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1.
OBJECTIVES: This study examines the relationships between physical, emotional, and sexual victimization of school students by educational staff with a number of variables describing the student (gender, age, and relationship with teachers) and the school (the socioeconomic status (SES) of the students' families and school's neighborhood, school level, and ethnic affiliation). METHOD: The study is based on a nationally representative sample of 17,465 students in grades 4-11 in 319 schools across Israel, who completed questionnaires during class. In addition, data were obtained on SES of students' families and the school's neighborhood. Hierarchical linear modeling (HLM) was used to examine the relationships. RESULTS: Almost a third of the students reported being emotionally maltreated by school staff, and almost a quarter of primary and junior high students and a fifth of high school students were physically victimized by school staff. Almost 8% of secondary school students reported being sexually maltreated by school staff. The most vulnerable students were boys, Arab children, and children in schools in low SES neighborhoods. CONCLUSION: The study shows that students in Israel are exposed to high levels of maltreatment by educational staff, but not all students are equally likely to be victimized by school staff.  相似文献   

2.
ABSTRACT

Opportunities for social mobility are generated by education systems designed to alleviate the effects of social origin by providing equality of opportunities and resources. The persistence of the strong association between socioeconomic status (SES) and child’s educational achievement and attainment suggests that social origin continues to play an integral role in the educational outcomes of successive generations of Australians. Sociologists draw on a range of theoretical perspectives to explain this association including Bourdieu’s cultural and social capital theories. Using data collected by the Longitudinal Survey of Australian Youth 2009 (LSAY09) project, I examine the associations between student SES, school SES and two outcome variables: Programme for International Student Assessment (PISA) score and university enrolment. The results indicate that low SES students attending high SES schools perform better on PISA tests than low SES students attending low SES schools. After controlling for PISA score, low SES students were less likely than their high SES peers to enrol at university. Furthermore, students attending low SES schools were less likely than their peers attending high SES schools to enrol at university, net of their individual SES and their PISA scores.  相似文献   

3.
In the past three decades in high-income countries, female students have outperformed male students in most indicators of educational attainment. However, the underrepresentation of girls and women in science courses and careers, especially in physics, computer sciences, and engineering, remains persistent. What is often neglected by the vast existing literature is the role that schools, as social institutions, play in maintaining or eliminating such gender gaps. This explorative case study research compares two high schools in Israel: one Hebrew-speaking state school that serves mostly middleclass students and exhibits a typical gender gap in physics and computer science; the other, an Arabic-speaking state school located in a Bedouin town that serves mostly students from a lower socioeconomic background. In the Arabic-speaking school over 50% of the students in the advanced physics and computer science classes are females. The study aims to explain this seemingly counterintuitive gender pattern with respect to participation in physics and computer science. A comparison of school policies regarding sorting and choice reveals that the two schools employ very different policies that might explain the different patterns of participation. The Hebrew-speaking school prioritizes self-fulfillment and “free-choice,” while in the Arabic-speaking school, staff are much more active in sorting and assigning students to different curricular programs. The qualitative analysis suggests that in the case of the Arabic-speaking school the intersection between traditional and collectivist society and neoliberal pressures in the form of raising achievement benchmarks contributes to the reversal of the gender gap in physics and computer science courses.  相似文献   

4.
Social support and socioeconomic status (SES) have received considerable attention in explaining academic achievement and the achievement gap between students with ethic majority and immigrant background, and between boys and girls. Using a Structural Equation Modeling approach we examine (1) if there exist a gap in school achievements between these groups, (2) whether social support and SES is associated with achievements across these groups, (3) whether social support is associated with achievements after controlling for SES, and (4) whether achievement gaps are explained by group differences in social support and SES. Self-reported cross-sectional survey and register data from 8,574 10th graders in Norway was employed. Although we found group differences in achievements, and direct associations with social support and SES, we found no group differences in these associations. Controlling for SES and other sources of social support, teachers' support remained a significant positive influence on students' school outcomes.  相似文献   

5.
Demand for higher education in Australia has doubled since 1989, increasing the number of students from diverse social, economic and academic backgrounds. Equity targets have seen a proliferation of programs and interventions aimed at encouraging school students, particularly those from low socio-economic status backgrounds, to participate in higher education. However, little is known about the specific occupational interests of school students upon which targeted strategies might effectively be designed and implemented. This paper examines school students’ aspirations for specific careers that require a university education, in relation to student background and school-related variables. The analysis draws from a study of 6492 students from Years 3 to 12 in 64 New South Wales public schools. We found a complex array of factors relating to interest in different careers. Year level at school, gender and prior achievement were stronger predictors across many careers than factors such as SES, Indigenous status and school location. We argue that rather than taking a one-size-fits-all approach to encouraging participation in higher education, outreach activities should be targeted to take account of student diversity and inequalities that foster differing aspirations.  相似文献   

6.
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7.
Teachers (N = 108) of low-achieving homogeneous, high-achieving homogeneous, and academically heterogeneous classes in nine elementary schools and 10 junior high schools in Israel were interviewed to determine their allegiance to academic, personal, and social goals for students. In contrast to results of American research, the academic goal dominated for teachers in all settings. Only for teachers of heterogeneous classes in elementary school was a tendency towards balance in goal orientations apparent. Several explanations for the results are discussed.  相似文献   

8.
正确的功能定位是对高中阶段学校进行规划与建设的前提。走向普及水平的高中教育意味着其是一种适龄人口都可以接受的教育,这种教育是一种大众的、基础的教育,它的性质和功能与精英性质的高中教育有着本质的不同。以单纯的升学或就业为中心的高中教育不适合当前社会发展的要求,高中教育应该更强调学生基本素质的培养,突出基础教育的定位与公民培育的功能。  相似文献   

9.
This qualitative study investigated how pedagogy-driven schools create inclusive communities. From the analysis of open-ended interviews with members of 3 pedagogically driven public elementary schools (Core Knowledge, Experiential, and Montessori) in the United States of America, 3 themes emerged: (1) community and culture, (2) structure, and (3) responsibility and expectations. The emphasis on community building and conscious attention to culture was universal: Members wanted to be at that school, there was a strong belief in the pedagogy, and all school community members were clear that their most important outcome was student success. Each school had 3 essential building blocks in their pedagogy: academic education, affective education, and individualization of instruction. Each school expected adults and students to set and achieve high behavior and learning targets. Recommendations for applying these findings by practitioners and researchers are provided.  相似文献   

10.
Computers are now a ubiquitous part of US elementary school education. With policy reports suggesting that inequities in information and communication technology (ICT) access across US schools are a thing of the past, investigating how such resources and their use may nonetheless continue to vary becomes all that much more important. Through a survey of a statistically representative sample of teachers in Ohio, this research examined computer use among third grade students, including in relation to an array of ICT resources and other key factors. The results indicated that such use was more sophisticated among students in affluent suburban schools when compared to students in all other locations, including various rural and urban locations. These differences were correlated with numerous ICT resource discrepancies. Overall, the discrepancies in ICT use and resources can be understood as not only symptomatic of persistent, broader social inequalities, but also factors that reinforce such inequalities as well.  相似文献   

11.
This article examines the association between school ethnic composition and immigrant students’ intentions to finish high school and to move on to higher education. We used data from 1324 immigrant and 10,546 native students gathered in the school year 2004–2005 in a sample of 85 Flemish (Belgian) secondary schools. Logistic multilevel analyses (HLM6) show that students attending schools with a majority of native students (enrolling less than 20% immigrant students) were twice as likely to plan to finish high school and to plan for higher education than those attending high concentration schools (more than 50% immigrant students). These associations were due to students’ socio‐economic status (SES) and there was no difference in aspirations between high and low concentration schools after controlling for students’ SES and the SES context of the school. All else being equal, immigrant students in high concentration schools tended to aspire to finish high school and move on to higher education slightly more than those attending medium concentration schools (20–50% immigrant students). The analyses further show that these differences between high and medium concentration schools can be explained by the more optimistic culture in high concentration schools. The main conclusion is that high concentration schools are not necessarily detrimental for students’ educational aspirations.  相似文献   

12.
This short report identifies the academic and environmental experiences that support the reclaiming of students at high academic risk and describes an applicable school‐wide programme emanating from the call for educational change in Israel. The proposed structured academic programme demonstrates how schools can achieve broad student knowledge and set high performance standards while accommodating diverse student needs. As such, the programme provides school practitioners with intervention targets that promote school engagement and higher school performance. In addition, the report provides illustrative examples of the implemented programme within schools for students at high academic risk in Israel. It is argued that a movement towards an adaptive model of schooling as portrayed within the structured academic programme may prove to be effective in academically engaging students at academic risk, thus providing all students with democratic possibilities for learning and knowing.  相似文献   

13.
ABSTRACT

Since the 1980s, education in Canada has been through a process that led to school choice, targeting the improvement of students’ performance through school competition. These policies fostering an education quasi-market became an ideal framework for the expansion of IB schools. Since the Diploma Programme of the International Baccalaureate (IBDP) offers a differentiated international curriculum and is perceived as a program that contributes to students’ achievements, it has been increasingly adopted in school districts and schools. This paper explores the marketing strategies developed in schools and districts in response to school competition by tracing the incorporation of the IBDP in high schools in different districts in British Columbia, Ontario and Quebec. Based on interviews with school staff, district officials and IB local association representatives, this study analyzes schools’ marketing decisions from a consumer and producer orientation taking into account the macro environment (federal government) and micro-environment (provincial government and districts). Rather than fostering efficiency and improving students’ achievement as intended, marketization policies resulted in an increased focus on the recruitment of high achieving students, which led to a competition between schools, between districts and between other programs in the districts or in other words –an ‘all against all’ competition.  相似文献   

14.
ABSTRACT

In the present meta-analysis, we examine how secondary school characteristics – such as schools’ academic press, school climate, material resources, personnel resources, classroom climate, instructional practices, out-of-school activities, and socioeconomic status (SES) composition – provide opportunities for students to engage in science and maths, and how these matter with regard to students’ cognitive and motivational-affective outcomes. The meta-analysis includes 71 (international) articles from large-scale studies with a total of 3,960,281 students, 260,390 schools, and 285 effect sizes that were transformed to correlation coefficients. Multilevel meta-analyses were performed. Results identified a number of school variables that can be regarded as relevant for making a difference in student outcomes and at the same time be influenced by education. These refer to school variables such schools’ academic press, classroom climate, instructional practices, and out-of-school activities. Moreover, SES composition was significantly related to student outcomes. Material and personnel resources as well as school climate yielded a close to zero effect. No differences were found between cognitive and motivational-affective outcome variables or between science and maths. The results point to the most promising school characteristics for promoting students’ outcomes and emphasise schools’ potential for students’ engagement in science and maths.  相似文献   

15.
The purpose of the present study is to explore the relationship between family socioeconomic status and mathematics performance on the base of a multi-level analysis involving a large sample of Chinese primary school students. A weak relationship is found between socioeconomic status and performance in the Chinese context. The relationship does not follow a linear, but a quadratic curve, implying that students from a disadvantaged family and higher socioeconomic background have a higher probability to attain higher mathematics scores. This can be explained on the basis of Chinese cultural beliefs about education, exams and social class mobility. Moreover, the aggregated socioeconomic status at the school level seems to moderate in the relation between individual SES and academic performance. This suggests that individuals from a disadvantaged family will achieve higher in the school with a higher family socioeconomic status than students who are enrolled in schools with a lower and average family socioeconomic status.  相似文献   

16.
Classing schools     
School prospectuses and promotional videos appeal to parents by presenting idealised images of the education a school provides. These educational idealisations visually realise the form of discipline a school is expected to provide, depending on the social habitus of the parents. This paper presents a content analysis of the images used in 33 sets of marketing materials from a maximally diverse sample of schools from the state of Victoria. These images are interpreted using the lenses of Bernstein's control and Bourdieu's habitus and cultural capital. The promotional images are found to vary systematically in terms of content and form depending on the perceived social class of the students which the schools attract.  相似文献   

17.
In response to the growing needs of proficient English speakers, the Taiwan Ministry of Education officially included English in standard elementary school curriculum since 2001. English courses at elementary level were extended from the fifth grade to the third grade since the fall of 2005. It is significant to examine whether the educational reform has positively affected students’ learning attitudes. Through focus group interviews and questionnaire survey at six elementary schools, this study explores students’ attitudes towards learning English and ways of instruction. Results indicate that students generally have strong interests in English‐speaking people and desire to spend time in English‐speaking places. A majority of students enjoy learning English through games, and compliments from teachers or parents boost their learning motivation. The finding also reveals that English education in Taiwan seems to have directed students towards a narrow viewpoint of foreign cultures since many students associate foreigners with English‐speaking people only. Finally, many students experience learning English at cram schools, which indicates the important role cram schools play in students’ extracurricular learning.  相似文献   

18.
This study is conducted with self-developed questionnaire on 910 middle school students, aimed at describing middle school students’ academic subjective well-being and exploring its influential factors. Results show that (1) Academic subjective well-being of middle school students is generally low and there exist differences in different schools and grades. Students from non-key middle schools have lower academic subjective well-being than those from the key schools. Grade 2 students in both junior and senior middle schools have the lowest academic subjective well-being. (2) Factors directly affecting middle school students’ academic subjective well-being are academic experience and the present academic achievements · · with the former playing a major role. (3) Factors indirectly influencing middle school students’ academic subjective well-being are social pressure and expected academic achievements, both of which influence students’ academic subjective well-being through students’ academic experience or their present academic achievements. __________ Translated from Educational Research and Experiment, 2004:4  相似文献   

19.
OBJECTIVES: This paper reports on the first nationally representative study on the prevalence of emotional, physical, and sexual victimization of children by school staff in Israel. The study identifies groups of children that are at higher risk for such maltreatment. We examine the differences in staff-induced victimization by the children's gender, age group (junior high vs. high school), cultural groups (Jewish non-religious, Jewish-religious and Arab schools) and by socioeconomic status of the children's families. METHOD: The study is based on a nationally representative sample of 10,410 Israeli students in Grades 7-11 in 161 schools across Israel. Students completed questionnaires during class. In addition, we obtained data on the socioeconomic status of the families of the students in each school. RESULTS: Overall, children reported high rates of victimization by staff members. Almost a quarter of all children participating in this study reported being emotionally maltreated by a staff member, almost a fifth (18.7%) reported being a victim of at least one type of physical forms of maltreatment, and 8.2% reported on at least one sexually inappropriate behavior by a staff member. The most vulnerable groups for all types of maltreatment were males, children in junior high schools, children in Arab schools, and children in schools with a high concentration of students coming from low-income and low-education families. CONCLUSIONS: The overall prevalence rates of staff maltreatment should be considered high and unacceptable. Although rates of physical and sexual maltreatment were lower than emotional maltreatment, they were still high and are worthy of greater attention. Both cultural beliefs and low family socioeconomic status increase vulnerability to staff maltreatment. We suggest conducting an educational campaign to reduce rates of staff maltreatment. We also recommend allocating more resources to support staff in low SES neighborhoods, to alleviate their stress and to provide them with the support that would reduce maltreatment of children in the educational system.  相似文献   

20.
学校文化的使命是根据社会要求和受教育者身心发展特点,精心组织人类文化精华,培育受教育者的文化适应性和文化创造性。在长期社会检验与历史选择中,办学业绩显著并逐步获得公认的名校,以自己独特的高品位文化成为学校文化的高地。名校文化各具特色,其共有的基本特质表现为文化理念的先进性,文化生态的丰厚性,精神气质的独特性以及深刻而持久的文化影响力。  相似文献   

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