半规制化养育与儿童的文化反叛--三个中产家庭的童年民族志

研究采用教育民族志的方法,研究了X家族三个中产家庭的养育实践和童年经验。研究发现:精英中产家庭的养育方式是民主宣称下的牺牲式陪伴;普通中产家庭采取的是随性宠溺下的情感依附养育;边缘中产家庭努力为孩子创造最好的物质条件和学习环境,但没有时间进行教育陪伴,是一种愧疚驱动下的补偿式教育。殊途同归的是,三个中产家庭在物质支撑和教育投入方面都做出了最大努力,为孩子构筑了一个外部安全环境,期待孩子未来有个“安稳人生”但不一定要“出类拔萃”;父母在管控的同时基于良好亲子关系和孩子心理健康的考虑,给予孩子一定的自由娱乐空间。然而,新生代儿童对成人构筑的安全空间并不满意,他们通过玩具领地、英雄游戏、暗黑文学、火星文字等建构了一个秘密王国,表现出了儿童的能动性、创造性和叛逆性。总的来说,中产家庭采用的是“半规制化”的养育方式,其养育实践和童年经验较为依赖市场提供的科学、文化、娱乐商品,呈现出囫囵吞枣般的文化杂食特征。要走出教育焦虑,中产父母需要认识到科学知识和常规性教育的有限性,更多地参与到社会生活中去寻求支持。但更为关键的是,在常规性教育之外,成人要了解、接纳和参与孩子的冒险生活,提供具有挑战性危机性使命性特征的、可以召唤儿童主体性浮现的“非规制化教育”或者说“世俗外教育”。     

学校投入与家庭投入哪个更重要?--回应由《科尔曼报告》引起的关于学校与家庭作用之争

自《科尔曼报告》公布至今已经过去了半个世纪,但对于学生学业成绩来说,学校投入与家庭投入哪个更重要的问题在国内外学术界依然没有达成共识。本文利用我国东部和中部5省16个城市中小学校大规模测评数据,采用广义教育生产函数方法,运用两水平线性模型,分析了学校投入和家庭投入要素对教育产出(以学生学业成绩为代理变量)的影响效应。同时,采用Shapley值和Owen值分解技术,识别出对学校教育产出有较大影响的投入要素,得出以下4个方面结论:第一,除生师比之外,办学条件和教师质量等学校投入要素对教育产出结果有显著的正效应。第二,父母参与、父母教育期望等家庭投入要素对教育产出结果有显著的正效应。第三,对于小学平均学业成绩而言,来自家庭的相关投入更重要;对于初中平均学业成绩而言,则是来自学校的相关投入更为重要。第四,相比学校办学条件,教师质量对中小学校平均学业成绩变异的贡献度更大;而且,相比小学,教师质量对初中学校平均学业成绩变异的贡献度更大。基于实证研究结论,提出提高我国中小学教育生产效率的5点建议:一是调整义务教育资源配置结构,优先保障初中阶段学校教育投入;二是改善义务教育阶段教师的工资待遇和工作环境,以吸引更多高素质人才投入义务教育事业;三是通过校外教师专业发展培训、校本教研合作等途径切实提高教师队伍的教学策略水平,尤其要重视提高初中教师的教学策略水平;四是政府和相关部门应尽快出台有关家庭教育的制度规范,强化父母在家庭教育中的主体责任,督促父母积极参与子女教育生产过程;五是学校和社区应广泛开展家庭教育讲座和家庭教育实践培训活动,引导家长树立正确的家庭教育观,掌握科学的养育子女的方法,以提高学校教育和家庭教育联合生产的效率。     

Integrating Preparation for Parenting Into Childbirth Education: Part II-A Study

This study was designed to test the effectiveness of using a broad conceptualization of childbirth education that includes parenting preparation in pregnancy. The goal is to assist in breaking cycles of dysfunction in families. At the core of this expanded model of childbirth education is the concept of prevention. The intervention described in Part I in the Journal of Perinatal Education 7(4), 26-33 provided parents with information and coping mechanisms by drawing parallels to traditionally learned coping skills for childbirth with techniques needed to cope in post-partum. This approach also encouraged prenatal parents to learn techniques for promoting attachment to their children before birth. The curriculum was tested by randomizing 48 couples to the expanded or traditional model of childbirth education. A pre- and post-Prenatal Parenting Scale was administered to both groups. Only the experimental group demonstrated improvement at the post-class administration.     

Learning About Baby: What New Mothers Would Like to Know

As part of a larger research project to evaluate a new model of care for first-time mothers in a community health-care setting, this study aimed to identify the preparation and information needs of first-time mothers. All first-time mothers attending a selection of community child health centers in Brisbane, Australia, who presented with no overt risk factors and with a thriving child, were invited to participate in the study. Three months after mothers entered the service, data were collected via telephone survey (N = 151). In addition, focus group interviews were conducted 7–9 months following entry to the service (n = 8). Participants reported seeking information from a variety of sources during pregnancy. Few participants felt well prepared for managing either the physical or emotional experience of early mothering or the essential maternal and child health issues and common problems in the early months. Findings suggest that current approaches to care and education may not meet the needs of first-time mothers. Different approaches are suggested to enhance women's maternal competence during the first few months of becoming a new mother.     

Building alliance for preschool inclusion: Parents of typically developing children,attitudes and perceptions

The current study investigated perceptions, thoughts, and attitudes of parents of typically developing children enrolled in inclusive 3-year-old and 4-year-old preschool classrooms. Using a qualitative approach, guided by ecological system theory semi-structured interviews with parents (N = 7) were completed. Several common themes related to inclusive preschool interactions were identified. Results indicated that parental perspectives, perceptions, and experiences vary. While parents were supportive of inclusion philosophy in child care centers, they felt less confident in their ability to explain the limitations associated with special needs to their young children. Parental support and involvement within inclusive preschool classrooms may be strengthened through the development of educational programs and family–professional partnerships. The role and involvement of teachers in facilitating parental support of inclusion philosophy is also addressed.     

Negative parental attributions mediate associations between risk factors and dysfunctional parenting: A replication and extension

The primary goal of the current study was to replicate our previous study in which was found that negative maternal attributions mediate the association between parenting stress and harsh and abusive discipline. In addition, we investigated this association in fathers, and added observational parenting data. During two home visits mothers and fathers were observed with their children (age 1.5–6.0 years), filled in questionnaires, and completed the Parental Attributions of Child behavior Task (PACT; a computerized attribution task). Similar to our previous study, negative parental attributions mediated the relation between parenting stress and self-reported harsh and abusive parenting for both mothers and fathers. For mothers, this mediation effect was also found in the relation between parenting stress and lower levels of observed supportive parenting in a challenging disciplinary task. In addition, the relation of partner-related stress and abuse risk with harsh, abusive, and (low) supportive parenting were also mediated by maternal negative attributions. When parenting stress, partner-related stress, and abuse risk were studied in one model, only parenting stress remained significant. Results are discussed in terms of the importance of targeting parental attributions for prevention and intervention purposes in families experiencing stress.     

Can supportive parenting protect against school delay amongst violence-exposed adolescents in South Africa?

Exposure to multiple forms of violence is common amongst adolescents from socioeconomically disadvantaged communities in South Africa. Adolescents’ exposure to violence at home, in school and in their communities can lead to detrimental outcomes in education. In particular, adolescents who are more frequently exposed to multiple forms of violence are at risk of school delay. This paper investigates the potential for supportive parenting to protect against adolescents’ school delay in this context. With this aim, this paper applies structural equation modelling to a sample of 503 adolescents exposed to multiple forms of violence from 40 socioeconomically disadvantaged communities. Adolescents’ self-report data on child abuse in the family, school and community, and adolescents’ perceptions of positive parenting, consistent discipline, good monitoring, parental involvement and social support were analyzed. Results showed that perceptions of more positive parenting and consistent discipline moderated the relationship between more frequent exposure to multiple forms of violence and school delay. Our findings suggest that supportive parenting has the potential to protect against school delay for poly-victimized adolescents in South Africa.     

Early parenting and the reduction of educational inequality in childhood and adolescence

Socioeconomic status (SES) differences in parenting are often implicated in widening the SES-achievement gap. Using nationally representative data (N = 12,887), the author tested for variation across SES in the types and intensity of parenting behaviors utilized and then examined SES differences in the relationship between parenting and student achievement growth from kindergarten to Grade 8. Exploratory factor analysis identifies three dimensions of early parenting: Educational engagement, stimulating parent–child interaction, and discursive discipline. Regression results indicate that all three are used most heavily by high-SES families. However, only educational engagement consistently predicts achievement growth. Surprisingly, it is positively associated with achievement for lower-, but not higher-SES students in Grades 1–8. Further, educational engagement is beneficial for low-SES children because it is particularly beneficial for low-achieving students, consistent with a compensatory hypothesis.     

论晚清民初保定育婴堂对堂内失依儿童及育婴乳妇的管理

晚清时期出现的直隶省城保定育婴堂是收养失依儿童的慈善救助机构。清末民初之际,保定育婴堂在堂内儿童的食宿生活与医疗教育、儿童的领养与寄养以及对育婴乳妇的雇佣与监管等方面,均形成了较为规范的管理制度。虽然育婴堂对失依儿童及育婴乳妇的管理制度在实际运行中有所偏差,但从总体上看这些管理制度保障了育婴堂救助活动的正常开展。     

Marketising private tuition: Representations of tutors’ competence,entrepreneurial opportunities and service legitimation in home tutoring business manuals

Education researchers have explored the marketisation of schools resulting from neoliberal education policy, but little attention has been paid to supplementary education markets. Supplementary education services, such as private tuition, are delivered outside of school but designed to improve performance within it. A small body of research demonstrates that the private tuition market in the UK and the USA is burgeoning, and that students’ access to this service is differentiated by region, class and ethnicity. These emerging demand-side analyses are vital, but they cannot tell us about the educational entrepreneurship that shapes the supply of private tutoring services. This article addresses this lacuna through a discourse analysis of manuals, published as part of the developing tutoring support industry, that are designed to guide would-be entrepreneurs through the establishment of a private tuition business. This analysis excavates manuals’ treatment of: tutors’ motivation to work in the sector and their competence to do so; strategies to be employed in the marketisation of tuition services; and the need to build trust to ensure business legitimation in an unregulated industry. In conclusion, the article sets a new agenda for research into fast-developing supplementary education markets that explores: (i) the dynamics of this expanding educational workforce of private tutors; (ii) the ways marketisation addresses and augments parental anxiety about children's education; and (iii) the need for safeguarding and quality control in private tuition.