民族地区小学生数学学习态度调查研究

本研究以民族地区194名少数民族和汉族小学生为被试,使用问卷法对小学生数学学习态度的现状进行调查,结果表明：1．少数民族学生对“数学用处”和“得到教师的关注少”的认识比汉族学生低;2．四年级数学态度得分最高,五、六年级出现下降趋势;3．女生数学态度均分高于男生,但男女生的数学成绩没有差异;4．数学态度在“对教师的看法”上存在地域差异,市区学生得分优于郊区和山区学生;5．数学学习成绩好的,其数学态度得分较高。数学态度与数学学习成绩是双向影响的,这在民族地区的数学教学中应给予充分重视．     

‘Why are you applying there?’: ‘race’, class and the construction of higher education ‘choice’ in the United Kingdom

Despite entering higher education in good numbers, candidates from some black and minority ethnic groups are concentrated in less prestigious institutions. A similar pattern is evident in candidates’ applications, raising important questions about the role of ‘self-exclusion’. Statistical analysis confirms that candidates from some minority ethnic groups tend to target lower-ranking institutions, but these differences are almost entirely explained by other variables, particularly academic attainment, type of school attended, number of A-levels taken and subject mix. It follows that some minority ethnic groups appear to be indirectly disadvantaged by patterns of schooling that do not prepare candidates for elite higher education. Similar processes are evident in relation to social class, although candidates from less privileged family backgrounds remain less likely to target high-status institutions even when other variables are taken into account.     

Understanding the Impact of Accountability on Preservice Teachers’ Decisions About Where to Teach

Research has shown that individuals who become teachers are uniquely oriented to the psychic rewards of teaching such as connecting with students and making a difference. Yet, in the era of “No Child Left Behind”, emphasis upon test scores as indicators of student learning, competition within and between school districts, and threats of external sanctions seem to promote a different orientation to teachers’ work. This is especially the case in schools with limited human, social, physical, and cultural capital serving disproportionate numbers of low-income, racial/ethnic and linguistic minority students typically located in urban areas. Given the existing problem of teacher shortages in urban schools and the current impact of accountability, this study seeks to explore two questions: How do preservice teachers believe their aspirations to teach will be affected by the accountability movement? And how do these views affect their considerations about where to teach?     

民族地区资教教师的现状与对策研究——以湖北省恩施土家族苗族自治州为例

对湖北省恩施土家族苗族自治州的师资流动状况进行的详细调查表明：资教教师的生活、教学等状况均存在一定问题,如生活的不适、教学的不安、教学效果的不尽人意等。这种现状对少数民族地区教师队伍建设、稳定及教育质量的保障有着不可忽视的影响。因此,为了民族地区的教育发展、为了民族地区的孩子、为了整个教育事业的发展,我们需要可持续发展的有效机制作保障。     

Bad boys,good girls? Implicit and explicit attitudes toward ethnic minority students among elementary and secondary school teachers

Teachers’ attitudes toward ethnic minority students might differ by students’ gender and the type of school teachers are working in because of different motivations for teaching and different school practices. Hence, the aim of the current research was to investigate elementary (n = 82) and secondary school (n = 82) teachers’ implicit and explicit attitudes toward male and female ethnic minority students. Teachers worked on either a male or a female Implicit Association Test and filled out a gender-specific questionnaire for measuring explicit attitudes. The results showed that elementary and secondary school teachers had negative implicit attitudes toward ethnic minority students, independent of students’ gender. Whereas secondary school teachers were implicitly more positive toward boys, elementary school teachers were implicitly more positive toward girls. Elementary school teachers were more enthusiastic about teaching ethnic minority boys than girls. The findings provide the first insights into differences in attitudes between elementary and secondary school teachers.     

Help or Hindrance? Higher Education and the Route to Ethnic Equality

Upward social mobility has been evident among British ethnic minority communities since the 1960s, and education appears to have had a key role in this process. Despite this, social scientists have been slow to consider the link between education, ethnicity and social stratification. The role of higher education has been particularly neglected. Although there has been some suggestion of an ethnic bias in the allocation of university places, previous work in this area has been limited by the nature of the data that have been available and by the types of analysis that have been conducted. This article includes detailed consideration of the key stages of the university application procedure, and particular attention is given to the role of candidates' predicted and actual A-level grades. Although young people from ethnic minority backgrounds are admitted into university in large numbers, it is suggested that higher education has an ambivalent role in relation to ethnic equality. Institutional biases mean that ethnic minority candidates are filtered into the new university sector, and it is concluded that biases in education and the labour market combine to create a cumulative pattern of ethnic disadvantage.     

Sociological Perspectives on Ethnic Minority Teachers in China: A Review of the Research Literature

Improving the quality of education has been a central goal of the People’s Republic of China since its founding in 1949. Particular concern has been focused on ethnic minority areas where educational quality lags behind that of other regions. Since 1986 the State Education Commission has been working toward the implementation of nine years of compulsory education for all Chinese children nationwide. Implementing this policy has been particularly challenging in the less developed areas of western China where many ethnic minorities live. The solution rests in training an adequate number of teachers who are themselves from ethnic minority groups or who are willing to teach ethnic minority children. This article reviews a significant and growing body of English-language literature, drawn from the sociology of education, on minority teachers and teachers of minorities in the People’s Republic of China.     

Literacy attitudes,habits and achievements of future teachers

Pre‐service teachers’ reading habits and their literacy abilities affect their views toward teaching reading and writing and how they implement literacy instruction. This study explored the relationship between the past and current reading habits of pre‐service teachers in relation to their reading and writing abilities. Participating teacher candidates completed a questionnaire regarding their reading habits, completed two reading comprehension components of the Nelson‐Denny Reading Test and provided a writing sample. Teacher candidates who received higher scores on the comprehension subtest of the Nelson‐Denny Reading Test recalled a higher degree of early school emphasis on enjoying stories and mastering reading skills, frequent childhood visits to the library, frequently being read to as a child and a higher degree of enjoyment associated with reading.     

Peer ethnicity and achievement: a meta-analysis into the compositional effect

This study reports a meta-analysis on the effects of ethnic minority share in school on achievement test scores. Best evidence from the studies that have appeared thus far on this topic shows that these compositional effects appear small in general, but may be larger when the ethnic minority group is African Americans in the USA than when the minority group consists of immigrants. A high share of students from an ethnic minority group seems to affect the achievement of students belonging to the same ethnic group more than the achievement of students belonging to the ethnic majority or to other ethnic minority groups. Effects of the share of immigrants on test scores of ethnic majority students even seem to be close to zero. Several robustness checks confirm our results. The review concludes with a discussion of implications for research and policy practice.     

第二语言习得中的年龄因素——少数民族大学生初始英语学习年龄对学习成绩的影响调查

本课题以Lenneberg的关键期假设为理论背景,通过调查166名少数民族大学生初始英语学习年龄以及大学英语四级考试成绩,探讨初始年龄对英语学习成绩的影响。调查结果显示,早期接触有利于儿童将来的英语学习。其原因除了处于关键期的儿童大脑可塑性强、对语言输入敏感外,少数民族学生从小学一年级开始学习汉语,这种二语习得的经验对英语学习具有促进作用。     

Patterns of Student Performance on Mathematics Strands for American Indians and Others

Abstract

This study was an investigation of the patterns of performance among elementary aged students on the strands of the mathematics curriculum of a large urban school district. Test data were measured by using locally developed criterion referenced benchmark tests which were administered to all kindergarten, first, second, and fourth graders in one large urban school district. Analysis of variance and multiple classification analysis were used to determine the difference in total test scores and strand scores by ethnic group, gender, and socioeconomic status and to determine the proportion of test score variability accounted for by these demographic variables. The results of this study suggest that numeration is an area of the mathematics curriculum that causes special problems for Indian and black students, and that geometry is an area of relative strength for these two ethnic groups.     

西北民族地区义务教育教师多元文化素养现状调查

对西北民族地区6个县级行政区605名义务教育教师进行调查后发现:教师的多元文化素养整体上处于中等水平,还有较大提升空间;教师的多元文化态度水平较高,但多元文化知识和能力有所不足;教师的多元文化素养在城乡、职称、是否担任班主任、所学专业、民族背景等方面均存在一定差异。据分析,民族之间的交往交流交融和教师的教育经历与学习状况是导致上述差异的重要原因。基于此,可采取以下措施提升民族地区教师的多元文化素养:创造民族之间实质性接触机会,促进跨文化互动与交往;在教师教育中体现多元文化素养的培养;深化对不同民族学生学习特点和教学的研究;鼓励教师进行民族文化教育资源和校本课程的开发与利用。     

云南边疆中学优秀教师与一般教师教学效能感研究

采用问卷法对718名云南边疆中学的优秀教师与一般教师的研究发现:优秀教师与一般教师的教学效能感存在显著的差异;优秀教师的总体教学效能感以及个人教学效能感,一般教学效能感均高于一般教师;边疆少数民族地区的优秀教师、一般教师与内地的专家型教师、新手型教师的教学效能感存在着共同性与差异性;不同的民族、性别对优秀教师、一般教师教学效能感的影响并不显著。     

The Experiences of African American Physical Education Teacher Candidates at Secondary Urban Schools

Presently, most physical education teachers in the United States are White Americans and from middle class families. In fact, 83 % of all teachers in public schools are White Americans, whereas approximately 10 % of all African American teachers are representative of all teachers in the United States. A student might feel cultural dissonance that she or he is behaving appropriately based on the student’s cultural norm and upbringing, but the teachers who have different cultural and ethnic backgrounds than the students may inappropriately interpret or respond to the behavior. Therefore, it is important to study African American pre-service physical education teachers’ student teaching and field-based experiences with ethnically diverse adolescence (e.g., African American students), because they have the potential to develop a positive relationship between school support, teacher support, and academic achievement and influence student learning, motivation, and engagement in physical education. The purpose of this study was to describe and explain the experiences of African American physical education teacher education (PETE) candidates at secondary urban schools. The research design was explanatory multiple-case study situated in activity theory. Participants were seven African American PETE candidates. The qualitative data sources were interviews, weekly journal reflections, and e-portfolios. The results were (a) navigating power relationships between cooperative teachers and students, (b) a ‘shocking’ experience: Feeling under-prepared, and (c) encountered cultural normalcies and stereotypes in teaching physical education. PETE programs must better prepare teacher candidates for working in urban schools with greater cultural competence and higher self-efficacy.     

Beliefs and Achievement: A Study of Black, White, and Hispanic Children

School achievement among black, white, and Hispanic elementary school children was investigated, and efforts were made to study the beliefs about academic achievement of the children and their mothers. A total of approximately 3,000 first, third, and fifth graders enrolled in 20 schools in the Chicago metropolitan area were given achievement tests in mathematics and reading. Black and Hispanic children performed at a significantly lower level than white children, but at fifth grade ethnic differences in mathematics scores were no longer significant when mothers' education was statistically controlled. This was not the case in reading, where differences were found after controlling for the effects of mothers' education. Interviews with subsamples of approximately 1,000 mothers and children revealed greater emphasis on and concern about education among minority families than among white families. Black and Hispanic children and mothers evaluated the children and their academic abilities highly; they were positive about education and held high expectations about the children's future prospects for education. Mothers of minority children and teachers in minority schools believed more strongly than white mothers and teachers in the value of homework, competency testing, and a longer school day as means of improving children's education.     

Offsetting racial disadvantage in employment: enhancing performance on personnel selection tests through access training

This paper gives an account of the use of access training in order to enhance the performance of ethnic minority candidates in the process of selection for the West Midlands Police Force. Following the location of the initiative in an equal opportunities framework, the new Police Initial Recruitment (PIR) Test is described. This test was introduced in 1991 to replace the original test, first used in 1974, and is the first element in the selection process. The aims of the access training course are outlined and attention drawn to the way in which the course seeks to develop a range of skills relevant to both the selection process and police basic training, i.e. it seeks to do more than simply raise test scores. The methods used to evaluate the effectiveness of the access course are reported before consideration is given to the issues raised by the study.     

INTERACTION OF RACE AND TEST ON READING PERFORMANCE SCORES

This study examines the relationship between race and performance on two nationally standardized reading tests. The appropriate reading tests of the Iowa Test of Basic Skills and Metropolitan Achievement Battery were administered to all fourth and sixth-grade students in all elementary schools of an urban school district near New York City. Although white pupils earned higher scores than nonwhite pupils on both tests, the Metropolitan produced significantly greater differences between the races than the Iowa, at both grade levels. Factorial analysis of variance confirmed the statistical significance of these differences. Implications of Race X Test (suggesting S.E.S. X Test) interaction effects for program evaluation and instruction are briefly discussed.     

Teaching Students from Other Cultures: An Exploration of Language Teachers’ Experiences with Ethnic Minority Students

This article reports on a qualitative study investigating a group of novice ESL teachers’ teaching experiences with ethnic minority students in secondary schools in Hong Kong. It finds that, while teachers argue that society has not been tolerant enough of ethnic minorities, they nonetheless believe that ethnic minorities should comply with societal expectations in order to gain respect and more opportunities. In passing judgement on ethnic minority students’ learning style and life attitudes, and in urging that they be changed, the teachers have, perhaps unconsciously, perpetuated and reified underlying societal stereotypes. It is found that the accented English spoken by ethnic minority students has been devalued and delegitimized, which may disempower them in educational settings and prevent them from expressing and defending their ideas. Implications for education pre-service and novice ESL teachers working with ethnically diverse students are discussed.     

浅论中小学民族教师心理健康问题

本文研究分析了中小学民族教师的心理不健康状况及其主要表现,以及引起这些不健康心理问题的各种因素,分析教师不健康心理对学生产生的不良影响.同时,论述了心理健康教育的重要意义,并提出了保持中小学民族教师心理健康的一些方法和措施.     

Closing the Racial/Ethnic Gap Between Students of Color and Their Teachers: An Elusive Goal

This article examines minority teacher recruitment policies and programs of the past two decades and explores their influence on the racial/ethnic makeup of the teaching force in elementary and secondary public schools. The results show that while important progress has been made toward increasing the overall number and proportion of minority teachers in the public schools, those gains have been eclipsed by the rapid growth of the minority student population. As a result, the racial/ethnic gap between students of color and their teachers has actually increased over the years. The authors provide an overview of current minority teacher recruitment state policies and introduce the Teacher-Student Parity Index, a new metric for comparing the proportions of teachers and students from different racial/ethnic groups to gain a more textured understanding of the demographic reality of today's schools than is presently found in the literature. The authors conclude with recommendations for policy and research.