The Experiences of Low-Income Latina/o Families in an Urban Voucher,Parochial School

Catholic schools have become a popular choice for many low income families Latino/a families. Families enrollment in these schools are often faced with the mandate to participate. However, regardless of the mandate, some schools often experience low parental participation. The purpose of this study is to document the experiences of low income, Latino/a families around parental involvement in hopes of understanding the reasoning for participating (or not) in their child’s school. The researchers conclude that families do not participate for a number of reasons including lack of opportunities, and an unwelcoming environment. The implications for Latina/o urban education are discussed.     

翻译活动对二语词汇附带习得作用的实证研究

运用"投入量假设"的理论,对翻译活动和二语词汇附带习得之间的相关性进行实证研究,考查翻译活动对二语词汇习得的作用与价值。82名高校非英语专业学习者参与了这项实验。在阅读完一篇含有目标词的文章后,他们中的一半做阅读理解和完形填空练习,另一半做英汉互译练习。对受试者进行的即时词汇测试和延时测试的结果表明,翻译练习能够促成二语词汇的附带习得。而且,相对于阅读后做理解题及填空题,翻译练习能够获得更佳的词汇习得效果,尤其在词汇的产出性知识方面。     

高职学生自我控制、归因方式、参与度对其偏差行为的影响研究

高职学生偏差行为是值得学校、社会、家庭关注的问题。运用实证研究的方法,对高职学生偏差行为的影响因素分析发现,高职学生的自我控制、归因方式、参与度对其偏差行为有显著的预测力。     

任务型语言教学的重要变量:任务与教师介入

在20多年的教学实践中,任务型语言教学展现了很高的应用价值和独特的魅力,受到各国语言教师的普遍欢迎。然而由于多方面的原因,我国中学外语教师在实施任务型教学时存在理解、应用等方面的诸多误区。为了切实增强这一教学模式的效果,笔者根据任务型语言教学的最新进展,从理论和实践的角度,着重探讨这一教学模式中两个常被忽略的重要变量:任务和教师介入,以厘清一些概念问题,明晰操作路径并提供方法论指导。     

Ain’t nobody got time for dad? Racial-ethnic disproportionalities in child welfare casework practice with nonresident fathers

BackgroundGiven fathers’ potential role in bringing about desired child welfare case outcomes, researchers have begun to identify factors that impact agency efforts to identify and involve fathers. Racial-ethnic inequality and bias are not among factors studied, despite longstanding evidence that racial-ethnic minority children make up a disproportionate share of the child welfare population.ObjectiveWe set out to identify racial-ethnic patterns in initial casework activity with nonresident fathers and explore whether select factors explain racial-ethnic differentials.Participants and SettingCaseworkers of 1,754 children in foster care in four U.S. states were surveyed.MethodsBivariate and multivariate logistic regression models were used to identify factors associated with whether agencies identified, located, and contacted nonresident fathers.ResultsAgencies were less likely to identify nonresident fathers of Black, Latinx, and Multiracial children, relative to those of White children. Among fathers whom agencies identified, Black and Latinx fathers were less likely to be located. Among fathers whom agencies located, Black and Latinx fathers were less likely to be contacted. Whereas greater rates of international mobility among Latinx fathers explained agencies’ disproportionately low rates of contact, no other factor explained racial-ethnic differentials.ConclusionWe find evidence of historical racial-ethnic disproportionalities across the three initial stages of casework practice with nonresident fathers in U.S. child welfare systems. Though more recent data are needed, this research suggests that racial-ethnic minority foster children are more likely than White foster children to be denied the benefits of agency-father contact, whether due to societal or systemic racial inequalities.     

社会性别、比例政策与女性参与——以天津川村村委会选举为例

本文从社会性别的视角分析了比例政策的内容及其运作过程,认为比例政策是一项具备社会性别意识的政策,符合农村妇女的利益需要,能有效提高妇女进入村委会的比例。但其作用也有限度,即无法解决妇女当选职务的性别化、边缘化问题,可能的原因在于比例政策的先天结构性缺陷以及运作过程中出现的政策认知、政策执行和政策监控等方面问题。     

我国政府对农村金融的扶持与促进建议

理论和实践表明,要克服农村金融领域的市场失灵,离不开政府的支持。近年来,我国各级政府在建立和完善农村金融风险补偿机制、健全政策性农业保险制度以及实现农业信贷与保险有机对接等方面进行了卓有成效的改革探索。今后,不但要注重农业已存在的不同金融需求,更应大力打造不同类型的金融生态,规范发展地方性农村金融机构,扩大农村金融供给,激活、满足农村金融需求;同时,要发挥财政、信贷资金相互协调的配套作用,并建立完善农村征信体系。     

Speed bumps,roadblocks and tollbooths: how culturally and linguistically diverse parents navigate the highways and byways of giftedness in Ontario

In reviewing literature on culturally and linguistically diverse (CLD) parental inclusion and disproportionality, Cam Cobb, assistant professor at the University of Windsor, Ontario, illustrates how CLD giftedness – and especially CLD giftedness in Canadian settings – represents an area in need of further research. In part, this article begins to address that need. Drawing from a larger critical qualitative inquiry, he details the stories of two CLD Canadian mothers as they sought to become involved in gifted identification and decision‐making processes. Knowledge and language arose in the data as two core themes of robust parental inclusion. These core themes, along with associated recommendations for policy, practice and research, are outlined in a discussion of the findings. While this article focuses on the gifted domain of special education in Ontario, the findings have wider implications for robust CLD parental inclusion in special education in general.     

Pupil participation and the home–school relationship

Schools are required to develop policies and practices in line with the principles of both partnership with parents and pupil participation. However, there is increasing recognition of the potential tensions that may exist between these two principles. This paper reports on a study that aimed to explore the question of how schools might develop their home–school relationships in ways that enhance rather than constrain pupil participation. It focuses on the perspectives of children aged 6 to 16 years (with and without special educational needs), parents and teachers concerning children's involvement in decision-making at home and at school, and their participation within the home–school relationship. The findings highlight the need for schools to develop a coherent view of what active participation means for children and a vocabulary to communicate about this not only with pupils and staff across the whole school, but also with parents. They demonstrate that there is scope for two-way support between parents and teachers in relation to the promotion of children's involvement in decision-making both at home and at school. Further, they illustrate the complex and evolving three-way partnership between parent–child–teacher that is central to the home–school relationship. While it is acknowledged that children may rightly wish to keep a distance between aspects of home and school life, it is argued that there is a need for schools to give explicit consideration to the place of pupil participation within the home–school relationship.