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1.
The educational inequity of rural workers’ children is a unique social problem in the transition stage of China. Based on the specific survey in such provinces as Hubei, Henan, Anhui, and other provinces, a conclusion can be drawn that the reasons for the educational inequity of rural worker’s children are very complicated, among which the system is the most essential factor. Therefore, institutional safeguards should be provided to realize the education equity of rural worker’s children. 相似文献
2.
教育公平与制度保障——进城务工人员子女接受义务教育的现状分析 总被引:3,自引:0,他引:3
进城务工人员子女义务教育公平问题是中国社会转型期一个独特的社会问题,已引起社会的广泛关注.本文基于对湖北、河南、安徽等省市进城务工人员子女上学问题的专门调查,并结合全国已其他省市的调查研究,从制度层面就进城务工人员子女的义务教育公平问题及其成因进行分析,并在此基础上提出如何从制度上保障进城务工人员子女公平接受义务教育的对策思路. 相似文献
3.
The paper by White in this issue of Interchange contains an interesting model for a global educational perspective based on
the writings of Aurobindo and Pierre Teilhard de Chardin. White proposes a foundation for this new perspective based on the
synthesis of Aurobindo’s and de Chardin’s theories of global, social, and conscious evolution. In our response we critique
the author’s proposal from the perspective of the current challenges to social justice within the educational community. In
particular the writings of Charles Darwin, Paolo Freire, Karl Marx, and Vivekananda (Aurobindo’s peer) are examined to present
evolutionary and philosophical viewpoints on the origins and causes of inequity. We contend that no global multicultural perspective
on education is possible unless we first address the fundamental inequities present within the socio-economic and educational
structures that characterize the world today. Thus any attempt to introduce a “global educational agenda” within an educational
institutional structure is bound to be problematic. 相似文献
4.
Mara Casey Tieken 《Peabody Journal of Education》2017,92(3):385-404
This analysis recounts and examines the history of American public education, focusing on the experiences of poor urban and rural students of color. Using the lens of critical race theory, it suggests that educational inequity is not just raced and classed but also spatialized—that is, embedded in and maintained through geography. The mechanisms of this spatialization similarly disadvantage rural and urban schools serving poor children of color, and educational reforms have failed to dismantle the relationship between inequity and geography. Offering a clearer understanding of today's inequities, this analysis shows that these schools should be seen less as opposites than as allies with a shared interest in expanding educational opportunity across geographies. 相似文献
5.
Teacher receptivity to system-wide curriculum reform in the initiation stage: a Chinese perspective 总被引:1,自引:0,他引:1
Few studies deal with teachers’ receptivity in the initiation stage of educational change, especially in a non-western cultural
context like Mainland China. This study aims at investigating teachers’ receptivity to the system-wide curriculum reform of
the senior secondary education in the initiation stage and understanding the factors influencing teachers’ receptivity in
Mainland China. Questionnaire survey with open-ended question (n = 763) is employed to explore teachers’ receptivity in four selected experimental provinces, i.e., the first group of provinces
which are selected by Ministry of Education to implement the curriculum reform. Results indicate teachers have positive attitudes
and behavioral intentions toward promoting the curriculum reform of senior secondary education, and they consider the reform
is valuable but difficult to carry out. The existing theoretical model can explain teachers’ behavioral intentions quite well,
but its predicting ability to teachers’ general attitudes is limited, which indicates some new variables that need to be considered,
too. Implications of this study and suggestions for future research are also discussed in the article. 相似文献
6.
Yingxiu Yang 《Frontiers of Education in China》2006,1(2):258-269
Using statistical data on the implementing conditions of China’s educational expenditure published by the state, this paper
studies the Gini coefficient of the budget educational public expenditure per student in order to examine the concentration
degree of the educational expenditure for China’s basic education and analyze its balanced development condition. As the research
shows, China’s basic education is undergoing an unbalanced development due to diversified factors, which is mainly reflected
as follows: firstly, the budget educational public expenditure presents a four-tiered appearance of the strong, the less strong,
the less weak and the weak, which lead to a great discrepancy between the two opposing extremes; secondly, the compulsory
education in rural areas is still confronted with great difficulties; thirdly, the general senior secondary education is loaded
with the crisis of unbalance. Therefore, it is necessary to construct a balanced development policy framework of the basic
education and pay close attention to the benefit and effectiveness of the educational input. In addition, it is also important
to clearly stipulate the criterion of the government’s educational allocation and to support the disadvantaged areas in order
to promote the balanced development of the basic education.
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Translated from Education Research, 2005:9 相似文献
7.
8.
Cathlin M. Davis 《Children‘s Literature in Education》2011,42(4):340-353
Louisa May Alcott’s juvenile fiction is often focused on aspects of children’s lives that were also topics of reform in nineteenth
century America. In Jack and Jill and Eight
Cousins, Alcott presents an idealized picture of child-centered learning, building on three central principals: (1) Good teachers
are sympathetic and understanding of children; (2) Every child needs to be healthy in order to learn; and (3) Children should
be allowed to explore their world through self-directed, active learning. The ideal educational environment that she describes
has much in common with the theories of John Dewey that would emerge some years later; using Dewey’s writings can give further
insight into Alcott’s fiction. In this article, I argue that Alcott sees the world from the perspective of her young characters,
and describes it in a way that simultaneously connects to her young readers and gives adults insight into the child’s world. 相似文献
9.
教育期望中的社会阶层差:父母的社会地位和子女教育期望的关系 总被引:1,自引:0,他引:1
Chunhua Yang 《Frontiers of Education in China》2007,2(4):568-578
To achieve the overall goals and purposes of education is closely related to the living environments of students. Different
family backgrounds will put children into a situation where they face unfair competition. According to a survey conducted
in China’s Urumqi and Changchun about parents’ awareness of educating their children, this paper will suggest that families
with different backgrounds have different expectations for their children’s education. Moreover, it suggests that parents’
social status is related to their children’s education expectations. Therefore, we can find that parents’ social status influences
their children’s education, and their positions in social class are related to education.
__________
Translated from Qinghua Daxue Jiaoyu Yanjiu 清华大学教育研究 (Tsinghua Journal of Education), 2006, (4): 71–76 相似文献
10.
Kristin M. Larsen 《Children‘s Literature in Education》2012,43(1):27-47
In this article, the author explores the richly layered double text of Kushner and Sendak’s picturebook, Brundibar (2003)—the historical context of Brundibár as a Holocaust-era children’s operetta by Hans Krása and Adolf Hoffmeister, and the present day manifestation of Brundibar as a children’s picturebook. In order to contextualize the discussion of Kushner and Sendak’s text, Brundibar’s historical origins in Nazi-annexed Czechoslovakia and its transition to the stage in the Nazi “model” concentration camp,
Terezín, is presented. An extensive semiotic analysis of Kushner and Sendak’s illustrations and text is also provided within
the framework of what Kushner (The art of Maurice Sendak: 1980 to the present, 2003) terms “a world of trouble and woe and worse” (p. 210). Furthermore, the author discusses the development of Sendak’s Hitlerian
Brundibar and the struggles that both Kushner and Sendak faced as they considered how to portray the story’s antagonist, given
their somewhat differing conceptions of which difficult themes and topics children should be exposed to during childhood.
To round out this discussion, the author explores pedagogical implications for teachers as they read difficult texts, particularly
Holocaust texts, with children. 相似文献
11.
This study was conducted in a Reggio inspired child care classroom of 4-year olds where the fundamental principles of Reggio
Emilia preschools are interpreted for a Canadian context. Qualitative case study methodology was employed to investigate how
social interaction plays a role in young children’s learning processes. Drawing on social constructivist views of children’s
learning and socialization, children’s discussions and interactions within a preschool learning group were examined. Examination
of children’s discourse is valuable not only for understanding individual and group learning experiences but also for illuminating
children’s agency and their active roles in their own learning. The study focused on the in-depth study of six children’s
activities during a ‘Shades of Pink’ project. As the project, ‘Shades of Pink’ unfolded, the children faced cognitive conflict while they were talking about the details of Monet’s painting, but worked
toward building common understandings. In this study, children are considered to be meaning makers and active participants
in their own learning processes. In addition, the relationships between children became a context in which the co-construction
of theories, interpretations and various understandings of reality took place. Small group work became a basis for creating
unity, a space in which thoughts took shape as well as a way to compare interpretations; with the result that new thoughts
and meanings were produced. 相似文献
12.
中国西部地区农村学校义务教育教学质量研究 总被引:1,自引:0,他引:1
The paper has compared the quality of compulsory education of rural schools in West China with the counties, cities, and provincial
capitals, and find out that there is a big gap between the quality of West rural and urban compulsory education, the quality
of some grades of the rural primary schools has not achieved the basic requirement of the curriculum standards, the gap between
the quality of junior high schools in rural and urban areas is relatively severe. The mean score and qualified rate in the
subjects of Chinese, mathematics and English of West rural junior high students are distinctly lower than that of the urban
and county schools. The main factor that leads to the bigger discrepancy between the urban and rural education quality mainly
lies in the difference in the teaching force. Compared with urban schools, the teachers in rural schools is insufficient and
poorly-trained, with less access to teachers’ professional development and support. The teaching quality in the West rural
schools should be paid attention and improved in light of the rationale of educational equity.
__________
Translated from Jiaoyu Yanjiu 教育研究 (Educational Research), 2008, (2): 21–32 相似文献
13.
Coosje van der Pol 《Children‘s Literature in Education》2012,43(1):93-106
This article explores what it means to be a competent reader of picture storybooks by examining the abilities of some 4–6-year-olds,
who were read stories aloud in class. Jonathan Culler’s concept of “literary competence” was used to tease out the children’s
implicit knowledge of the structures and conventions that enable them to read a work of fiction as literature. From a more
practical point of view, Lawrence Sipe’s class-based work, discussing picture storybooks with first and second grade children,
provided some useful guidelines. This current study draws on an educational design experiment involving “literary conversation
guides,” which help probe children’s understanding of such story features as character and irony. 相似文献
14.
Nadjwa E. L. Norton 《The Urban Review》2006,38(4):313-334
Children in public schools challenge people’s conceptions of them by talking about their spiritualities and spiritual practices. Based on a one-year multicultural feminist critical narrative inquiry, this article examines how Black and Latina/o first grade children co-researchers interview family members to think about their beliefs, encourage others, and to acquire more spiritual knowledge. I provide three counterstories in which children choose a mother, an older sister, and a younger brother to interview. These counterstories demonstrate children’s diverse literacies and spiritual practices, and families’ involvement in children’s lives. I discuss implications for educational practices in support of Black and Latina/o children and their families. I highlight ways pedagogical practices can be critiqued and transformed in order to better support children.Dr. Nadjwa E. L. Norton is an Assistant Professor in the Literacy Department at City College, CUNY. Her scholarship focuses on multiple literacies practices, spirituality, teacher education, equity-oriented multicultural education, and collaborative qualitative research designs. Address correspondence to Dr. Nadjwa E. L. Norton, Department of Literacy NAC 6/207, The City College of New York, 138th Street & Convent Avenue, New York, NY 10031, USA; e-mail: nnorton@ccny.cuny.edu. 相似文献
15.
The purpose of this study was to evaluate if an educational package used for animal welfare teaching would have significant
effects on the knowledge of first grade children in a rural area of Mexico. The research was conducted with 276 students in
six public schools. In the experimental group, 177 children participated in a 10 week-long animal welfare education program
that covered ten one-hour animal welfare topics. The control group, consisting of 99 children, did not receive the course.
There were no significant differences (P > 0.05) between pretests of the experimental and control schools (ANOVA). However, a significant effect of the program on
the children’s knowledge was found when the results of the posttest were analyzed using the pretest as a covariate (ANCOVA).
Furthermore, the correct responses of the children exposed to the Animal Welfare program were on average 78% richer in concepts
compared to responses from children in the control group. These results contribute to the growing body of research literature
on the relationship between children and animals in humane education, suggesting that first grade children living in moderate
economic conditions can assimilate animal welfare concepts. 相似文献
16.
Persistence is important in developing pre-school children’s ego control. Based on the fact that during the teaching process
a teacher’s communication and actions will have a significant influence on young children, which is due to the teachers’ high
degree of control over them, four experiments were designed to probe the influences of teachers’ attitudes and oral guidance
on the development of persistence among infant students. The results indicate that different attitudes and oral guidance influence
the development of persistence of young children differently.
Translated by Wang Dongsheng from Xueqian Jiaoyu Yanjiu 学前教育研究 (Studies in Preshcool Education), 2008, 6(1): 17–20 相似文献
17.
Princeton University Press recently published the American moral philosopher Harry Frankfurt’s book On Bullshit, which quickly made the New York Times best seller list. Originally published in the journal Raritan in 1986, Frankfurt’s book has been heralded as an important theoretical development in the study of what he (and society)
colloquially refer to as “bullshit.” Frankfurt formally defines BS as a situation where ones inclination and obligation to
speak about a topic or concept far exceeds one’s knowledge of the topic, which most certainly has been a rising problem for
a number of reasons over the past 20 years. However, Frankfurt’s book, which purports to be a moral victory of sorts, and
despite its popularity, is not only severely flawed and outdated from an educational, cognitive, and philosophical perspective,
but it is also highly oppressive in several different but very important ways. Because this book and its main arguments are
being cited favorably in a number of different academic circles (including the science education community), this paper highlights
the limitations and flaws of this book and develops a counter-argument and model of BS that has important implications for
science, mathematics, philosophy, and educational theory and research. 相似文献
18.
Huisheng Tian 《Frontiers of Education in China》2007,2(1):119-132
Currently, there is lack of educational wisdom in classroom teaching. Educational wisdom is a kind of quality of good education,
representing a free, harmonious, open and creative status of education. The educational wisdom of intellectual teachers is
the outcome of the close integration of educational science and art. It is also the result of teachers’ long-term practice,
reflections and the comprehensive expression of teachers’ capacities. The shackles of traditional teaching systems, the utilitarianism
orientation of teaching reforms and educational research and the habitual mode of teachers’ practice have affected the formation
of teachers’ educational wisdom. To get rid of the dilemma, it is necessary to reconsider the significance and the value of
teaching, to show due concern with teachers’ practice, to weaken the utilitarianism orientation of teaching reforms and educational
research and to arouse teachers’ professional feelings and enthusiasm for learning.
Translated from Jiaoyu Yanjiu 教育研究 (Educational Research), 2005, (2): 50–57 相似文献
19.
Michael Lockwood 《Children‘s Literature in Education》2009,40(4):296-305
This article looks at how Ted Hughes’ poetry for children developed over more than 30 years of publication. It traces the
movement from his earlier, more conventional rhyming poems, such as Meet My Folks! (1961) and Nessie the Mannerless Monster (1964), to the mature, free verse “animal poems” for older readers of Season Songs (1976c), Under the North Star (1981) and the “farmyard fable” What is the Truth? (1984). The article argues that the later lyrical poems for younger readers where Hughes returned to rhyme, The Cat and the Cuckoo (1987) and The Mermaid’s Purse (1993), represent an undervalued final phase of Hughes’ work for children which is rarely discussed by critics. The discussion
considers Hughes’ changing attitude to the concept of the “children’s poet” at different periods of his career. Reference
is made throughout to Hughes’ own writing about children and poetry, such as Poetry in the Making (1967), and to parallel developments in his poetry for adults. 相似文献
20.
Marjaana Kangas 《Learning Environments Research》2010,13(3):205-223
This grounded-theory study involved how Finnish children describe their ideal school and learning environment and considers
how their notions should be valued in the development of schools to better respond to the challenges of the future. The school
children, aged 10–12 years, participated in the study by writing a story about a school in which they would be happy to study.
Ninety-three children’s stories were coded and analysed, and a model of the ideal school and learning environment based on
their ideas was developed. This model school, called a Broadening and Empowering Learning Environment, is designed to contribute
to children’s physical, educational, cultural and socio-emotional well-being, offers opportunities for fantasy and innovation,
and employs creative and sports-based learning methods, among others, in both formal and informal settings. The study showed
that children, as educational stakeholders, are well aware of the potential of modern schools and of the different aspects
that would enhance their ability to learn and their satisfaction with schooling. 相似文献