Investigating the Power of Authentically Caring Student-Teacher Relationships for Latinx Students

Culturally responsive and authentically caring pedagogy is vitally important to academic success for Latinx students. This type of teaching is based on reciprocal relationships between students and teachers, and incorporates students’ funds of knowledge. This qualitative case study brings the voices of Latinx students to the forefront by examining how their teachers help create “funds of caring” for the students by cultivating authentically caring relationships, and by highlighting what these relationships mean for the students. Findings show that teachers can make school a meaningful and positive experience for Latinx youth by interacting with students in authentically caring ways.     

城市低收入者日常生活信息获取行为实证分析——以广州市海珠区为例

以广州市海珠区低收入者为样本,采用深入访谈法,对城市低收入者的日常生活信息获取行为进行研究,内容包括信息在城市低收入者日常生活中的作用、城市低收入者关注的信息类型、获取信息的渠道、影响低收入者信息获取的因素、城市低收入者日常生活信息获取的难易程度及其利用图书馆的情况。作者认为,公共图书馆应根据城市低收入者日常生活信息获取行为的特点有针对性地为其提供信息服务。     

Traversing the Challenges of Conducting Research with Young, Immigrant Children: The Case of Korean Children

Based on a qualitative study on young Korean immigrant children’s interpretation of American popular culture, this paper reflects on the researchers’ role by examining the research challenges faced. Prior to discussing the research obstacles in conducting the study, we begin with briefly describing its methodology and design. Next, we discuss the various obstacles we encountered when conducting our study and howwe attempted to overcome these dilemmas by discussing two major struggles during the research process: a) the relationships between the researchers and our young participants, and b) the cultural sensitivity that was needed in initially gaining permission from and working with the parents of our informants. It then illuminates how the researchers attempted to cope with such difficulties by rethinking a researchers’s role emphasizing the importance of cultural context in research. Finally, the paper provides some discussions and implications based on our research experiences.     

城镇梯度住房福利供应模式的基本思路与配套改革

"和谐人居"是和谐社会的重要组成部分,它体现了人与自然和谐相处的科学发展观.目前,我国住房福利政策不够完善.中低收入者住房福利模式的建设与完善工作面临严峻形势.针对以往住房福利制度的种种缺陷.拟借鉴国外和我国试点地区住房福利的成功经验,探索一条适合我国国情的新型住房福利框架--梯度住房福利供应模式.这种梯度模式又下辖两个阶梯式供应环节.第一个环节主要针对不同目标对象的梯度式住房实物供应;第二个环节是建立在第一个环节基础上的梯度住房补贴供应.并提出了相应的配套改革措施.     

Family and individual predictors of child care use by low-income families in different policy contexts

We examine family and individual characteristics that predict low-income parents’ child care use, problems with child care, and receipt of public subsidies using data from three demonstration studies testing policies to promote employment for low-income parents (primarily single mothers). The characteristics that mattered most, particularly for use of center-based care were family structure (ages and number of children), parents’ education, and personal beliefs about family and work. The effects of race and ethnicity were inconsistent suggesting that generalizations about ethnic differences in child care preferences should be viewed with caution. There was little support for the proposition that many low-income parents do not need child care assistance because they use relative care. Child care subsidies and other policies designed to reduce the cost of care and to increase parents’ employment appeared to meet the needs associated with caring for very young children and for large families and were most effective in reaching parents with relatively less consistent prior employment experience. Parents whose education and personal beliefs were consistent with a preference for center-based care were most likely to take advantage of the opportunity to choose that option and to use subsidies.     

关于高校贫困家庭学生助学工作效益问题的探讨

助学工作效益直接关系到国家有关贫困家庭学生资助政策的落实和高校贫困家庭学生的成长、成才.要提高助学工作的效益,必须全面正确理解助学工作效益的内涵,客观分析影响制约助学工作效益的因素,进而采取有针对性的措施.     

以学生为本做好高校贫困生工作初探

贫困生是大学校园中的有着相当数量的弱势群体。贫困生问题的解决，关系到高校人才培养的质量和学校、社会的稳定。高校工作必须以学生为本，把资助困难学生完成学业作为一项重要工作来抓。本文从以人为本指导思想出发，对贫困生产生的原因、存在的问题以及做好贫困生工作途径作一些粗浅的探讨。     

古代王室政治婚姻初论

王室政治婚姻是一种借助婚姻形式来达到政治目的的政治策略 ,在历史上曾产生过重要影响。它的类型多种多样 ,作用也因联姻的目的不同而大相径庭。由于此类婚姻的基础是王位世袭制度 ,因此 ,当民族国家形成后 ,它便逐渐退出了历史舞台     

Preliminary evidence for the impact of mixed-income preschools on low-income children's language growth

Previous studies have identified the features of preschool programs that correlate with positive outcomes for low-income children, but the impact of economic integration has not been studied. This study compares the receptive language growth of two groups of children from low-income families. One group of children (N = 35) attended economically integrated preschools and the other (N = 50) attended preschools for low-income families. Language scores of the two groups were not significantly different when they entered the programs in the fall, but the children in integrated programs scored significantly higher than the other group in the spring. This effect was not significant for children who spoke a language other than English at home. The impact of program type was most evident for children from low-income families who spoke only English at home. When these children were integrated into economically mixed programs their spring scores (adjusted for fall scores) were not significantly different from those of English-speaking peers from more affluent families in the same programs. It is suggested that the language skills of these more advantaged peers may have had a positive impact on the language learning environment in the economically integrated preschools. Implications for school readiness initiatives and further study are discussed.     

Understanding families’ conceptions of school readiness in the United States: a qualitative metasynthesis

ABSTRACT

The call by policymakers, education stakeholders, and families for children to enter school ‘ready’ has led to numerous empirical studies that seek to identify how children and their families are or are not prepared for school. In the United States, this empirical work tends to identify particular children and their families ‘at-risk’ for school success and often seeks out ways to intervene so that such risks are addressed. Absent from this work is an understanding of how families conceptualise school readiness, and how those understandings influence their conceptions of whether or not their own children are ready for school. Such work could assist educators and other school personnel in supporting families and their children as they enter their programmes. This article examines this issue by presenting findings from a qualitative metasynthesis of studies that investigated how families conceptualised school readiness. Analysing, synthesising, and interpreting their conceptions of school readiness offers the chance to consider how early childhood stakeholders can be ready for families as they enter their programmes as well as support their efforts in readying their children for school.