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1.
As a new reform in Australian education, middle schooling has been gaining momentum. The rationale behind middle schooling
is to bridge the traditional primary-high school gap and provide a more developmentally appropriate educational experience
for young adolescents. Middle schooling in the USA has gone through a “boom-to-bust” cycle and is currently undergoing a “reinvention”
as research on practice and reporting of research on practice has, in the most part, been ad hoc and piecemeal. If Australian
middle schools are to avoid the boom-to-bust-to-reinvention cycle experienced in parts of the USA (Beane 2001), then a more
systematic approach to researching practice is required. Research-based criteria for systematic study and improvement of middle
school practice have been identified as (a) acceptance as part ofplanning alternative practice, (b)effectiveness as part ofimplementing alternative practice, and (c)sustainability as part ofevaluating alternative practice. 相似文献
2.
Brenton Prosser Faye McCallum Philippa Milroy Barbara Comber Helen Nixon 《The Australian Educational Researcher》2008,35(2):15-35
In this paper, we draw on accounts from students to inform a Middle Schooling movement that has been variously described as
“arrested”, “unfinished” and “exhausted”. We propose that if the Middle Schooling movement is to understand the changing worlds
of students and develop new approaches in the middle years of schooling, then it is important to draw on the insights that
individual students can provide by conducting research with “students-as-informants”. The early adolescent informants to this
paper report high hopes for their futures (despite their lower socioeconomic surroundings), which reinforces the importance
of supporting successful learner identities and highlights the role of schooling in the decline of adolescent student aspirations.
However, their insights did not stop at the individual learner, with students also identifying cultural and structural constraints
to reform. As such, we argue that students may be both an important resource for inquiry into individual school reform and
for the Middle Schooling movement internationally. 相似文献
3.
Our society increasingly uses educational institutions to punish our people. We see this in zero tolerance policies, school-based
arrests, and alternative schooling for “troublesome youth.” This means that schools are actively engaged in criminalizing
our youth than ever before. The introduction offers insight into the broader context of the punitive society where schools
and prisons collide. 相似文献
4.
Kitty te Riele 《教育政策杂志》2013,28(2):129-145
Youth ‘at risk’ is the currently favoured label used in Australian policy for youth whose educational outcomes are considered too low, with an emphasis on the risk of not completing senior secondary education. Although some research has identified factors contributing to this risk as stemming from complex interactions between individual and family circumstances as well as characteristics of schools and society, policy identification of youth ‘at risk’ has tended to simplistically focus on personal attributes of young people. Moreover, this identification has set up a false distinction between a supposed problematic minority versus a ‘normal’ majority. Thus, the dominant conceptualization of youth ‘at risk’ draws attention to what is wrong with these youth, rather than to what may be wrong with schooling. This paper examines both empirical observations and discursive conceptualizations to critique the ‘youth at risk’ label, and proposes use of the concept of ‘marginalized students’ instead, which identifies individuals not through their personal characteristics but through their relationship with schooling. This approach allows recognition that marginalization is at least in part a product of schools and society, and requires action in those arenas. 相似文献
5.
Julianne Moss Joanne Deppeler Lesley Astley Kevin Pattison 《Journal of Research in Special Educational Needs》2007,7(1):46-54
Using 'visual narrative' theoretically and practically, this paper explores issues of inclusive education, during a period of curriculum reform and renewal in Australia. In Australia, the middle years of schooling, Years 5 to 9, are well researched and known as a period when students disengage with learning and participation in schooling. Research in the middle years affirms the importance of engaging with 'student voice'. In this special edition, we are aiming to highlight how the use of visual imagery can be a rich source of understanding, illustrating students' self-knowledge of schooling. Methodologically we refer to our research approach as 'visual narrative'. Other writers in this edition use the term 'photo voice'. For researchers it is important to highlight the differing orientations that 'visual narrative' and 'photo voice' signify. The terms are not mutually exclusive but highlight differing research possibilities and emphasis. Our argument, through the use of visual narrative produced by middle years' students, is that visual texts open out some innovative possibilities for understanding inclusive education and supporting new relationships with our research community. Such approaches are not new; however, in a field such as special education that purports to support marginalised groups, liberatory research methods are under-represented. This paper aims to open out these discussions and provide a way forwards for teachers and researchers interested in breaking apart why it is that inclusive education remains a never-ending struggle. 相似文献
6.
Unique cross-national data on adolescents’ civic skills, knowledge, and political attitudes are used to examine the democratic processes of modern mass schooling, effects of national political systems, and patterns of youth political socialization in 27 nations. Compared to the generally weak reported effects on mathematics and reading achievement, we find robust effects of schooling on youths’ civics knowledge, skills, and attitudes. Secondly, there is empirical support for the importance of a supra-national political culture, beyond that of unique national cultures, in the political socialization of youth. Lastly, there is evidence of an emerging common polity among youth across nations. The results extend notions of the institutional influence of mass public schooling on the political socialization of youth. 相似文献
7.
Michael Fullan in 1991 made the comment that little was known about how students viewed educational change, as no one had
thought to ask them. There is a small but growing literature seeking the views of students on a range of issues associated
with schooling. This paper reports the findings of a study of students’ perceptions of top–down educational change, involving
school amalgamations, closures and creation of middle schools. The policy process was purportedly to involve consultation
with students. The study interviewed students to explore the nature and extent of their participation in the policy enactment
and their views about the changes. Several meta level themes emerged from the students’ ‘voices,’ including issues associated
with disempowerment, and competing social justice and economic discourses. The findings foreground the often messy and contradictory
tensions evident in policy processes. The study found that despite the policy intent to include students, they continued to
be the ‘objects’ of policy initiatives, submerged in what Freire labelled a ‘culture of silence.’ It was the macro level policy
elite who exerted the most influence, using their power, privilege and status to propagate particular versions of schooling.
The paper concludes that students are deeply impacted by educational change and they want to participate in restructuring
agendas. Therefore policy makers at all levels need to make spaces for the active engagement of students in policy processes. 相似文献
8.
Conclusions Our aim in taking the Year 7 class was to increase our understanding of the learning process. In simple terms we were trying
to apply our ideas and White's analysis of the term ‘understanding’ further clarified our purpose. Each target of our understanding
has been affected by our experience. Two examples can be used to show how this occurred.
Our understanding of the learning approach has been modified by our understanding of students at this level. The effects of
peer group interactions have been underestimated as a factor in the learning environment. As a further example we can see
that some ways in which schools are organized are not conducive to the implementation of the learning approaches being presented.
Schools are organized so that groups of age cohorts can function effectively. The result is that school classrooms are a compromise
where competing functions of schooling and the constraints that are operating are ‘balanced’. The ideal conditions for our
approach to learning could not be present and two visitors from the ‘ivory tower’ were grateful for the opportunity to better
understand a secondary school and a group of its students. 相似文献
9.
In this paper, we report on the structural nexus of one youth??s gaming practices across contexts and over time. We utilize data from an ethnography of youth science and technology learning, as well as expertise development, across settings and developmental time. We use Ole Dreier??s theory of persons to understand how this youth is able to develop considerable gaming expertise. Additionally, we explicate the learning practices embedded in the structural nexus of this youth??s gaming and we examine associated issues of learning and identity. We problematize the lack of continuity between his formal schooling experiences and the structural nexus of his gaming practices as situated in a variety of other contexts and we reflect on the implications for the design of STEM gaming experiences in formal school environments. 相似文献
10.
In this paper, we argue that a fundamental cultural shift is needed to effectively address anthropogenic causes of climate change. Evidence suggests that youth are well positioned to create such transformation. While various studies have contributed empirical evidence to numerous youth-based non-formal environmental engagement programmes, what is missing in the environmental education literature is discussion of a systematic approach to the development and evaluation of these programs. In this paper, we draw on the youth civic engagement literature to propose a framework that can be used as a basis to guide further development of evidence-based practices. Five major components are described as follows: (1) the engagement activity; (2) the engagement process; (3) initiating and sustaining factors; (4) mediators and moderators; and (5) outcomes. This approach to youth engagement can inform both researchers trying to study effective ways of creating change and practitioners developing environmental programmes that aspire towards a culture of sustainability. 相似文献
11.
Changing school loyalties and the middle class: A reflection on the developing fate of state comprehensive high schooling 总被引：1，自引：0，他引：1
Craig Campbell 《The Australian Educational Researcher》2005,32(1):3-24
Of all Australian secondary schools in the current period, the government comprehensive high school is in most difficulty.
This article looks at the developing fate of this school in terms of middle class social practice in relation to changing
schooling loyalties. The recent work of Michael Pusey, Stephen Ball, Janet McCalman, Richard Teese and Judith Brett on the
middle class is reviewed to give the discussion an historical and contemporary sociological context. The main idea addressed
is that the middle class is being ‘forced’ to leave public schools. Government policy on state aid since the (1960s is interpreted
as encouraging the departure of the middle class from public schooling, though not evenly in all regions or different kinds
of government school. The article analyses census data for New South Wales from (1976 to 2001, using the categories of family
income, fathers’ occupation and labour force status as quantifiable indicators of changing school loyalties in the middle
class. The article concludes that state comprehensive high schools face a difficult future. Increasingly these schools are
seen as schools of ‘last resort’, or schools to which students are sent where active choices are not possible, or are not
made by apparently neglectful parents. This occurs in a period in which ‘good citizenship’ is defined less in terms of responsibility
to the welfare of broad collectivities in society, but in the informed strategic pursuit of private interest. 相似文献
12.
《International Journal of Educational Research》1995,23(3):239-253
In Africa there has really been no historical development of cooperative learning because of the influence of missionary and colonial education in establishing a Western form of schooling. This is why a discrepancy exists between African culture, which may be seen as defining some form of cooperative learning, and the present school culture. The new philosophy of African socialism has not markedly permeated the schools or methods of classroom teaching. Cooperative learning has special significance for South Africa, but its implementation is hardly possible because of serious educational inequalities which have to be redressed first. Nevertheless, the building of positive relations between Black and White youth has occurred with a cooperative learning approach developed by the author and used in non-formal settings. 相似文献
13.
Schooling territories are bounded spaces where policies, bodies, practices, and discourses meet and collide. It is well documented in assessment literature that students who are active decision-makers understand their learning processes and have the necessary wherewithal to access support across schooling spaces. These spaces are co-produced through interrelationships, where youth participation is associated with power, voice, democratic citizenship, legal entitlement, empowerment, motivation and self-confidence. Recognising the growing pedagogical emphasis on locating students as responsible for their own learning, we consider how assessment practices constitute enabling and constraining schooling territories. Assessment for learning (AfL) can be linked with emancipatory practices in schooling territories where learner agency is co-produced through socio-material classroom relations. We use principal comments to map a range of interrelated schooling territories as a relational cartography of spatialised practices and student participation in AfL. Mostly, these territories are teacher imagined and defined, constructed through schooling and policy frameworks, and determined through the use of student achievement and student voice data. These conceptualised schooling spaces are interrogated to consider the positionality of students within AfL-related territories. While choice and participation may seem emancipatory, we reveal that AfL practices can serve a rarely acknowledged process of affirming territorial power. 相似文献
14.
Mark Blaug 《Economics of Education Review》1985,4(1):17-28
This essay offers a bird's eye view of new directions in the economics of education. An increasing awareness of the socialization function of education, of the screening hypothesis, of the ‘incomplete’ employment contract and of labour market segmentation is leading, it is argued, to a picture of the economic value of schooling which is simply miles removed from the old-fashioned belief that education enhances cognitive knowledge and that employers pay educated people more because they know more. The new way of looking at the economic value of schooling is illustrated by the example of youth training and work experience programmes. 相似文献
15.
Culturally responsive science teaching is using knowledge about the culture and life experiences of students to structure
learning that is conducive to their needs. Understanding what teachers need to prepare them to be culturally responsive is
a matter of continuous debate. As the focus of multicultural education ventures farther away from its roots, advocating the
civil rights of historically oppressed groups, concerns about the gravity of racial inequity on schooling continues. How will
this shift in focus influence teachers’ capacity to accommodate students’ needs resulting from racial inequities in this society,
particularly African American students? What knowledge is essential to their effectiveness? This qualitative study examined
the instructional practices of two effective middle school science teachers deemed culturally responsive by their administrator
on the basis of classroom observations, students’ responses and standardized assessment results. Both teachers’ classrooms
consisted primarily of African American students. Grounded theory was used to analyze the teachers’ beliefs and practices
in order to identify existing commonalties. Critical race theory was used to identify whether there was any influence of the
students’ racial identities on the teachers’ beliefs and practices. The analysis reveals that the teachers’ beliefs and practices
were informed by their critical awareness of social constraints imposed upon their African American students’ identities.
These findings communicate the significance of sociocultural awareness to informing the teachers’ instruction, as well as
their strategies for managing the varying dynamics occurring in their classrooms. It can be deduced from the findings that
an understanding of racial inequities is crucial to the development of sociocultural awareness, and is the foundation for
the culturally responsive dispositions and practices of these middle school science teachers. 相似文献
16.
《Teaching and Teacher Education》2006,22(7):766-776
As communities of immigrant families gather in the low-income neighbourhoods of Tokyo and neighbouring cities, Japanese teachers face new challenges as well as the stigma of classrooms for immigrant children. Within the intricate politics of assignment in Japanese school districts, teachers and administrators can find themselves with students who are barely acknowledged and poorly served by mainstream Japanese schools and other community services. The interviews with teachers, principals, immigrant translators and other cultural intermediaries as well as numerous school visits focused on the ways in which teachers had been required to interrogate their pedagogies, practices and prejudices in order to be effective teachers of low income and immigrant youth. The results reveal strains in the lives and careers of teachers who work with marginalised youth in Japan and are addressed within a critical view of how Japanese schooling is responding to the needs of an increasingly heterogeneous urban population. 相似文献
17.
高中课程体系新模式的构建 总被引：1，自引：0，他引：1
常力源 《湖南师范大学教育科学学报》2002,1(1):48-52
课程是学校教育内容的集中体现，课程结构和课程内容的缺陷必将导致学校教育的缺陷。面对社会发展和变革，现行课程已不能完全适应时代原要求。基于高中教育的性质、任务和它在基础教育中的独特地位，对高中课程改革的理论根据、操作方法等层面作深入的探讨，并从立足现实、面向未来、锐意改革的精神意向上，对正在实施的高中课程改革进行理性分析，都是十分必要的。 相似文献
18.
Barbara Dennis Suraj Uttamchandani Spencer Biery Aubrie Blauvelt 《Ethnography and Education》2019,14(3):360-376
ABSTRACTMulticultural education generally takes place as culturally competent adults prepare other adults to work with a variety of student youth. In this paper, we present an alternative that disrupts the pattern of adults teaching about youth. Our alternative has youth educating adults in ways that centre youth’s experiences and insights with schooling. We discuss the educative efforts of Chroma, a youth community for LGBTQIA+ and allied youth aged 12–20. First, we tell the story of Chroma’s educative efforts. Then, we discuss our methodology. Next, we discuss three key sets of insights about their educative efforts – anchoring expertise, meeting adult learners halfway, and barriers to learning. We raise questions inspired by these findings. At last, we conclude with a deconstruction of the adult–youth binary in multicultural education and ethnographic research. 相似文献
19.
Aashish Mehta Jesus Felipe Pilipinas Quising Sheila Camingue 《Economics of Education Review》2011,30(6):1334-1347
A worker is said to be overeducated if he/she has acquired more education than is required to perform his/her job. In the absence of data measuring the number of years of schooling required to perform particular jobs, we propose a new approach to testing for overeducation. Overeducation is confirmed if we observe that education levels rose in jobs that offer very low returns to education and that underwent little technological change. Using labor force surveys from four developing countries, we find evidence of overeducation in unskilled jobs in the Philippines, mild evidence in Mexico, and little evidence in India and Thailand. We show that a job's mean and modal years of schooling are poor proxies for required education. We also show that overeducation sometimes increases within unskilled jobs, even while a growing share of educated workers enter skilled jobs. This may be because the quality of education segments the labor market. 相似文献
20.
Cowan BW 《Economics of Education Review》2011,30(5):813-825
This paper analyzes the effect of college costs on teenagers’ engagement in risky behaviors before they are old enough to attend college. Individuals with brighter prospects for future schooling attainment may engage in less drug and alcohol use and risky sexual activity because they have more to lose if such behaviors have harmful effects in their lives. If teens correctly predict that higher college costs make future college enrollment less likely, then adolescents facing different expected costs may choose different levels of risky behavior. I find that lower college costs in teenagers’ states of residence raise their subjective expectations regarding college attendance and deter teenage substance use and sexual partnership. Specifically, a $1,000 reduction in tuition and fees at 2-year colleges in a youth's state of residence (roughly a 50% difference at the mean) is associated with a decline in the number of sexual partners the youth had in the past year (by 26%), the number of days in the past month the youth smoked (by 14%), and the number of days in the past month the youth used marijuana (by 23%). These findings suggest that the often-studied correlation between schooling and health habits emerges in adolescence because teenagers with brighter college prospects curb their risky behavior in accordance with their expectations. The results also imply that policies that improve teenagers’ educational prospects may be effective tools for reducing youthful involvement in such behaviors. 相似文献