Intergenerational transmission of educational disadvantage: Education progression of children of care leavers compared to a general population sample

There is persistent evidence showing that care leavers tend to have lower educational outcomes compared to their peers. There is, however, less knowledge of whether this educational disadvantage transfers to the second generation. This study adopts a developmental contextual life-course approach to examine: (a) the extent of educational inequality of children of care leavers from school entry to public examinations at age 16; (b) the relative role of different psychosocial family resources as predictors of educational attainment; and (c) the role of early school readiness assessments as predictors of later educational attainment. Drawing on data collected from families living in England at the first sweep of the nationally representative UK Millennium Cohort Study (MCS) (n = 11,514), the findings suggest intergenerational transmission of educational disadvantage among children of care leavers (n = 287), which is manifest in a direct assessment of school readiness (age 3), at the Early Years Foundation Stage (EYFS) (age 5) and in General Certificate of Secondary Education (GCSE) attainment (age 16). However, once inequalities in family socio-economic background or area deprivation and housing are controlled for, children of care leavers perform comparably in their educational progression to those whose mothers had no experience of being in care (n = 11,227). Moreover, the findings highlight the significance of early school readiness assessments in predicting later educational attainment for the whole sample. Findings are discussed regarding their implications for policy, in particular the need to address educational inequality for children in care, area allocation and housing that is offered to care leavers, and the general importance of early interventions.     

Discursive Constructions of the Meaning of “Family” in Online Narratives of Foster Adoptive Parents

Framed by relational dialectics theory, discursive constructions of the meaning of “family” were examined in 100 online foster adoption narratives. Parental narratives manifested struggles between biogenetic and discursive constructions of “family,” identified here as the discourse of biological normativity (DBN) and discourse of constitutive kinning (DCK). The DBN reinscribes the dominant cultural and foster care system preference for biogenetically connected families. The DCK resists the DBN, maintaining that enacted behaviors and shared affections, rather than shared genetics, constitute legitimate families. Contrapuntal analysis revealed a high degree of polemic interplay; both discourses competed to be centered rather than marginalized through the discursive practices of negating, countering, and entertaining. Implications for theorizing definitions of family and studying families in context are discussed     

“新型农村合作医疗”的现状及对策——以益阳市安化县滔溪镇为例

针对当前"新型农村合作医疗"在基层的实施现状,重点选取了益阳市安化县滔溪镇开展调查。在充分听取当地村民对新农合工作的意见、建议后,对存在的问题进行深入的探究,提出几点合理的建议,改善"新型农村合作医疗"的实施环境。     

基于人文关怀的志愿者管理机制探析

文章以世博志愿者的志愿服务为背景,从志愿者的组织管理现状和存在的问题出发,结合志愿者的动机、需求、权利、义务和在组织中发挥的功能、角色等内容,运用非营利组织管理的相关理论来分析问题的根源,将人文关怀精神与志愿者管理进行有机结合,进而探索基于人文关怀的志愿者管理机制的对策和措施。     

武术健身训练的理论基础--经筋(筋脉)学说的科学阐释

中国武术的健身功能、训练方法具有高度的综合性、整体性,那也是武术理论与技术体系独特性的集中体现。有关武术的技术与理论,目前多运用现代生理、生化和生物力学等现代科学方法进行研究和阐述,分析还原的方法多,系统整合的方法少,失去了传统理论的特色。本文针对与传统武术技法有密切关系的、中医学中具有系统整体观特点的经筋理论,先用分析还原的方法、运动生物力学理论阐释了经筋系统的物质基础,后用运动神经控制生理学理论、系统整合的方法论证了经筋学说的系统调控学基础,重新阐释了中医经筋理论的科学内涵,说明了传统武术训练和健身应用中都是以它做为理论指导,经筋理论的科学阐释将有利于传统武术及医学理论的现代化,有利于传统武术的科学发展及其在群众健身、运动训练及文化教育活动中的广泛应用。     

构建高校保健体育课与心理健康教育的理性思考

普通高校对身体异常和病、残、弱等特殊群体学生开设的保健体育课，已成为学校体育教育的组成部分。但随着高校教育体制改革的不断深入，高校招生人数的逐年增加，放宽大学生入学的体检要求，因此，高校学生异常和病、残、弱等特殊群体学生的比率呈逐年上升之势。文献资料显示，目前高校保健体育的开课现状不容乐现，保健体育课教学在一部分高校中没有得到应有的重视。从构建高校保健体育课与心理健康教育的必要性、保健体育课程与《学生体质健康标准》内容的编制等几方面提出了一些思考，为完善高校保健体育课教学提供参考。     

儿童学专业教育模式探究:教育研究育儿援助一体化的“儿童研究中心”之建设——访日本东大阪大学副校长、儿童研究中心主任吉冈真知子教授

东大阪大学是日本最早开设儿童学专业的大学。该大学以"儿童研究中心"的基本设施为平台,探究了教育研究育儿援助三位一体化的教育模式,这种教育模式不仅为儿童学专业的学生提供了观察实习的学习机会;而且以育儿援助的方式介入社会,在为社区社会作出贡献的同时,也提供了学生相关实践的机会;并在这些活动中展开研究,深化专业教育与社会实践的理论。     

专升本类高校教师对学生心理关怀与教学效果之关系

在专科院校升格为本科院校的转型时期。如何保证教学质量是一个很重要的问题。本文试图通过探讨“高校教师对学生的心理关怀与教学效果”之间的关系．来寻求一条提高教学质量的有效途径。     

朱德党内关怀思想研究

朱德党内关怀思想的形成是以马克思主义人文关怀思想作为理论基础,以优秀的民族传统文化作为文化渊源,而朱德本人独特的革命经历和伟大的品质是其党内关怀思想产生的现实土壤.朱德的党内关怀思想包括:始终把政治关怀放在第一位,思想关怀方面要求提高党员的觉悟和坚持实事求是,关心部下和群众的物质生活问题,注意爱护和训练干部,精神关怀方面注重英雄人物的带头作用.朱德的党内关怀思想具有鲜明的政治性、浓厚的军事性和较强的务实性等特点.