共查询到20条相似文献，搜索用时 31 毫秒
1.
Samuel Mburu 《Compare》2017,47(4):545-560
To throw light on the challenge of providing education to pastoral households in the context of social and economic change, this study investigates the effects of herd migration on child schooling in Northern Kenya. Specifically, the analysis uses both household panel data and community-level focus-group data to identify the barriers to schooling, which include an insufficient number of schools, nomadism and communal conflicts. The results also reveal that herd migration has a significantly negative effect on school attendance – about a 26% probability of failure to attend among the children of livestock migrating households. The child’s age and mother’s literacy have a positive impact on child school attendance, but with girls more likely to attend than boys, probably because of higher opportunity costs. That is, attending school takes boys away from activities like herding, which have greater economic value than the nonmonetisable household duties performed by girls. 相似文献
2.
This paper explores the impact of international migration on school enrolment of children staying behind in Tajikistan, by using data from a large nationally representative household survey. By correcting endogeneity and self-selection of migration and remittance with respect to school enrolment, the results show that migration of household members reduces the probability of enrolling in school by 10.3 percentage points for children who belong to households with migrants. The effect of parental migration is larger than migration of other household members. Receiving remittances does not fully offset the adverse impact of migration. 相似文献
3.
We estimate the effects of three sequential reforms undertaken between 2000 and 2006 on school enrollment for poor, rural families in China. Using difference-in-difference approaches and sample children from the China Health and Nutrition Survey 2000, 2004, and 2006 waves, we find that tuition control has had a minimal effect on primary and junior high school enrollment. Furthermore, a policy that includes tuition waivers, free textbooks, and living expense subsidies starting from 2003 had a significantly positive effect on school enrollment of rural girls, but not rural boys. This gender differential effect results from the improvement in the enrollment of girls who live in poor households. Finally, the provision for tuition waive for all rural children since 2006, although having no statistically significant effect on the overall enrollment, indeed improved the enrollment of children who were less likely to have enjoyed two-waiver-one-subsidy. 相似文献
4.
Although preschool has been shown to improve children's school readiness in many developing countries, preschool attendance in poor rural areas of China is still low. The high cost of preschool is often regarded as a major barrier to attendance. In this paper, we evaluate the impact of a one-year voucher/CCT intervention on preschool attendance and school readiness. To do so, we conducted a randomized controlled trial among 150 young children in a poor, rural county in China. Our analysis shows that the intervention, consisting of a tuition waiver and a cash transfer conditional on attendance, raised attendance by 20 percentage points (or by 35%). However, the intervention did not have measurable impact on children's school readiness. We believe that poor quality of preschool education in rural China (in terms of both teaching and facilities) contributes to our findings. 相似文献
5.
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
6.
为系统考察父母教育期望与留守儿童学习投入的关系,以及父母教育卷入和自我教育期望在其中的双重中介作用,采用父母教育期望问卷、自我教育期望问卷、父母教育卷入问卷以及学习投入问卷,对我国河南、四川、贵州、山西等地1535名留守儿童进行了调查研究。结果发现:(1)单亲外出和双亲外出留守儿童知觉到的父母教育期望、自我教育期望、父母教育卷入和学习投入得分均显著低于非留守儿童,而单亲外出和双亲外出留守儿童之间差异未达显著性水平;(2)父母教育期望和留守儿童学习投入呈显著正相关关系;(3)父母教育卷入与自我教育期望在父母教育期望和留守儿童学习投入之间起到双重中介作用。因此,父母教育期望既直接影响留守儿童的学习投入,又通过父母教育卷入和自我教育期望的中介作用影响留守儿童的学习投入。 相似文献
7.
采用艾森克人格问卷（儿童版）和应对方式量表对211名农村初中学生进行调查分析,探讨农村留守儿童的人格特征、应对方式的现状及在性别、父母外出时间等变量上的差异情况。结果表明：农村留守儿童在人格特征的内外向、神经质,应对方式的自责、求助、退避等因子上与非留守儿童存在显著差异;男留守儿童的精神质、解决问题、自责等因子远远高于女留守儿童,具有统计学上的显著意义：在父母外出时间上,人格特征中的内外向特质有显著变化。在教育中,教育者应给予留守儿童更多的关注,并根据性别、父母外出时间等因素给学生以适当的教育。 相似文献
8.
Lynn Ilon Peter Moock 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1991,37(4):429-451
Educational expansion, long a goal of many LDCs, has become a difficult policy to pursue. Growing populations, shrinking national incomes and higher marginal costs of schooling as schooling reaches more rural dwellers have caused policy makers to take a hard look at factors which influence educational demand and expansion. This paper examines the case of Peru where rural areas have yet to attain the nearly universal enrollment of urban areas. The study examines 2500 rural households to explore reasons why children do not attend school, drop out of school, and begin school at later ages. The study finds that the monetary costs of schools (fees and other costs) have a substantial influence on parental decisions regarding school attendance and continuation. Sensitivity analysis reveals that mother's education has a bearing on their children's educational participation, particularly in low-income households. Sensitivity analysis also reveals that school attendance of low income and female children are most strongly affected by simulated changes in school fees. 相似文献
9.
This paper empirically investigates how migration and the receipt of remittances affect educational outcomes in Haiti. Based on a theoretical approach it tries to disentangle the effects of both phenomena that have mostly been jointly modeled in previous literature. The results suggest that remittances play an important role for poor households in alleviating budget constraints. Household wealth, captured via an asset index, is found to have a significant impact on education as well, supporting the idea that budget constraints play a crucial role in schooling decisions in Haiti. 相似文献
10.
This study conceptualizes parental migration as a dynamic family process that exposes children to parental absence and family instability. Using detailed migration histories, this study identifies the left-behind trajectories of rural Chinese children throughout childhood (age 1–12) and examines the impact on psychological well-being (N = 3,961). Results indicate heterogeneity in children’s experience of parental migration, which is characterized by both persistence (prolonged parental absence) and instability (repeated parental migration). A quarter of rural children experienced prolonged parental migration, and for half of these, by both parents. Another 50% of rural children experienced repeated parental migration. Children continuously left behind by both parents and children who experienced substantial family instability both fared worse in psychological development than those in stable two-parent families. 相似文献
11.
廖新平 《衡阳师范学院学报》2011,32(1):154-156
通过对常宁市29所农村中小学的调研,发现较多"留守学生"在心理和行为上存在一些较突出问题,其中最严重的问题是普遍厌学,究其原因主要是家庭教育的缺失、学校教育的不足以及社会的负面影响造成的。要从根本上解决"留守学生"的厌学问题,走出农村基础教育的困境,仅依靠学校一方的力量是不够的,政府和家庭必须进行密切配合。 相似文献
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13.
张连云 《商丘师范学院学报》2011,27(1):113-116
依据心理弹性理论和社会生态学理论,通过采用问卷法、访谈法对部分留守儿童和部分非留守儿童进行调查研究,发现小学留守儿童的孤独感明显高于初中留守儿童;同学支持、父亲支持和教师支持同时对留守儿童的孤独感具有显著负向影响;自尊对留守儿童的孤独感具有显著负向影响;家庭亲密度和适应性可以共同反向影响留守儿童的孤独感;家庭亲密度、同学支持、自尊、教师支持这几个变量共同反向影响留守儿童的孤独感。为此,有必要在家庭支持、学校支持等方面多做工作,做好工作。 相似文献
14.
初中留守儿童社会支持与自我意识水平有关,采用问卷调查法,运用《儿童自我意识量表》和《社会支持评定量表》对被试者进行调查比较分析。结果表明,初中留守儿童社会支持和自我意识水平偏低;初中留守儿童的社会支持程度与自我意识量表水平相关显著,初中留守儿童得到的社会支持程度越高,他们的自我意识水平也就越高。应努力提高初中留守儿童的社会支持水平。 相似文献
15.
郭提超 《渭南师范学院学报》2014,(20):81-85
农村留守儿童作为农村潜在人力资源的重要组成部分,是促进农村未来经济社会发展的主导力量,研究农村留守儿童的教育现状,对于推动农村人口向农村人力资源的转化具有重要的现实意义。西部农村留守儿童教育问题研究,以陕西省的西乡县为例,农村留守儿童家庭教育和学校教育的现状是：留守儿童基数大且长时间与父母分离,性格孤僻内向,农村学校资源严重不足,农村留守儿童升学率较低。西乡县农村留守儿童家庭教育缺失,心理成长受阻,城乡教育差距拉大,农村潜在人力资源流失等。改善农村留守儿童教育现状,应创新经济发展模式、改善本土经济和劳动力资源的状况,创新学校教育和社会教育的管理模式,加大对农村学校教学资源的投入、改善农村学校的教学环境,积极推进普及高中教育,力争实现＂十二年义务教育＂。 相似文献
16.
农村留守儿童的学习适应是农村留守儿童教育问题的核心议题。基于文献梳理,设计了农村留守儿童教师支持与学习适应的评价指标并提出研究假设,将问卷调研区域聚焦在县域层面,选择河南省X县为样本采集区域,采集调研数据,并进行数据分析,探寻教师支持对农村留守儿童学习适应的影响机制。研究发现:情绪性支持对工具性支持具有直接的正向影响效应;工具性支持对学习态度、学习成效具有直接的正向影响效应;学习态度对学习成效具有直接的正向影响效应。研究发现,从留守儿童学习适应改善的角度提出相应的教师支持策略:以鼓励、关爱及尊重为教师情绪性支持要点,助推工具性支持改善;以倾听、沟通与指导为工具性支持策略,改善学习态度及成效;以学习认知、表现及体验为关注点,提升留守改善儿童的学习成效。 相似文献
17.
Marissa A. Feldman Tiina Ojanen Ellis L. Gesten Heather Smith‐Schrandt Michael Brannick Christine M. Wienke Totura Lizette Alexander David Scanga Ken Brown 《Psychology in the schools》2014,51(10):1046-1062
The current 5‐year longitudinal study examined the effects of middle school bullying and victimization on adolescent academic achievement, disciplinary referrals, and school attendance through high school (N = 2030; 1016 both boys and girls). Greater engagement in bullying behaviors was concurrently associated with lower achievement and school attendance for girls and higher levels of disciplinary problems, and, for girls, predicted increases in disciplinary referrals through high school. Victimization was unrelated to school adjustment difficulties when controlling for bullying. Moreover, academic achievement was longitudinally associated with disciplinary referrals and school attendance. These findings outline concurrent school adjustment difficulties associated with engagement in bullying behavior, the longer‐term behavioral ramifications for girls, and the relations of behavioral and academic development from middle school to high school. 相似文献
18.
如何对农村留守儿童教育一直是教育部门的重点研究内容,因为他们缺少家长的陪伴,缺少家庭教育,这会对他们的成长带来一定影响。本文针对农村留守儿童家庭教育问题作出了探讨,提出了在互联网背景下,有利于开展农村留守儿童进行家庭教育的举措,供各位农村留守儿童家长以及教师参考使用。 相似文献
19.
在我国存在着这样一个弱势群体——农村留守儿童。农村留守儿童问题已成为亟待解决的社会问题。通过对农村留守儿童存在的背景、现状分析,研究解决农村留守儿童问题,具有非常重要的现实意义。农村留守儿童存在心理问题、品行问题、安全问题、学习问题和生活问题等诸多问题。这些问题产生的原因包括社会因素、政府因素、家庭因素和学校因素等,从家庭、学校、政府、社会4个层面提出解决农村留守儿童问题的对策和建议,以期对农村留守儿童问题的解决提供有价值的参考。 相似文献
20.
Donghui Zhang 《Frontiers of Education in China》2015,10(4):505-525
An increasing number of left-behind children has emerged in rural China as a result of the large-scale migration of rural farmers to urban cities since the 1990s. With the absence of parent(s) from the family, the left-behind children face crises in socialization and their relationships with their parents are threatened by physical distance. This paper investigates how Chinese left-behind children negotiate the missing roles of parents and how the parent-child relations in such families change over time, through in-depth case studies of two left-behind children with different family backgrounds in rural Henan province. 相似文献