The Catholic school advantage and common school effect examined: a comparison between Muslim immigrant and native pupils in Flanders

This study investigates the impact of Catholic schooling on academic achievement of native Belgian and Muslim immigrant pupils. The distinctive characteristics of Catholic schools in Belgium (Flanders) form an exceptionally suitable context to study this. Multilevel latent growth curve analyses are conducted with data from approximately 5,000 pupils across 200 primary schools. No support was found for the Catholic school advantage hypothesis as the overall achievement growth for math and reading was not significantly better in Catholic schools than in public schools. Likewise, no evidence was found for the so-called “common school effect” hypothesis: The learning growth of Muslim pupils was not significantly better in Catholic schools. In fact, the initial achievement gap was found to be higher in Catholic schools than in public schools. Implications of these findings are discussed.     

社会课教学与小学生适应社会生活能力的调查分析

本文从社会课教学实际出发,对北京学生进行了调查.作出了实事求是的分析,并提出了思考和建议.     

关于城市小学生"亲社会行为"培养的研究

家庭与社会的误导,教师权利的不恰当使用,承受压力过大是小学生丧失“亲社会行为”的三大原因。为此．必须采取以下措施以培养学生的“亲社会行为”：通过各种途径和方法,减轻学生的心理压力;满足学生的亲和需要,使学生对班集体产生归属感;为学生提供相互理解和宽容的机会,促进集体成功的心理相容;培养学生发社会视角转换技能,增强学生对他人的认同感。     

A cross-linguistic comparison of phonological awareness and word recognition

Phonological awareness is one of the critical skills in the acquisition of reading in an alphabetic orthography. The development of phonological awareness was compared across Turkish and English-speaking kindergarten and first-grade children (n = 138). The Turkish-speakers were more proficient in both handling of the syllables and deleting final phonemes of words. These patterns were related to the characteristics of the respective spoken languages (such as the saliency of the syllable, familiarity of the nonword patterns, importance of onset or final phoneme deletion, importance of vowel harmony) and the development of phonological awareness was discussed as a function of the characteristics of spoken language, orthography and literacy instruction.     

小学中低年级学生挫折来源及应付方式研究

本研究运用自己编制的挫折情境问卷和修订的挫折应付方式问卷,对600名中低年级学生进行研究,研究发现:（1）小学中低年级学生的挫折来源大小依次为在同学关系方面、家庭方面、学习方面、师生关系方面和生活方面,家庭方面存在年级差异;（2）小学生采取的挫折应付方式由多到少依次为:解决问题、求助、自责、幻想退避、合理化,结果表明小学中低年级学生具备一定的挫折应付能力,使用积极的挫折应付方式较多,但不同性别、年龄、居住地的小学中低年级学生在挫折应付方式上存在差异。建议应该关注农村小学生学习压力的缓解和疏导,重视城市低年级小学生抵御挫折能力的培养。     

少数民族小学生师生关系状况调查分析——以云南为例

使用师生关系量表对云南省少数民族小学生1000名,汉族小学生1000名进行测查,结果发现：少数民族小学生师生关系状况不容乐观,与老师处于高冲突、高回避、低依恋、低亲密的学生比例分别为9．54％、3．75％、35．02％、44．97％;少数民族小学生的师生关系差于汉族小学生;少数民族小学生男生的师生关系状况差于女生;贫困地区小学生的师生关系状况差于非贫困地区。因此,提高边疆少数民族小学生的师生关系质量刻不容缓。     

Turkish children’s human figure drawings: can we borrow norms?

The present study was undertaken to provide preliminary data on norms for the Human Drawings test for children ages 5–11, in Turkey. Four hundred and thirty children from two different schools, in two different socio‐economic levels, were given the Human Figure Drawings. One was a private school in an affluent part of the city, and the other one was a public school in an economically deprived part of the city. There were 208 boys and 222 girls between the ages of five years and 11 years. Koppitz’s Scoring System was utilised. As expected, the results indicated that as children got older they produced more details in their drawings. There were significant differences in the total number of details produced in terms of sex and socio‐economic level. When compared with Koppitz norms it was seen that Turkish children at some age levels produced more details and that the application of Koppitz’s ‘Expected’ and ‘Exceptional’ items tables would not be appropriate to estimate cognitive ability for this group. The need for developing local norms for tests that are supposed to be culture free was discussed. Further research in terms of validity of the test for this sample is also recommended.     

Psychological Adaptation of Turkish Students at U.S. Campuses

The number of Turkish citizens entering the U.S. for their studies is growing more rapidly than almost any other group. The purpose of the current study was to investigate how acculturation factors affect psychological adaptation of Turkish students in the U.S. One hundred and twenty-four Turkish students participated in the study. Regression analyses revealed that social support and self-esteem were predictors of psychological adjustment. Implications suggest that Turkish students, as with other international students as previous research has suggested, should have a strong network of both co-national students and other social connections.     

土耳其学生汉语习得偏误举隅

从语法和语义表达的角度来看土耳其学生习得汉语的偏误,主要表现为以下四个方面：一是语序位置不当：受母语迁移影响造成宾语位置不当;由于汉语状语远较土耳其语的状语（实为状语补语）复杂造成位置不当。二是句子成分及词类方面的问题：遗漏补语;谓语方面相关的表述问题或离合词问题;介词方面受到土耳其语“格”的干扰造成的问题;因助词为汉语所特有造成土耳其学生遗漏、多加或混用助词问题。三是句法方面的问题：“把”字句中的动词常常遗漏补语;该用“把”字句时却没有用。四是表达上的多余和不完整问题：词语运用上的多余问题;表达上的不完整问题。