pupils.     

Social acceptance and the choosing of favourite classmates: a comparison between students with special educational needs and typically developing students in a context of full inclusion

Empirical data on the effects of inclusion regarding the social participation of typically developing students and those with special educational needs are still controversial. While some studies suggest that the more extensive the inclusion, the higher the social position of students with special educational needs, evidence from other studies indicates that the full inclusion of students with special educational needs into ordinary schools is not sufficient, per se, to increase their social participation. In this study, we set out to investigate the social position of students with special educational needs and typically developing students studying in regular classroom environments in Italian primary and secondary schools. Given that being accepted is far from the same as being chosen, besides examining rates of acceptance and rejection, we also considered the choices made by students regarding their favourite classmates. The results demonstrated that students with special educational needs are significantly less accepted and are very rarely chosen as favoured classmates by their typically developing counterparts. The theoretical and practical implications of these results are discussed.     

When the demand for educational equality stops at the border: wealthy students,international students and the restructuring of higher education in the UK

In the context of the increasing internationalisation of higher education, there is a pressing need to think through how demands for educational equality and justice, that currently tend to be framed at the national and sub-national level, should be conceptualised at a global level. This article compares two recent media and policy debates in the UK, over admitting wealthy students off-quota to university and restricting international student visas, in order to demonstrate the contradictions that are created when demands for educational equality stop at the national border. Based on a discussion of these debates, the article calls for the principle of educational equality to be extended outwards, beyond the national border, to apply to domestic and international students alike.     

Avoiding the perils and fulfilling the promises of microfinance: A closer examination of the educational outcomes of clients’ children in Nicaragua

Many microfinance advocates claim that micro-credit has a positive effect on the educational outcomes of the children of micro-credit borrowers, and that these educational improvements provide us with evidence that micro-credit institutions are serving the social function for which they have been designed. This paper draws attention to this area of microfinance-impact research, and explores the promises and perils associated with the impact of microfinance on children's educational outcomes. The goal of this discussion is to ensure that the pervasive spread of microfinance to all parts of the globe is accompanied by benefits to children's educational outcomes. Drawing on the research we conducted in Nicaragua in 2008, we, the joint authors of this paper share insights that we hope can help to upgrade the practices currently being employed by both microfinancers and children's educational institutions, and to thereby strengthen academic-credit linkages within client households.     

Effects of academic performance on the relationship between child maltreatment and deviant behavior: A national study in Taiwan

BackgroundChild maltreatment has been found to significantly increase the risk of deviant behavior. Academic performance has been shown to have an indirect effect on the relationship between child maltreatment and deviant behavior. However, not all adolescents who have been maltreated engage in deviant behavior, so the relationship between child maltreatment and deviant behavior has remained unclear.ObjectiveThe aim of this research was to examine the potential mediating and/or moderating effects of academic performance on the relationship between child maltreatment and deviant behavior.Participants and settingThe data in this study were from a nationwide study examining the consequences of childhood maltreatment in Taiwan. The database consisted of data from 2321 adolescents.MethodsA secondary data analysis was conducted. Self-report data were obtained on childhood maltreatment experiences, academic performance, and deviant behaviors. Path analyses and a generalized linear model were used to examine the effects of academic performance on the relationship between child maltreatment and deviant behavior.ResultsMost participants were male (61.4%), with a mean age of 15.9 years. The mean scores of self-rated academic performance and deviant behavior were 2.86 and 8.2, respectively. A total of 83% participants reported having experienced childhood maltreatment. In this study, academic performance was found to have a moderating rather than a mediating effect on the relationship between child maltreatment and deviant behavior. Among adolescents who had been maltreated during childhood, those who self-rated poorer academic performance were more likely to have a higher deviant behavior score than those who self-rated better academic performance.ConclusionsGood academic performance can be a buffer that reduces the risk of deviant behavior among individuals with a history of childhood maltreatment. Healthcare professionals and educators can tailor early prevention and intervention educational programs targeted toward adolescents with experience of childhood abuse or poor academic performance to prevent the incidence of deviant behavior and thus break the cycle of violence.     

Enhancing outcomes and reducing inhibitors to the engagement of students and staff in learning and teaching partnerships: implications for academic development

A growing body of literature on students as partners in learning and teaching offers evidence on which academic developers can draw when supporting, advocating for, or engaging in partnerships. We extend a previous systematic review of the partnership literature by presenting an analysis and discussion of the positive and negative outcomes of partnership, and the inhibitors to partnership. Implications include the importance of academic developers supporting: the relational processes of partnership; institutional or structural change to address resistance; and the potential of partnership to make institutions more equitable and empowering spaces.     

Playing under surveillance: gender,performance and the conduct of the self in a primary school playground

This article offers interpretations of play, in a school playground, where adult regulation and surveillance framed its enactment. Children, well aware of being watched, negotiated this through various forms of play, circumscribed by, but also playing with, adult supervision. The children were also subject to the rules governing particular age cohorts and both age and gender figured significantly in the patterns of play observed. The article argues further that, with a strong institutional emphasis on the divisions of the school day and of playtime itself, children also learnt the habits of shifting – from participation to non-participation and between modes of self-conduct. They thus became accustomed to the demands of frequent emotional and behavioural transitions and to the rhythms of the school’s organisation of time.     

Student performance in teacher education in Norway: the impact of student,institutional and structural factors

Many education systems face a challenge in recruiting graduates as teachers. This is also the situation in Norway and the newest estimates tell us that we will lack 9000 teachers in 2020. The situation is made even worse by the high number of dropouts and low performance rates in teacher education. There are many factors which have an impact on study performance and progress. Some factors are at student level, some at institutional or programme level and others at structural level. In the present article, we will discuss how students attending two different teacher education programmes at a university college in Norway negotiate between their studies and the need to earn money and the consequences this has for their study performance. We focus on student-level factors and how the university college organises its campus programmes. The findings are based on a quantitative study among 401 student teachers.