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1.
Kazi Rafiqul Alam 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2006,52(3-4):343-352
Ganokendras (people’s learning centers) employ a literacy-based approach to alleviating poverty in Bangladesh. They give special attention to empowering rural women, among whom poverty is widespread. The present study reviews the Ganokendra-approach to facilitating increased political and economic awareness and improving community conditions in line with government initiatives for poverty reduction. Many Ganokendras implement programmes geared towards income-generating activities and establish linkages with other service providers, both governmental and non-governmental. As is shown, one particularly successful strategy for facilitating women’s economic empowerment involves co-ordinating micro-credit available through other agencies. 相似文献
2.
Although there has been dramatic economic development in parts of Asia approximately one-third of the Asian population live
in poverty. In response to the persistence of poverty a new international development assistance model supported by the Asian
Development Bank, the World Bank and many other international agencies is emerging with a major focus on alleviation of po
paper will examine educational implications of the new model in one of Asia’s poorest countries, Lao Peoples Democratic Republic.
Attention is given to: (1) the changing social, economic and policy contexts within which Lao education functions; (2) the
strategic concepts associated with the model of poverty reduction; (3) two potential scenarios of propoor educational change;
and (4) assessment of the feasibility of each scenario in increasing the equality of educational and social opportunities
for the poor. 相似文献
3.
Senia Nhamo Godwell Nhamo 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2006,14(2):305-322
The Millennium Summit held in New York in September 2000 outlined the Millennium Development Goals (MDGs). The first of these
involves the eradication of extreme poverty and hunger, setting two targets: halving by 2015 the percentage of the world’s
populace in 1990 with income less than US-$1 a day (i.e., cutting this percentage from 27.9 to 14%); and halving the share
of people who suffer from hunger. As for education, the MDGs seek to ensure that all children can complete primary schooling
by 2015. Drawing on examples from selected southern African countries, the present study examines the need to strengthen economic
support for (adult) education as an instrument of poverty eradication. It argues that human capital is one of the fundamental
determinants of economic growth, and that this economic resource is essentially determined in both qualitative and quantitative
regards by education. 相似文献
4.
Heidi B. Carlone Sue Kimmel Christina Tschida 《Cultural Studies of Science Education》2010,5(2):447-476
This is an ethnographic study of a newly created math, science, and technology elementary magnet school in a rural community
fiercely committed to cultural preservation while facing unprecedented economic instability brought on by massive loss of
manufacturing jobs. Our goal was to understand global- and community-level contexts that influenced the school’s science curriculum,
the ways the school promoted itself to the community, and the implicit meanings of science held by school staff, parents and
community members. Main sources of data were the county’s newspaper articles from 2003 to 2006, the school’s, town’s, and
business leaders’ promotional materials, and interviews with school staff, parents, and community members. A key finding was
the school’s dual promotion of science education and character education. We make sense of this “science with character” curriculum
by unpacking the school and community’s entanglements with historical (cultural preservation), political (conservative politics,
concerns for youth depravity), and economic (globalization) networks. We describe the ways those entanglements enabled certain
reproductive meanings of school science (as add-on, suspect, and elitist) and other novel meanings of science (empathetic,
nurturing, place-based). This study highlights the school as a site of struggle, entangled in multiple networks of practice
that influence in positive, negative, and unpredictable ways, the enacted science curriculum. 相似文献
5.
Courtney E. Kimmel R. Bruce Hull Max O. Stephenson David P. Robertson Kimberly H. Cowgill 《Higher Education》2012,64(2):223-235
In the struggle to remain true to their technical assistance and civic engagement missions in an era of shrinking budgets and increasingly complex accountability claims, land grant universities have developed different engagement strategies to contribute to the development of surrounding communities. Drawing on Flora and Flora’s (in Ann Am Acad Polit Soc Sci, 48, 1993) assertion that a strong and “entrepreneurial” social infrastructure is critical for facilitating lasting change and development in communities (particularly rural communities), this article presents a case study of a land grant university’s engagement with a community landcare group from the perspective of building social capacity in surrounding communities. This case explores Virginia Tech’s involvement in facilitating and supporting Catawba Landcare using three theoretical frames—Ronald Heifetz’s concept of “holding environments” as a safe and facilitated space where social learning can occur; ecological and social entrepreneurship and the roles and functions required to support these forms of entrepreneurship; and the concept of learning action networks in which otherwise disparate partners are linked under common goals and collectively learn how to manage the situation at hand. Using these three theoretical frames, this paper posits landcare as a model of engagement for land grant universities thus contributing to the construction of social infrastructure. 相似文献
6.
Hurricane Katrina exposed to the world the side of America that is often ignored or forgotten—the side of America where people live in poverty and struggle to meet their most basic needs. This article focuses primarily on children in Mississippi and highlights the effect that poverty has on children’s well-being at an early age and future academic success. It also provides evidence for the importance of funding high-quality pre-k programs and parental training to ensure they begin the process of preparing their children for success, not only in Mississippi but in the other states that are leaving their children behind. Finally, with the reauthorization of No Child Left Behind in 2007, recommendations are made for refocusing the premise of the law from accountability and high stakes testing to meeting the needs of all children so they can truly be successful in school. 相似文献
7.
Diane Barone 《Early Childhood Education Journal》2011,38(5):377-384
This article focuses on a parent literacy project that included shared reading and how to support this strategy with families
who have a home language other than English and live in poverty circumstances. Literature about the importance of shared reading
to children’s literacy development is shared in tandem with the importance of building parent and school collaborations. Details
are provided about the literacy project of working with families at Greenbrae Elementary with supporting photographs and parent
comments. Strategies to bring such an approach to other schools are described with many pragmatic concerns addressed. 相似文献
8.
Mary Khakoni Walingo 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2006,13(5):287-304
Agricultural development projects have been promoted in many places as a feature of poverty-reduction strategies. Such projects
have often been implemented without a strong in-built education component, and hence have had little success. Agricultural
projects seek to improve food security by diversifying a household’s resource base and facilitating the social and economic
empowerment of women. The present study presents a survey designed to assess the relationship between education level and
ability to benefit from dairy-development projects in Kenya. Results reveal higher occupation and employment levels among
beneficiary than non-beneficiary households. On the other hand, beneficiaries of poverty-reduction schemes require specialized
training. Apart from project-specific training, the level of general education alone cannot predict the attainment of project
objectives. 相似文献
9.
J. Gregg Robinson 《The Urban Review》2007,39(5):541-565
This paper examines the role of poverty ideology in determining whether a teacher comes to teach at a poor school (presence)
and whether s/he remains at this type of school over time (persistence). A sample of 400 teachers in San Diego California
was administered a questionnaire that evaluated respondents’ attitudes toward poverty. Teachers who believed poverty was rooted
in social structure were more apt to be present in and to persist at poor schools. It is argued that this presence and persistence
in poor schools was because these teachers had developed a “structurally mitigated sense of occupational competence”. This
sense of competence made these teachers more likely to understand the problems they encountered in the classroom in structural
terms, and thus they were more likely to be both satisfied with and persist at their jobs. 相似文献
10.
Allee-Herndon Karyn A. Roberts Sherron Killingsworth Hu BiYing Clark M. H. Stewart Martha Lue 《Early Childhood Education Journal》2022,50(1):119-132
Early Childhood Education Journal - The research literature well establishes that adverse conditions, such as poverty, can affect children’s cognitive development and academic achievement.... 相似文献
11.
Guiseppina Rullo Tullia Musatti 《European Journal of Psychology of Education - EJPE》2005,20(2):107-119
This study focuses on mothers’ and young children’s everyday social experience by analyzing their social relationships, social
support in child care, mother-child interaction, and mothers’ evaluations of all these aspects. Three hundred and eighty-four
mothers with a child aged between I and 3 years, living in a city in Central Italy, were interviewed. A Principal Components
Analysis was performed on items concerning mothers’ and children’s social experience and mothers’ evaluations. Four PCA generated
factors were regressed on the mother’s and Four PCA generated factors were regressed on the mother’s and child’s characteristics.
Results show that, even in a context characterized by social conditions supportive to mothering, there is a comparatively
widespread desire for social interaction with other mothers and children. A stress related to intensive mothering was found
in a minority of the mothers and was predicted by the mothers’ continuous commitment in child care during the whole day. Results
are discussed in relation to the hypothesis that social contacts with other mothers may have a mitigating effect on mothers’
stress. One implication is that early educational services that provide the opportunity for social intercourse among parents
can be an important resource for them. 相似文献
12.
Tiedao Zhang Zhao Minxia 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2006,36(1):261-286
Lack of access to basic education leads to diminished individual and national capabilities, therewith furthering cycles of
poverty. An equitable education system meeting basic learning needs represents not only a human right, but also a means for
reducing poverty, promoting productivity, and sustaining development. The Government of China – the most populous developing
nation, the majority of whose citizens live in rural areas – has been committed to universalizing nine-year compulsory education
among school-aged children and eliminating illiteracy among youths and adults aged 15–45. This study examines lessons learned
from China’s efforts in these areas. It also reports on current challenges and trends in a new national initiative for achieving
high-quality universal basic education by the year 2007. 相似文献
13.
Yi-Chun Hong Ikseon Choi 《Educational technology research and development : ETR & D》2011,59(5):687-710
Design tasks are omnipresent in our everyday lives. Previous research shows that reflective thinking is one of the critical
factors in solving design problems. Related research has attempted to capture designers’ reflective thinking process. Yet
a close inspection of designers’ reflective thinking taking place during their design process demands further effort. To understand
designer’s reflective practice and to find better ways to promote novices’ reflective thinking in solving real-world design
problems, a comprehensive model was developed. This model identified three dimensions to guide the understanding of designers’
reflective thinking during a design process: (1) the timing of reflection, indicating the points in the process where reflective
thinking occurs, (2) the objects of reflection, showing the different types of objects that designers may reflect upon, and
(3) the levels of reflection, referring to the different levels of designers’ reflection. This model provides for meaningful
aspects of reflective thinking to be situated in a design process, which can guide educators and instructional designers in
developing appropriate learning environments for facilitating novice and practicing designers’ reflective thinking. Moreover,
the model can serve as a stepping stone for further research. 相似文献
14.
Yahui Su 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2010,30(6):517-530
This essay considers the non-instrumental vision of the learning society through the analysis of its conceptual logic and
meaning based on A. J. Cropley’s approach. It outlines a view of the learning society whereby learning is an end in itself
rather than a means of achieving other economic or civic purposes, as currently described in relevant literature and policies.
How the learning society might possibly be developed in practice without attachment to any further concerns is considered.
When regarded as being an end in itself, the learning society focuses on the inherent value of learning. Learning is valuable
for its very presence, in the sense that it has decisive, long-term effects in shaping one’s character. The development of
one’s “learning to become” can become effective when one learns in the learning society. This view opens up a “thought experiment”
of how the learning society could be supported in practice. The internal consistency of this possible logic of society and
meaning as explored here can be seen as a goal to strive for, a commitment to uphold. 相似文献
15.
Jonathan D. Jansen 《Prospects》2001,31(4):553-564
The South African obsession with performance-based pedagogies, as I have shown, has negative implications for resolving equity problems in educational reforms; it threatens to negate a political debate about ‘goals’ in favour of a technician’s debate about ‘ends’; and it fragments knowledge into meaningless tasks that assign value to external behaviours rather than the multiplicity of ways in which learning and valuing can be experienced (if not always expressed). The real danger to building a strong democratic culture through education is that what should be vibrant debates about ‘what’s worth knowing’ could be effectively silenced in a performance assessment system that only values, through a complex assessment system, that which is worth doing. Such an understanding of education is, unfortunately, entrenched in a global network of economic and technological processes that make such pursuits appear both normal and inevitable. 相似文献
16.
17.
Burden of Acting Neither White Nor Black: Asian American Identities and Achievement in Urban Schools
Jamie Lew 《The Urban Review》2006,38(5):335-352
Ogbu’s theory of “burden of acting white” has been one of the most frequently cited studies to explain black and white achievement
gap. However, emerging studies have argued that Ogbu’s theory may be limited when examining variability of school achievement
among black and white students. Research shows that in addition to culture, other social forces, such as class, peer networks,
and school context may play a significant role when accounting for minority students’ academic aspirations and achievement.
In the midst of this on-going debate, however, there is a limited understanding of how, if at all, theory of “acting white”
plays a role for racial groups other than black and white students. By extending the discussion beyond a black-and-white discourse,
this research examines how Asian American students in two different social and economic contexts, negotiate their race and
ethnic identities. Framed by a prevalent model minority stereotype that conflates Asian Americans with whiteness, the findings
show that portrayal of Asian “success” much like black “failure” cannot be explained solely on their cultural orientation.
By comparing experiences of two groups of Korean American students—both high- and low-achieving—in different economic and
school contexts, this study illustrates how the two groups of Korean American students adopt different racial strategies depending
on their socioeconomic backgrounds, peer networks, and school contexts. Using Korean American students in urban schools as
a case study, this research complicates and challenges our understanding of the role of culture in school achievement and
illustrates how culture intersects with class, race, and schools.
Jamie Lew is an Assistant Professor in the Department of Urban Education, Rutgers University-Newark, 110 Warren Street, Newark,
NY, 07102-1814, USA 相似文献
18.
The Israeli high school biology curriculum comprises the Biomind program, in which students are engaged in an open inquiry
learning process. The dynamic features of open inquiry often pose challenges to teachers in implementing the Biomind program.
The current qualitative research shows that facilitating students in a dynamic open inquiry process is multidimensional. Teaching
practices cover a wide range of methods, from structured inquiry through guided inquiry to open inquiry. An individual teacher’s
profile can be elucidated on the basis of this spectrum. In addition, we realised that teachers often encounter several difficulties
in implementing open dynamic inquiry: A dearth of teachers’ scientific knowledge, students’ lack of scientific knowledge and
skills, and a restrictive time-frame. This study suggests several areas which should be considered while implementing an on
going professional development support for teachers who are engaged in open inquiry teaching. 相似文献
19.
In an era of rapid global economic and social change, educational institutions like schools and universities are struggling
to keep their curricula and programs relevant. Singapore’s schools are no exception, especially when education is viewed as
the essential element for maintaining the nation’s global competitiveness in ways that are totally disproportionate to its
size. The current shift from an ‘efficiency-’ to an ‘ability-’ driven paradigm in education, however, is increasing uncertainty
and raising the stakes in an already pressurized system where schools, educators and students constantly compete for top academic
awards and rewards. The concept of “partnership” in Singapore education is a significant, relatively new, trend that has caught
on among local schools only since the late-1990s, with the focus on creating better “total” learning environments for students.
This paper analyses the challenges of matching rhetoric with professional practice with regard to school–home partnerships
in Singapore, and concludes that the key to authentic collaboration lies in the mutual appreciation and valuing of diversity
as well as a deep sense of shared responsibility by all parties concerned. 相似文献
20.
Sue Saltmarsh 《Children‘s Literature in Education》2009,40(2):136-148
Christmas literature and film produced for children is an important, albeit under-researched, site for the production of cultural
values and norms. This paper analyses Chris Van Allsburg’s 1985 picture book The Polar Express, the 2004 Warner Brothers feature film of the same title, the film’s official website, and resources for teachers distributed
online by Houghton Mifflin, considering how these texts construct childhood subjectivities in economic terms. The argument
made is that nostalgic depictions of ordered, middle-class lifestyles, the representation of social class inequalities as
immutable structural norms, and signifiers of corporate capitalism, together locate childhood and child subjectivities as
inexorably tethered to socio-economic circumstance and experience.
Dr. Sue Saltmarsh is a Senior Lecturer in the School of Teacher Education at Charles Sturt University, Australia, where she
lectures in Cultural Politics of Education and Qualitative Research Methods. Sue’s recent work concerns the ways that cultural
texts and practices construct children and childhood in economic terms, utilising poststructuralist theory as a lens through
which to explore the discursive production of economic subjectivities. 相似文献