从小学课本看芬兰“小国”视野

我的女儿在芬兰读小学，在女儿小学三年级的数学课本中，我看到了芬兰的教育理念和远见。     

Spoken Soul: The Language of Black Imagination and Reality

Despite American schools administrators' refusal to accept the language of African-American students and their overzealousness to frame language and literacy skills in terms of an “achievement gap,” African-American Vernacular English (AAVE) is the language of African-American imagination and reality. This article discusses the characteristics of AAVE that make it a real language, as well as The Dozens—an original use of AAVE and one of many creative vehicles of expression used in the African-American community. The article also describes how African-American adult learners used AAVE in their composition class discussions and writings.     

The Impact of Neighborhood,Family, and Individual Risk Factors on Toddlers’ Disruptive Behavior

Disadvantaged neighborhoods confer risk for behavior problems in school‐aged children but their impact in toddlerhood is unknown. Relations between toddlers’ disruptive behavior and neighborhood disadvantage, family disadvantage, violence or conflict exposure, parent depressive symptoms, and parenting behavior were examined using multilevel, multigroup (girl–boy) models. Participants were 1,204 families (mean child age = 24.7 months). Unique associations between disruptive behavior and all risk factors were observed, but the effect of neighborhood disadvantage was negligible when all of the more proximal factors were accounted for. The results suggest both that children in disadvantaged neighborhoods are at greater risk of behavior problems than children in nondisadvantaged neighborhoods and that optimal prevention/intervention work with these children will attend to proximal risk factors.