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1.
The present study examines private speech and strategy-use patterns for solving simple number fact problems in addition. The progressive differentiation by grade between children's levels of private speech internalization--including silence--was investigated and related to children's developmental patterns for subcategories of strategy-use internalization. Comparisons were made between 67 children with math difficulties (MD) and 67 children without MD from Grade 2 to Grade 7 in primary schools. Two separate laboratory investigations were performed for each child to examine private speech and strategy-use internalization. Analysis was based on private speech category differences, strategy-use differences, and differences in the occurrence of private speech-strategy-use combinations. Children without MD showed a grade-determined shift from less to more internalized private speech and from the use of backup strategies to retrieval strategies. In contrast, the private speech and the strategy-use internalization of children with MD, reflected in inaudible private speech and backup strategy use, seemed to converge at earlier developmental levels. The development of children with MD seemed almost to stop at the inaudible private speech-backup strategy combination level. The silence-retrieval strategy combination level was the primary alternative for typical math achievers. In all, the characteristics of the development curves of the children with MD were consistent with a developmental difference and not with a developmental delay model. Implications for intervention and future research methodology are discussed.  相似文献   

2.
In many Western countries the pressure exerted on immigrants to integrate has become intense in recent years. Efforts to preserve their ethnic identity through multicultural recognition has now been replaced by the requirements of active civic participation and assimilation. Of course integration is considered important not only for the immigrant parents but also for their children. The central question in this article is whether there is a relationship between the degree of integration of the immigrant parents and the generation of their children on the one hand and the level of language and numeracy achievement of the children on the other. To answer this question we use data collected in 2008 from the Dutch COOL5–18 cohort study. The information comes from more than 9000 immigrant and 16,000 indigenous children and their parents. The results show that as immigrant parents are better integrated and their children are of later generations, the language and numeracy skills of the children improve, though there remain large differences in achievement between different ethnic groups.  相似文献   

3.
This study examined whether community college students of differing ethnic backgrounds and enrollment status differed in their perceptions of their growth and development gains as a function of their college experience. The sample consisted of four ethnic groups intending to transfer to four-year institutions. Four gain scales were created to operationalize the student's perceptions of gains. The multivariate test for the interaction of ethnic group and enrollment status was nonsignificant; differences in perceived growth among ethnic groups did not depend on their enrollment status. Significant main effects were found in differences among ethnic groups and between full-time and part-time students.  相似文献   

4.
In the present study it has been examined how children’s creative writing tasks may contribute to teachers’ understanding of children’s values. Writings of 300 elementary school children about what they would do if they were the boss of The Netherlands were obtained and seemed to reflect different types of values. Most children were concerned with charity. Also, writings concerned materialist values and socio‐political topics, such as human rights, power and tolerance. Analyses of group‐specific differences showed girls to write more about charity and health when compared to boys. Children from low socio‐economic backgrounds wrote less about environmental issues compared to children from middle and high socio‐economic backgrounds. Children from ethnic minority backgrounds who wrote more about obtaining goods for themselves and less about environmental issues than Dutch‐origin children. In addition, age differences were found in line with an increase in social and moral development. These differences are discussed in light of differential socialisation practices.  相似文献   

5.
This research was carried out as the basis for an M.Ed. thesis for the University of Birmingham during the early part of 1983. Its main aim was to compare the social, emotional and scholastic adjustment of a group of indigenous white children attending a multi‐cultural school with a similar group being educated in a mono‐cultural, predominantly white setting. A secondary aim was to investigate inter‐ethnic differences between the three cultural groups represented. The investigation was carried out amongst pupils in the two top year groups (9‐11‐year‐olds) from two city primary schools, one school being mainly multi‐cultural in background and one mainly mono‐cultural. The schools were matched as closely as possible for ethos, pupil social background, environment, and teaching practice. The results of the study indicated that the primary null hypothesis: that no significant differences would appear between the responses of the group of white pupils attending the multi‐cultural school and those of their counterparts in the control group attending the mono‐cultural school, was sustained. However, some inter‐ethnic differences did emerge from the data, but sex rather than cultural background or type of school attended proved to be the major source of difference in response.  相似文献   

6.
Abstract:

This paper focuses on the impact of school factors on student achievement due to differences in family backgrounds. Based on the principle of diminishing effects of school investment in children’s achievement, this study built a model that includes individual characteristics, family characteristics, and school characteristics. Family and school variables were incorporated into the model. The subjective effort in children’s individual study and family investment and effort in education were controlled. Using data on elementary school children from 20 counties in Gansu Province, this study found that parents’ level of education and family income and indices of school quality have a significant positive relationship to children’s achievement. However, an increase in school investment will shrink the score differences caused by differences in children’s family backgrounds. The policy implications are that increased educational investment in impoverished rural areas has an even more significant positive effect on the achievement of children from disadvantaged family backgrounds.  相似文献   

7.
This study is concerned with experiences of ethnic identity amongst a group of three‐year‐old and four‐year‐old children, four‐fifths of whom are of Pakistani heritage and the remainder of white indigenous heritage. Focused on a nursery school in the United Kingdom, the study explores the relationship between the individual and the social and cultural, initially in the home and then as the children start nursery school. An ethnographic approach is used to record the children’s daily experiences and relationships as contexts where they reveal, shape and reshape who they are. Children’s ethnic identities are explored in relation to boundaries where different communities of practice collide, alongside other aspects such as gender and sexuality and under the influence of factors such as power and religion. What appears to emerge is a sense of ethnic identity as social practice and performance rather than as the result of maturation or of internal cognitive development.  相似文献   

8.
Efforts to improve school readiness call for improvements in the professional qualifications of the early childhood workforce. It is critically important that these efforts are inclusive of a diverse workforce. Providers from diverse ethnic and linguistic backgrounds make up a sizable portion of the early childhood workforce, yet diversity continues to be disproportionally concentrated among providers with lower qualifications. This study examines the effect of a state-wide scholarship program on increasing qualifications for nondegree-seeking providers from diverse groups caring for children in early childhood settings. Data from two components of Oregon’s Quality Rating and Improvement System for early care and education were linked with individual provider identification numbers (N = 1,783): the Oregon Child Care Professional Development Registry (PD Registry) and the state-wide Betty Gray Scholarship Program. Findings revealed that providers from ethnic and linguistic minority backgrounds had lower qualifications, on average, but also accessed scholarships at elevated rates. Scholarships were associated with modest increases in professional qualifications for all groups of providers but did not reduce the gap in qualifications between providers from minority and nonminority backgrounds. Implications for teacher educators who deliver training and/or education to providers are discussed. Directions for future research and programming related to qualifications of early childhood providers are also presented.  相似文献   

9.
Background: The achievement gap between immigrant and non-immigrant students that has been identified in most OECD countries and the considerable educational dropout rate among students from ethnic minority backgrounds in some countries have become serious challenges for national educational systems. The educational underachievement of young people from ethnic minority backgrounds is embedded in the process of their acculturation. In the tradition of cross-cultural psychology, acculturation describes individual or ethno-cultural group changes in behaviour and attitudes in the situation of intercultural contact. Such cultural changes are central to the experience of ethnic minority students including newly arriving immigrants, children of immigrants and members of marginalised ethnic and racial groups. Acculturation has been described as a stressful process, and acculturation orientations adopted by young people from ethnic minority backgrounds have been shown to have an impact on their adjustment.

Purpose: The school context has been recognised to be the crucial context for acculturation of young people from ethnic minority backgrounds. The academic achievement of these students is thus embedded in the acculturation process, which involves cultural identity development, psychological adjustment and behavioural adjustment. The study is aimed at analysing and systematising the findings of empirical research on acculturation in the school context with a focus on the academic achievement of young people from minority backgrounds.

Design and methods: For this study, 29 peer-reviewed articles from a total of 348 articles that matched the search criteria in the database of the Education Resources Information Centre were selected according to inclusion criteria. The selected articles addressed academic achievement of young people from minority backgrounds in relation to at least one of the issues of acculturation such as cultural identity, psychological adjustment and behavioural adjustment. The articles were analysed by applying the method of qualitative content analysis, using MAXQDA software. The findings presented in the selected articles were analysed and integrated according to a deductively developed and inductively enriched category system.

Conclusions: Overall, the results of our analysis offer insight into issues of acculturation in relation to academic achievement. Moreover, our findings reveal the complexity of the relationship between cultural transition and school adjustment for young people. As shown in our review, although a bi-cultural orientation was predominantly positively related to school adjustment of minority students, some studies also identified assimilative attitudes as advantageous for students’ academic achievement as well as for their psychological and behavioural adjustment. Moreover, our study has also shown that young people’s acculturative attitudes may have a different impact on their school adjustment relative to acculturative behaviours.  相似文献   

10.
Patterns of Social Expectations among Black and Mexican-American Children   总被引：2，自引：0，他引：2  
In 2 studies, a total of 213 black and Mexican-American third- and sixth-grade children were asked to respond to 8 videotaped scenes of everyday social encounters with same-ethnic, unfamiliar peers at school. Mexican-American children reported expectations for sharing and relying on authority figures significantly more often, and apologizing, getting angry, and initiating action significantly less often than their black peers. Emotional responses decreased and socially desirable responses increased with grade for both groups. In addition, ethnic differences were greater at the sixth-grade than at the third-grade level for both groups. Girls apologized and sought help from teachers more often than boys, and social expectations varied by sex for each ethnic group. Individual children varied in the degree of similarity to their group, with some children giving responses highly typical of their group across all 8 scenes and others giving responses not typical of their group. High self-esteem was significantly correlated to being similar to one's own group.  相似文献   

11.
We go beyond previous studies of vertical inequality in Ethiopia, by investigating ethnic group-based, or horizontal, educational inequality. Currently, there are no known studies of differential schooling patterns across cultural groups in Ethiopia. The research draws on the Young Lives prospective longitudinal study of 929 children in later childhood. We investigate the extent to which ethnic group differences in schooling participation and progression can be explained by individual differences in socio-economic status. The findings show that poor educational participation and progression remain challenges for certain minority ethnic groups. Household wealth helps to explain the effect of ethnicity on educational outcomes. However, it cannot fully account for the ethnic gap. We conclude that conventional research, which emphasizes addressing individual differences in educational outcomes, or vertical inequalities, may downplay the role of cultural group-based inequalities in children's opportunities to learn.  相似文献   

12.
The purpose of this study was to examine differences in career development among four ethnic groups and two age groups of community college students in regard to their career goals, career preparation actions, and the number of job seeking strategies utilized. Data were obtained from the Beginning Postsecondary Students Longitudinal Study (BPS: 90/94) of the National Center for Educational Statistics (NOES), U.S. Department of Education. Results suggest that there are statistically significant differences among the ethnic groups in six of the seven career goals; however, there are no significant differences between the traditional and non-traditional age groups in career goals. For career preparation action there are significant differences between the two age groups and also between Black/African American and White/European American students. There is no significant difference among the age or ethnic groups in the number of job seeking strategies utilized. These findings imply that student services providers, such as counselors, should be sensitive to community college students' backgrounds and experiences related to ethnicity and age. Individualized career-related workshops tailored to the career needs of specific student populations should be offered. The function of community colleges as providers of employment preparation can be enhanced by familiarizing students with accurate career information, considering students' ethnic backgrounds and their age.  相似文献   

13.

The aim of the current study was to investigate to what extent children’s potential for learning is related to their level of cognitive flexibility. Potential for learning was measured through a dynamic testing procedure that aimed to measure how much a child can profit from a training procedure integrated into the testing process, including the amount and type of feedback the children required during this training procedure. The study followed a pre-test–training–post-test control group design. Participants were 153 6–7-year-old children. Half of this group of children were provided with a standardised graduated prompts procedure. The other half of the participants performed a non-inductive cognitive task. Children’s cognitive flexibility was measured through a card sorting test and a test of verbal fluency. Results show that cognitive flexibility was positively related to children’s performance, but only for children in the practice-only condition who received no training. These outcomes suggest that dynamic testing, and more in particular, the graduated prompting procedure, supports children’s cognitive flexibility, thereby giving children with weaker flexibility the opportunity to show more of their cognitive potential as measured through inductive reasoning.

  相似文献   

14.
This study explored how ethnic membership relates to children’s academic achievement and goal orientations and whether there are ethnic differences in how goal orientations are linked to academic achievement. Further, we investigated whether these relations vary based on the geographical region where ethnic groups live. The sample included 361 children (179 girls), age 12–15 years, from two regions in Romania, Banat (n = 237) and Moldavia (n = 124). Ethnic differences in academic achievement were found only between majority and Hungarian minority ethnic groups who live in different areas, whereas ethnic differences in goal orientations were found between minority and both groups of majority children (living in the same and in different geographical regions). The strengths of the associations between goals and academic achievement were not significantly different based on ethnic and regional background. The findings highlight the importance of cultural (i.e., ethnicity) and contextual (i.e., regional area) factors in relation to children’s achievement and motivation (i.e., goal orientations). Additionally, our findings show that the relations between academic achievement and goal orientations are similar across the analysed ethnic and regional groups.  相似文献   

15.
This study, building on previous studies stressing the bond between positive sense of ethnic identity and school belonging, puts at its center the very process of ethnic identity construction. Thus, identity is viewed as co‐constructed, within a social–constructionist perspective on learning. The study is two‐folded. It starts out by describing how participants in a Finland–Swedish preschool setting orient to ethnic identity in everyday interactions. Video recordings are analyzed using conversation analysis, a relatively recent approach to the exploration of how ethnicity is accomplished in interaction. It shows that the different ethnic backgrounds of the children were considerably more prominent in the informal self‐initiated interactions between themselves than in situations where adults were present. The children mainly used ethnicity as a resource to investigate themselves in relation to others to negotiate status and construct in‐ and out‐groups. The second part focuses on how to create a more inclusive school‐setting by more actively supporting students' ethnic identity construction. It discusses the experiences from a teacher–researcher collaboration, where the way children constructed ethnic identity in the first part of the study was taken as the starting‐point for the development of new practices. The study suggests the ongoing ethnic identity construction in everyday educational settings to be a fertile area for further research. We need to know more about how these processes can be supported in a manner that is sensitive to the students' needs to decide for themselves whether, and how, they wish to orient to their own ethnic backgrounds.  相似文献   

16.
Students entering higher education need to integrate themselves into a new study community. Those coming from minority ethnic backgrounds may experience this phase more intensely since they may feel themselves to be different or consider that they are being treated differently. This article approaches ethnic identity as a dynamic concept. The differences characterizing students with varying ethnic self‐definitions are explored as subjective factors that are important for good study progress. Finally, study progress after one year is analyzed.  相似文献   

17.
Factors that influence the incidence of utilization deficiencies and other recall/strategy-use patterns on a strategic memory task were evaluated in two hundred and fourteen 7- and 9-year-old children. Both utilization deficiencies and the incidence of children showing increases in both recall and strategy use over phases were more likely to be observed on phase transitions involving prompting or when different lists of items were included on consecutive trials; in contrast, increases in recall in the absence of increases in strategy use were more likely to be found between trials consisting of the same stimulus items. This research clearly indicates that patterns of recall/strategy-use relations, including utilization deficiencies, vary meaningfully with the age of the child and a variety of contextual factors.  相似文献   

18.
Teaching art in a multicultural society requires teachers to develop an understanding of the nature of artistic knowledge with regard to the cultural backgrounds of all children, so that the validity of art relates to the ethnic structure of contemporary society and takes full account of its historical origins. This requires a sound basis for interpretation of other cultures so that children can see the interrelated connections between what they are shown and know, and how this is always contingent upon historical antecedents of society and societies. No longer can artistic traditions be isolated or prioritised in hierarchies that alienate or marginalise the cultural roots of those children who happen to come from ethnic minorities. Therefore, to better teach the requirements of the National Curriculum in Art, with particular regard to Attainment Target 2, teachers need to be aware of their responsibilities in interpreting the traditions of non-indigenous cultures. This paper draws on experience of teaching art in a largely homogenised minority of Scottish Gaeldom, where historical perceptions of what constituted its tradition were profoundly significant to the aims of educating its young. And where, the teacher happens to come from outside that tradition, the importance of understanding the formation and interpretation of tradition[s] is a paramount consideration in deciding what and how to teach art. This paper focuses on the central issues and draws upon relevant literature to support the case that art must be taught with commitment to the context and artistic future of a multicultural society.  相似文献   

19.
In this follow-up study of an earlier investigation (Marjoribanks, 2002a), relationships were examined between adolescents' educational aspirations and young adults' educational attainment, after taking into account measures of family background, individual characteristics and proximal learning settings. Data were collected as part of a longitudinal survey of Australian youth (3772 females and 3476 males). The findings from the two analyses suggest that: (a) family background, individual characteristics and proximal learning settings combine to have large associations with adolescents' aspirations, and these aspirations have the largest relationship with young adults' eventual educational attainment; and (b) there are ethnic group differences in the linear and curvilinear nature of relationships involving measures of individual characteristics, adolescents' educational aspirations and young adults' educational attainment. An 'aspiration 2 attainment 2 background' model is proposed to examine the ongoing and different interactions between aspirations and academic outcomes for students from various family backgrounds.  相似文献   

20.
This article presents findings of small‐scale in‐depth qualitative research into the perspectives on history amongst adolescent children of minority ethnic backgrounds living in inner‐cities in England. The research aimed to elicit, first, the narratives of British history that children from minority ethnic backgrounds hold; and, second, the relationship between the history children learn from home and that learned at school. In addressing these research questions, this paper contributes to wider discourses of what history should be taught in contemporary multi‐ethnic settings, as well as how teachers in classrooms can navigate the tensions between history and memory cultures. Although the research was conducted in the English context, the issues it raises are pertinent elsewhere.  相似文献   

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