Framing Refuge: Media,Framing, and Sanctuary Cities

The refugee sanctuary movement in the United States has shifted to include undocumented immigrants fleeing violence and economic strife. Given the negative tenor of coverage of undocumented immigration, and ties between framing and policy views on immigration, how the media frames sanctuary cities is likely to impact public perceptions of these cities and their policies. To assess media coverage of sanctuary policies, we analyzed articles from five national newspapers from 1980 to 2017 with both human content analysis and dictionary-based computational analysis. We find that framing around religion/morality and conflict has decreased, while stories focusing on crime and partisanship have increased. We discuss implications for public opinion and the likelihood that the American public will take their cues from media framing and elite discourse when it comes to sanctuary policies.     

父母外出务工与留守子女辍学——基于CHNS调查数据的经验分析

利用中国健康与营养调查(CHNS)数据,本研究对农村父母外出务工与留守子女初、高中阶段辍学行为之间的关系进行了实证分析。结果表明:父亲外出务工会显著降低留守子女初、高中阶段的辍学概率,母亲外出务工则会显著增加留守子女初中阶段的辍学概率。此外,免费义务教育政策的实施在较大程度上降低了留守子女的初、高中阶段的辍学概率;与那些父母受教育程度较低的留守子女相比,父母受教育程度越高的留守子女越不容易辍学;家庭子女数和机会成本会提高留守子女初中阶段辍学的概率。因此,为降低农村中学阶段子女辍学率,政府应当增加农村妇女当地就业机会以减少母亲外出的影响、推进户籍制度改革使随迁子女能获得同等的教育机会,并为高中阶段和多子女家庭提供教育补贴。     

体育学院优秀散打运动队管理现状研究

本文采用文献资料法、问卷调查法、访谈法、数理统计法对我国体育院校优秀散打运动队的基本情况和运动员在思想、学习、训练以及生活管理中的现状进行分析探讨,希望能及时解决管理中存在的问题,从而为进一步提高我国散打运动队的管理提供服务。     

The risks of ‘university speak’: relationship management and identity negotiation by mature students off campus

Research finds that participation in higher education is generally empowering for mature students but that it can also create tensions in their off-campus relationships. This article reports on findings from an ongoing study of the experiences of mature students at university in Ireland and draws from interviews with 15 such students in the final year of their studies. Following similar research by Baxter and Britton in the UK, the article considers how mature students experience and represent changes in identities and social relationships brought about by entry to higher education. Specifically, the article focuses on the risks associated with using newly acquired academic language (or ‘university speak’) off campus. The findings reported here complement existing research and offer support for Baxter and Britton’s suggestion that mature students often experience compartmentalisation and fragmentation in their self-identities.     

Establishing respectful educative relationships: a study of newly qualified teachers in Ireland

Interpersonal respect is a fundamental aspect of relating to others. This is especially true for teachers, as cultivating relationships is implicit in effective teaching. This three-year qualitative study examines a developing understanding of respect for pre-service teachers that progresses on to their first year’s teaching to examine the influential factors on that understanding. These teachers’ pupils were also asked to comment on their perceptions of respect. The findings indicate that interpersonal respect in an educative relationship is influenced by the level of autonomy afforded pupils and minimising the power differential between teachers and pupils.     

Education Assistant Support in Inclusive Western Australian Classrooms: Trialling a Screening Tool in an Australian Context

Education assistants (EAs) who support students with disability in general education classrooms often find themselves in difficult situations. Caught in the firing line between their personal sense of duty, expectations of the classroom teachers, and the challenges that inclusion presents, their roles as primary support agents are anything but clear. In the following article the authors describe the findings from a modification of screening tool on the over-utilisation of paraprofessionals. The 16-item electronic survey focused on factors associated with EA support, conducted in a variety of Western Australian schools. The findings revealed that school community members such as EAs, classroom teachers, administrators and parents observed aspects of EA support that appear counter-productive towards more inclusive pedagogy.     

Outside of School Matters: What We Need to Know in Urban Environments

This article focuses on factors outside of school that we have identified from the established research literature as essential for educators to consider in supporting students in urban environments. We start by conceptualizing what it means for a school to be “urban.” Following this discussion, we describe four outside-of-school factors that emerge from the literature: (1) Understanding Student and Family Homelessness; (2) Understanding Geography and Social Contexts; (3) Understanding Policy and School Funding; and (4) Understanding Parental and Family Involvement. These factors are important to helping educators, especially pre- and in-service teachers, in their understanding of and, consequently, the practices they use to meet the needs of students in these social contexts. We conclude with recommendations for educational practice.     

中国古代的水煮方便食品:棋子面与挂面

棋子面最早出现于《齐民要术》,是一种状如棋子、蒸熟以备不时水煮食用的方便食品。唐宋元明各代多作为军食,其烹熟方式也衍生出炒、油煎等,后世又作为幼儿方便食品。近代的"棋子面"则多了一种擀切为菱形的面片。"挂面"一词始出《饮膳正要》,但在唐代敦煌文献中即有"须面"称谓,元代文献也称之为"索面"。是一种水煮方便条状粉食。     

Autistic young people’s experiences of transitioning to adulthood following the Children and Families Act 2014

Changes to special educational needs and disability (SEND) legislation in England were implemented in 2014. Here, we evaluate the impact of these changes from the perspective of 80 autistic young people aged 16–25 years. Using an online survey and/or interviews, we examined young people’s views on three key principles of the SEND reforms: the help and support provided to them; whether they were given a say in the choices and support that they were offered; and their satisfaction with their educational journeys and outcomes. The results paint a mixed picture. Our sample of young people reported varied experiences regarding the help and support they received, and how much of a say they had regarding the choices and support available to them. The types of schooling they accessed played a role here: young people in mainstream schools highlighted particular challenges in accessing appropriate support, while many young people in special schools said they felt well supported. Parental advocacy was crucial for all young people, as was having key ‘champions’ in the form of teachers who really knew them well. The need for the development of general life and self-advocacy skills was apparent, however, especially in preparing the young people for life after school. Encouragingly, most of our participants were generally happy with their current situation, despite identifying several areas for further improvement. Overall, the results highlight the importance of listening to—and learning from—autistic young people, throughout their educational journeys and especially as they transition to adulthood.     

Responding to racism at school: Ethnic-racial socialization and the academic engagement of Black and Latinx youth

Guided by the Theory of Racial Socialization in Action (TRSA; Smith-Bynum in press), this study examined observed caregiver-provided ethnic-racial socialization in response to a school-based discriminatory dilemma. Forty-five Black and 36 Latinx caregivers (88% mothers) with low-income and their children (M_age = 11.09, SD = 0.29; 46.3% female) participated in Dallas, Texas from 2018 to 2019. Dyads responded to a hypothetical scenario in which a school counselor makes a discriminatory comment to the child. Results of a factor mixture analysis suggested that caregivers engaged in the dialogue using one of four approaches: Low-engaged, Legacy, Racial Literacy, or High-engaged. Profiles were found to differ significantly by the race/ethnicity and language of caregivers and were associated with youth’s concurrent behavioral engagement (R² = .04).