新千年美国高校“直升机父母”过度参与行为探析

新千年伊始,经济发展迟缓、失业增加、学费高涨等因素促使美国学生的家长倍加关注子女的教育,并且其关注范围从中小学延伸到了大学。许多家长过度参与子女的大学生活,甚至直接干涉大学的教育管理事务,影响了学校正常的运行秩序,也对子女自我管理能力的养成产生了不利影响。针对这种现象,校方也采取各种方式应对,并收到了一定的效果。     

母子公司知识流动:一个理论分析框架

本文从子公司这这一节点层次，运用沟通理论构建了一个母子公司知识流动的理论分析框架。本文认为，母子公司知识流动主要取决于5方面因素：（1）源单元知识存量价值；（2）源单元的激励水平；（3）传输梁道的存在性与丰富程度：（4）目标单元的激励水平；（5）目标单元的吸收能力，并对每方面因素进行了进一步分析，提出了一系列可供检验的理论命题或假设。     

‘And what language do you speak at home?’ Ethnocentrism and cultural openness in teacher–parent interactions in disadvantaged and ethnically segregated schools

ABSTRACT

This article, based on a deep ethnography in schools located in a disadvantaged multicultural context in Geneva (Switzerland), questions the way in which the local school system and teachers comprehend the cultural diversity of students and their parents. Oscillating between recognition and assimilation, teachers publicly adhere to discourses that emphasise cultural diversity, while limiting its expression, especially when a student encounters school difficulties. Teachers’ meetings with parents are significantly influenced by the majority perspective, leaving the parents with little place to express their own needs. Nonetheless, within the conversation, some parents are able to assert practices that differ from those promoted by the host society. Ultimately, it seems that, in the absence of a multicultural position, teachers are limited to adopting hybrid practices that create unease and are evidence of limited understanding of multiculturality.     

Measuring Parent Receptivity Towards the Classroom Environment Using a Rasch Measurement Model

This study investigated parent-reported receptivity towards the classroom environment and classroom outcomes. Classroom environment was based on a five-aspect model: (1) provision of information from the child; (2) beliefs about the school; (3) provision of information from teachers; (4) teachers' commitment to working with parents; and (5) confidence in communicating with teachers. Classroom outcomes were based on two aspects: (1) educational values (importance of schooling, involved with learning; seeing a future through learning, desire to learn, and importance of learning); and (2) learning outcomes (achieving, and views of child's engagement in school work). For each aspect, items were written in an ordered-by-difficulty pattern so that, for example, Item 2 involved Item 1 and ‘more’, making it conceptually ‘harder’ to agree with Item 2 than with Item 1. There were four Likert response categories (SDA, DA, A, and SA). Using the extended logistic model of Rasch, an interval-level, unidimensional scale was created with item difficulties for classroom environment aspects and classroom outcomes calibrated on the same scale as the receptivity measures. The sample consisted of 518 parents of students from three secondary schools in Western Australia. The item sample was 30. The proportion of observed variance considered true was 0.94. The items for each aspect were found to be ordered from ‘easy’ to ‘hard’ in line with the hypothesised model of receptivity and the data fitted the measurement model well. This revised version was published online in July 2006 with corrections to the Cover Date.     

Parental perceptions of life context variables for involvement in their young children's education

The purpose of this study was to discover Turkish parents’ perceptions of life context variables, including personal knowledge and skills and personal time and energy for involvement activities in their young children's education. The scales used in this study were based on parents’ self-report, and included: (1) Parental Perceptions of Personal Knowledge and Skills for Involvement Activities and (2) Parental Perceptions of Personal Time and Energy for Involvement Activities. Moreover, a demographic survey was developed and used as the second instrument in this study. The results suggested that parents as a group tend to have positive perceptions of life context variables for involvement in their young children's education and their income is the strongest predictor of these perceptions.     

利用家长资源实现课程游戏化教学探研

游戏活动在幼儿教育中占有非常重要的地位,实现幼儿课程游戏化可以与家长资源进行有效结合。文章阐述充分挖掘家长资源的途径,指出家长在参与评价、提供资源、游戏互动、安全保护方面的重要作用。     

Teacher Perceptions of Parent Engagement at a Cyber High School

A growing number of adolescents are taking all or most of their courses online. This places a greater responsibility on parents to support and facilitate their students' learning. This case study used teacher surveys and interviews to better understand how teachers perceived and supported parents' attempts to support their online students at a single online charter school. The results indicated that teachers observed multiple ways in which parents supported their students by (a) organizing and managing students' schedules, (b) nurturing relationships and interactions, (c) monitoring and motivating student engagement, and (d) instructing students when necessary. However, teachers believed that parents could act as obstacles to their students' learning by being overly engaged in certain types of learning activities. Additional research is needed that examines parent engagement in a variety of online learning environments. Research that identifies best practices could also be especially valuable to online teachers and administrators wishing to improve the quantity and quality of parental engagement in their programs.     

Understanding silence: an investigation of the processes of silencing in parent–teacher conferences with Somali diaspora parents in Danish public schools

This article questions the dominant understanding that immigrant and refugee parents in parent–teacher conferences are silent because they come from a culture where one does not question the authority of the teacher. Instead, it is argued that they become silent through certain interactional processes. Building on material from an explorative case study of the home–school relations of Somali diaspora families in Danish public schools, the article argues that while these parents have many opinions about their children’s education that they wish to convey, there are institutional and interactional processes in the parent–teacher conference that systematically silence their voices. The understanding of culture as a stable structure that persons are situated within in a top-down manner is thus challenged, arguing that dynamic here-and-now interactions unfolding in a specific practice result in persons becoming, rather than being, silent.     

How Parents Feel About Their Child’s Teacher/School: Implications for Early Childhood Professionals

The purpose of this article is to describe the effects that parent perceptions of their relationships with teachers have on parent involvement. After providing a brief review of literature identifying the importance of parent–teacher relationship formation, the authors provide suggestions for early childhood educators that will help them establish and maintain productive relationships with the families that they serve.