贵州省民营企业家阶层意识问题研究——社会结构分层及其对我国现代化的影响

经济基础决定上层建筑,上层建筑对经济基础具有反作用,这是马克思主义的一个基本原理,也是我们反思我国现代化进程中遭遇问题的一个基本立足点。近代以来我们所追求的现代化是建立在比较发达的商品经济的基础之上的,这就需要商品经济的充分发展。     

社会分层对高等教育入学机会的影响

社会分层对教育机会均等问题的影响一直是教育社会学研究的主要问题。我国的十大社会阶层在接受不同层次的高等教育时存在着很大的差异,而产生这种差异的原因也是多方面的,既有经济因素,也有文化因素和社会其他因素等。     

Social changes in youth sports participation styles 1969–1999: the case of Flanders (Belgium)

Three issues are put forward with respect to the active participation of young people in leisure-time sports styles. It is considered (a) whether sports participation styles can be detected over the last three decades, (b) whether they have changed in this period of time, and (c) whether traditional parameters understood as structuring and positioning young people's lifestyles are still relevant with respect to their sports participation preferences. Youth sports participation data were retrieved from four large-scale surveys in 1969, 1979, 1989 and 1999 (N_total=22,424 high school boys and girls). These data allow for a time trend analysis of youth sports participation styles. Results from component and regression analyses indicate that different participation styles can be distinguished for each period of time and that these styles have been developing and differentiating through a growing responsiveness to wider social trends. Structural and positioning variables such as age, sex and education remain significant determinants for young people's active participation in leisure-time sports styles over the observed period of time. Although these social structures continue to shape youth sports participation styles, it is suggested that there is more variety within social groups than among social groups partially due to processes of individualisation and homogenisation.     

英语学科的"分层教学"策略

在大多数学校不可能缩小班级规模的前提下,合理实施分层递进教学是提高教学效率的有效途径。在阐述了分层教学的理论依据、基本原则之后,主要探讨了英语学科中分层教学的实施策略：学生分层和目标分层。     

Does cram schooling matter? Who goes to cram schools? Evidence from Taiwan

Attendance at cram schools is an experience that the majority of Taiwanese have while growing up. However, the incidence and impact of cram schooling are still understudied and have yet received much attention. In this paper, I first illustrate the development of cram schools in Taiwan, and demonstrate the important changes on institutional factors and legitimacy of cram schools. Then I use data collected by Taiwan Education Panel Survey to investigate the net effect of cram schooling on students’ academic performance, and to test whether the opportunity of cram school participation reflects specific patterns of stratification.Empirical results indicate that cram schooling does matter: attending cram schools has a significantly positive effect on a student's analytical ability and mathematical performance. However, cram school participation does not reflect specific patterns of social stratification: the opportunity of going to a cram school for a male student is not significantly different from that of a female; the effects of family background on students’ cram school participation are not as critical as they were in the past.     

The quadratic relationship between socioeconomic status and learning performance in China by multilevel analysis: Implications for policies to foster education equity

The purpose of the present study is to explore the relationship between family socioeconomic status and mathematics performance on the base of a multi-level analysis involving a large sample of Chinese primary school students. A weak relationship is found between socioeconomic status and performance in the Chinese context. The relationship does not follow a linear, but a quadratic curve, implying that students from a disadvantaged family and higher socioeconomic background have a higher probability to attain higher mathematics scores. This can be explained on the basis of Chinese cultural beliefs about education, exams and social class mobility. Moreover, the aggregated socioeconomic status at the school level seems to moderate in the relation between individual SES and academic performance. This suggests that individuals from a disadvantaged family will achieve higher in the school with a higher family socioeconomic status than students who are enrolled in schools with a lower and average family socioeconomic status.     

Does parental homework involvement mediate the relationship between family background and educational outcomes?

This research examines whether parental homework involvement mediates the relationship between family background and educational outcomes such as academic achievement and academic self-concept. Data from two studies in which grade 8 students (N = 1274 and N = 1911) described their parents’ involvement in the homework process were reanalyzed via structural equation modeling. Perceived parental homework interference and perceived homework-related conflict were negatively related to students’ academic development, whereas perceived parental support and perceived parental competence to help with homework were positively related to academic outcomes. Although there were small associations between some aspects of parental homework involvement and family background variables, parental homework involvement did not mediate the relationship between family background and educational outcomes. Findings highlight the need for differentiated conceptualizations of parental homework involvement as well as detailed analyses of the processes underlying the association between family background and educational outcomes.     

基于分层的高职高专英语差异教学刍议——一种教育过程公平的研究视角

高职高专英语科生源个体差异严重。基于分层的差异教学尊重个体差异,充分发掘个体潜能,从教学对象分层、目标分层、教学过程分层及评价分层等诸多方面保证每一个学生都能在原有水平上得到应有的提高,将有力地促进教育过程公平的实现。     

不同处理对三花冬青种子出苗的影响

采用双因素完全随机设计,进行层积和GA3溶液浸种处理的三花冬青种子田间出苗试验。结果表明：三花冬青种子具休眠特性,但不存在隔年萌发现象。层积处理可有效打破三花冬青种子的休眠,提高出苗率,其中以自然层积处理的效果最好。GA3溶液浸种处理对打破三花冬青种子的休眠也有显著的促进作用。GA3溶液浸种处理与层积方式的交互作用对三花冬青种子出苗率无显著影响。     

On Rewarding and its Educational Significance

Propensity score matching (PSM) has become a popular approach for research studies when randomization is infeasible. However, there are significant differences in the effectiveness of selection bias reduction among the existing PSM methods and, therefore, it is challenging for researchers to select an appropriate matching method. This current study compares four commonly used PSM methods for reducing selection bias on observational data from which the treatment effects are intended to be assessed. The selection bias, standardized bias and percent bias reduction are evaluated for each of the PSM methods using empirical data drawn from the national Education Longitudinal Study of 2002. The results of the current study provide empirical evidence and helpful information for researchers to select effective PSM methods for their research studies.