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101.
Maurice De Greef Dominique Verté Mien Segers 《International Journal of Lifelong Education》2013,32(4):453-476
Our current knowledge society does not only have an impact on labour market demands, but its citizens also have to cope with increasing social demands. A growing number of vulnerable adults lack basic competences and therefore risk social exclusion. In this respect, The European Commission as well as the OECD agree that adult education can play a significant role in increasing social inclusion of vulnerable adults. However, to date, evidence of outcome of adult education programmes in terms of social inclusion is hardly available. The present study aims to unravel the complexity of the phenomenon of adult education to enhance participants’ social inclusion. Using a phenomenographic approach, we have explored different experiences of 32 vulnerable adults who have participated in adult education courses. The results show that an increase on an individual level (activation and internalisation) is more often perceived by the interviewees than an increase on the collective level of social inclusion (participation and connection). To ensure successful results and to improve quality of the lifelong learning process it seems that particularly the variables teacher support, life circumstances, and learning contents and activities are important elements to enhance the transfer aiming to increase social inclusion. 相似文献
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The objective of the paper is to re-examine the mother–child education achievement hypothesis, by re-examining the effect of mother's education, on math and literacy test scores of children in Kenya. Data come from the classroom Education Research Programme at the African Population and Health Research Centre which was collected between January and March 2012. Since pupils are nested within schools, we fitted a two-level random intercept model. Our findings show that mothers' and fathers' education has a positive and significant independent association with literacy and numeracy achievement. After interacting mothers' and fathers' education and controlling for school and pupil characteristics, we observed two significant findings: (1) mother's education remains statistically significant but is negatively associated with the pupil's score in both literacy and numeracy; and (2) the interaction of both parents' education is significant and positively associated with pupil scores in literacy and numeracy. This study underscores the importance of the complementarity between mothers' and fathers' education in order for children to acquire and learn literacy and numeracy in schools. In as much as mothers' education is important in the children's literacy and numeracy, the importance of fathers in children's literacy and numeracy cannot be ignored. 相似文献
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Reviews of research on rural schools and their communities in British and Nordic countries: Analytical perspectives and cultural meaning 总被引:1,自引:0,他引:1
Linda Hargreaves Rune Kvalsund Maurice Galton 《International Journal of Educational Research》2009,48(2):80-88
This introduction presents the case, and sets the scene, for five reviews of research on rural schools and their communities, arguing that educational research in this field is relatively rare, and decreasingly visible despite the significant population of the world's children who live in rural communities and attend rural schools. After considering various interpretations of ‘rural’, of the purpose and function of rural schooling, and of the relationship between school and community, we present three basic research questions with relevance for researchers of schools and communities, rural and urban, the world over, and raise more specific questions which are addressed in the reviews themselves and pursued in the closing chapter. Finally we introduce the research reviews and justify our selection of British and Nordic countries, where, despite geographical proximity, there are wide thematic and methodological disparities in rural schools’ research. 相似文献
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The purpose of this analysis was to estimate the frequency and severity of child abuse committed by adolescents who were in nonparental caregiving roles. The sample was composed of cases in which either physical or sexual abuse was substantiated through child welfare investigation. The main comparisons were between adolescent and adult caregivers. While caregiver age did not appear to have a consistent effect on the occurrence of physical abuse, notable differences between adolescents and adults were found in the area of sexual abuse. Not only were adolescents observed to commit substantially more sexual abuse than older caregiver cohorts, but the sexual abuse they committed was more likely to involve intercourse and physical assault. These findings have implications for future research and practice. 相似文献
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Page-Reeves Janet Marin Ananda Moffett Maurice DeerInWater Kathy Medin Douglas 《Cultural Studies of Science Education》2019,14(1):177-197
Cultural Studies of Science Education - This paper discusses findings from 40 ethnographically inspired interviews with 21 Native science professionals conducted in two iterative phases (21 in... 相似文献