共查询到19条相似文献，搜索用时 572 毫秒
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苏州是江苏省经济最发达的城市,外来民工人数占江苏的首位。据苏州市教育局最新统计,2005年苏州市在读民工子女18万人,其中在公办学校就读的有11万人,在民工子弟学校就读的有7万人,还有部分失学儿童的数字无法统计。这表明,近年来以家庭为流动单位的民工涌入苏州, 随着流动人口的持续涌入,流动人口子女教育的问题开始浮出水面。 相似文献
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本文利用福特基金会课题组2008年初对北京市流动儿童教育状况的调研数据,采用有序概率选择模型考察流动儿童义务教育学业表现的影响因素。流动儿童转学次数的增加会导致学习成绩下降,特别是对女童、初中阶段和在公办学校就读的流动儿童负面影响更大。分性别模型的估计结果表明,家庭经济状况只对男童有积极的影响,说明流动儿童家庭可能更倾向于增加男童的教育投入;在分教育阶段模型中,家庭生活状况只在初中有显著正影响;在分学校类型模型中,家庭经济状况在公立学校和有证打工子弟学校有显著正影响。研究建议减少公立学校接受流动儿童的限制,规范收费制度,并为家庭经济困难的流动儿童特别是女童和高年级的学生提供经济资助。 相似文献
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苏州市流动儿童少年接受义务教育的实践与探索 总被引：1，自引：0，他引：1
一、苏州市流动儿童少年接受义务教育的现状根据2004年2月学籍管理专项统计,流动儿童少年在苏州市就读的人数为153675人,其中在公办学校就读的有100069人,吸纳比例为65.12%,在民工子弟学校就读的有53606人,占34.88%。目前苏州市义务教育阶段学生总数636562人,流动儿童少年占24. 相似文献
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本文利用2011年福特基金课题组对北京市流动儿童教育状况进行的调研数据,采用独立性检验和logistic回归模型,考察了北京市流动儿童义务教育阶段进入公立学校或民办学校的影响因素。发现其家庭经济状况、父母受教育程度、来京时间等因素对流动儿童进入公立学校就读有显著的正向影响;家庭中上小学和初中的儿童数量因素对流动儿童进入... 相似文献
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《陕西教育学院学报》2019,(6):35-39
笔者采用《教师-学生评定量表〈T-CRS-C〉》2.1中文版与《家长参与儿童入学准备的调查问卷》,考察了兰州市安宁区215名一年级公办学校的流动儿童与本地儿童的入学适应状况。研究表明,一年级流动儿童总体适应良好,但在行为控制与同辈社交能力方面适应较差。本地儿童与流动儿童在任务取向、自表能力、同辈社交能力三个方面存在差异。一年级流动儿童的入学适应与就读公办性质的幼儿园、家长较高的参与儿童入学准备水平、担任班干部、就读Y小学与K小学积极相关。 相似文献
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《赣南师范学院学报》2019,(3):110-115
为了解流动儿童的健康状况,从社会经济因素分析流动儿童的体质差异,揭示社会经济因素影响流动儿童体质健康差异.采用ANOVA分析、ANCOVA分析和相关分析.使用SPSS 20.0对父母职业、父母受教育程度、家庭月收入进行ANOVA分析.流动儿童体格状况和社会经济因素的关系,以体格作为因变量,社会经济因素作为自变量,年龄为协变量使用ANCOVA分析评估流动儿童的体质差异,并对其进行相关分析.不论体格还是握力,城市儿童>流动儿童>农村儿童(p<0.001).相关分析结果发现,父母教育程度与体格与握力存在紧密相关(P<0.001).儿童体格及力量素质与社会经济因素存在较强的相关性(p<0.001). 相似文献
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《黑龙江教育学院学报》2017,(5):66-69
进城务工的流动人口随迁子女在流入地的义务教育一直是各界关心的焦点问题。而这些流动人口子女中,有一小部分能就读于当地公办学校,其余则只能就读流入地的民工子弟学校。为了解就读不同性质学校的流动人口子女义务教育现状,对苏州市公办学校和民工子弟学校的流动人口子女学生、家长及他们的任教教师实施调查,并对两类学校的调查数据进行T检验。结果表明,就读不同性质学校的流动人口子女在"家长资本""社会资本""经济资本""心理资本"及"社会适应性"等方面存在显著差异,进而引发不同性质学校教师对其所教授的流动人口子女的情感态度差异。最后,研究得出流动人口子女要获得流入地较优的"教育资本",当地政府要实现义务教育均衡发展,其关键要提升流动人口子女家长的"社会资本"和"经济资本"。 相似文献
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Ellen B. Goldring 《教育政策杂志》2013,28(3):209-230
School choice survey data from the Metropolitan Nashville Public Schools, a large county‐wide school district, is analysed to examine the characteristics of parents who consider choosing private schools for their children and those who do not. We examine differences in background, including race, educational attainment and socioeconomic status, as well as differences in parent satisfaction with their child’s previous school, parent involvement in school, parents’ priorities in school choice, as well as parents’ social networks. After controlling for background characteristics, we find that parent satisfaction with their child’s previous school was not a predictor of considering a private school. Rather, parent involvement seems to be a more important indicator of whether or not a parent would consider sending their child to a private school. In this case, parents are not ‘pushed’ away from public schools, contrary to much public rhetoric that suggests private schools are somehow inherently ‘better’ than public schools and parents who are dissatisfied with their public schools will opt for private schools. Instead, these findings suggest a ‘pull’ towards private schools. Parents may perceive that parent involvement and parent communication are more easily facilitated and valued in private schools. 相似文献
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Ting Liu Kathryn Holmes James Albright 《International Journal of Inclusive Education》2013,17(9):994-1008
Recently China has been undergoing an unprecedented urbanisation process which has resulted in millions of rural families living in urban areas. As part of a study of Chinese migrant children's educational experiences, surveys and interviews were conducted with primary school teachers in a metropolitan city in East China. The objectives of this study were to describe teachers’ perceptions of migrant children's education in both migrant schools and in public schools, and to investigate differences in their beliefs between school types. Results found that urban teachers’ perceptions of educational inclusion of migrant students were slightly negative in general. However, teachers in public schools showed significantly more positive attitudes to inclusion of migrant students than migrant school teachers. In the light of these findings, the paper concludes with implications for practice and policy for education of migrant children in China. 相似文献
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Shuang Chen Jennifer Adams Zhiyong Qu Xiaohua Wang Li Chen 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2013,59(6):693-722
In the context of China’s increasing rural-urban migration, few studies have investigated how parental migration affects children’s experience in school. The high cost of schooling, taken together with the institutional barriers in destination cities, have compelled many rural parents in China to migrate without their children, leaving them in the care of their spouses, grandparents, relatives or other caregivers. Still other parents migrate with their children, many of whom then attend urban migrant schools in their destination city. Understanding the academic engagement of children of migrant workers is particularly salient because the poor qualities of migrant schools, a lack of parental support, and exposure to competing alternatives to schooling may render both migrant children in the cities and left-behind children in the rural villages vulnerable to disengagement, and ultimately school dropout. Using data collected in 2008 in the urban Haidian and Changping districts of Beijing and rural Henan and Shaanxi provinces, the authors of this paper investigate the association between parental migration status and two measures of academic engagement, academic aspirations and the odds of liking school, by comparing migrant children attending migrant schools and left-behind children with their rural counterparts who do not have migrant parents. The authors’ findings show that migrant children attending migrant schools have lower academic engagement compared to rural children of non-migrant parents. The correlation between academic engagement and parental migration status can be accounted for in part by the support children receive from family and teachers. The association between certain measures of family and school support and academic engagement also varies by parental migration status: for example, high teacher turnover rates significantly reduce migrant children’s odds of liking schools, but do not affect children of non-migrant parents. 相似文献
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采用分层随机抽样法在济南、青岛两地的7所初级中学抽取学生897人进行问卷调查,考察儿童权利意识与家庭社会经济地位和父母教养方式的相关.研究结果如下:(1)父母教养方式对儿童的权利认知和权利行为倾向均具有显著影响.(2)在农村,中等社会经济地位儿童的权利认知和权利情感得分显著高于低社会经济地位儿童.(3)家庭社会经济地位对儿童的权利认知和权利情感具有极其显著的预测作用,家庭的社会经济地位越高,儿童的权利认知和权利情感得分越高;父母教养方式对儿童的权利行为倾向具有极其显著的预测作用,权威型教养方式下的儿童具有更强的权利行为倾向. 相似文献
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Scholars disagree on the extent to which low-fee private schools can adequately supply education to poor children in developing countries. This article contributes to the debate with a qualitative study in the Chinese context where privatization of education intersects with rural-urban migration. Using grounded theory approach, I examine how these schools aid or hinder migrant children’s settlement and integration in the host city. Fieldwork in the country’s interior region reveals that migrant schools are oriented toward meeting the immediate needs of migrant families but at the cost of children’s future prospects. The conclusion discusses implications for equitable urbanization. 相似文献
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An increasing number of migrant children are involved in public education due largely to the policy for migrant children education outlined by the Government of China from the late 1990s. In this article, we describe the unique and often difficult situation rural migrant children face after they enter urban public schools. Drawing from the Theory of Inclusive Education and data collected at two public junior high schools in Beijing, we provide an in-depth analysis on migrant children’s education from their own viewpoint and from the perspectives of their parents, teachers, and school administrators. Our survey results identify the need for further adjustments of the existing education system which can help improve migrant children’s education in China. Findings also highlight the dilemmas regarding how to best meet the needs for teachers, migrant parents, and migrant children who attend public schools. In order to provide a quality education for migrant children, we conclude by arguing that there must be a three-pronged partnership to best accommodate the unique education needs of migrant children in urban China. 相似文献
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Since 2001, the Chinese government had passed a series of policies known as ‘the two primary responsibilities’ to allow the rural migrant children to attend urban public schools. However, what the migrant children actually experienced in and after negotiating access to these schools deserves serious attention from educators, scholars and policymakers. Based on prolonged ethnographic fieldwork in a Beijing public school, this study demonstrated three key aspects of exclusions in migrant children’s schooling experiences, namely, (1) access to school, (2) in-class participations and (3) peer interactions, and examined the ‘hidden curriculum’ in the existing school practices that prevented migrant children from integrating successfully in the urban school settings. We found that academic performance lay at the root of social exclusions, but the local educators’ perceptions of migrant children as outsiders, the urban-oriented school curricular and urban children’s involvement (vis-à-vis migrant children’s little involvement) in the extracurricular activities at school as well as the paid supplementary trainings outside school together formed the ‘hidden curriculum’ that led to the marginalization of migrant students in the urban school system. 相似文献
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Naruho Ezaki 《Education 3-13》2018,46(7):867-878
This study examined the impact of the 2015 Nepal earthquakes on children’s schooling by focusing on individual children’s enrolment flow, particularly from public to private schools, which is becoming a worldwide trend in recent years. The results revealed that the total number of attendees at target schools recovered to pre-earthquake levels 2 months after the disaster; however, flow towards private schools was impeded, especially among ECD (early childhood development) children. The earthquake disaster sharply distinguished children who can go to a private school and those who cannot do so. Moreover, it impeded access even to public schools for children in a vulnerable position. 相似文献