共查询到20条相似文献，搜索用时 31 毫秒
1.
Ameneh Shahaeian Cen Wang Elliot Tucker-Drob Vincent Geiger Adriana G. Bus Linda J. Harrison 《Scientific Studies of Reading》2018,22(6):485-502
This study explored longitudinal associations between early shared reading at 2 to 3 years of age and children’s later academic achievement. It examined the mediating role of children’s vocabulary and early academic skills, and the moderating effects of family’s socioeconomic status. Data were drawn from the Longitudinal Study of Australian Children (n = 4,768). Academic achievement was assessed at 8 to 9 years of age via standardized national test scores of literacy and mathematics achievement. Results indicated that early shared reading was associated with children’s academic achievement directly and indirectly through receptive vocabulary and early academic skills. Also, the frequency of early shared reading predicted the outcome measures, over and above other home learning activities. Associations were stronger among low and middle socioeconomic status groups compared to the high socioeconomic status group. We conclude that shared reading offers unique opportunities for adults to teach young children new words and concepts. 相似文献
2.
Geoffrey F. Schultz 《The Urban Review》1993,25(3):221-232
A correlational study examined relationships between socioeconomic advantage, achievement motivation, and academic performance in an urban elementary school population of 130 minority students (African-American, Hispanic). Level of socioeconomic advantage (more/less) was determined by school records and eligibility for participation in a compensatory school-lunch program for low-income children. A self-report measure of students' self-efficacy, intrinsic value, and self-regulatory learning orientation was used to determine level of achievement motivation (high/low). Performance data in reading and mathematics were obtained from an individually administered achievement test. Multivariate analyses revealed that socioeconomic advantage and achievement motivation are significant mediators of academic performance in minority children, independent of intellectual ability. The classroom implications of socioeconomic advantage and achievement motivation on individual differences in academic performance of minority children in urban elementary schools are discussed. 相似文献
3.
This study explored the role of student (e.g., age, language background, gender), home (e.g., parent/caregiver education), and school (e.g., school type, size) socio-demographic factors in students’ school (e.g., in-school arts tuition, arts engagement), home (e.g., parent/caregiver–child arts interaction), and community (e.g., arts attendance, arts tuition) arts participation. The sample comprised 1172 elementary and secondary school students from 15 schools. Findings revealed that student and home socio-demographic factors were the most salient in predicting arts participation across school, home, and community contexts. Age, gender, and prior achievement were the key student socio-demographic factors, while parent/caregiver education and occupation were also associated with students’ arts participation. Implications for practice and intervention pertinent to young people’s arts participation are discussed. 相似文献
4.
This longitudinal study evaluated after-school program (ASP) participation and the development of academic performance (school grades, reading achievement) and teacher-rated motivational attributes (expectancy of success, effectance motivation) over a school year. Participants were 599 boys and girls (6.3 to 10.6 years) from an urban, disadvantaged city in the United States. An ecological analysis of after-school arrangements identified 4 patterns of care: ASP care, parent care, combined parent/self-sibling care, and combined other-adult/self-sibling care. Aspects of academic performance and motivational attributes were significantly higher (p<.05) at the end of the school year for children in ASP care compared with those in the 3 alternative patterns of care. Differences were marked for children rated as highly engaged in ASP activities. 相似文献
5.
Sanghoon Bae Hunseok Oh Hyunchul Kim Cheolwon Lee Beomho Oh 《Asia Pacific Education Review》2010,11(3):349-361
The purpose of this study was to examine how the implementation of after-school programs in Korea’s public schools is related
to educational equality and private tutoring expenses. The analyzed data was from the Survey on the Status of Private Tutoring
and the Study of the Policy Measures to Reduce Private Tutoring Expenses conducted by KEDI (Korea Education Development Institute)
in (International conference for exploring the ways to activate the after-school program, KEDI, Seoul, 2007). The Chi-square test was employed to investigate (a) the relationship between after-school participation and family income
and residential location of students (b) the association between after-school engagement and the reduction in private tutoring
expenses. The study found that: (a) in general, low-income and rural students participated more than higher income and urban
peers in after-school programs and (b) after-school participation was generally negatively associated with private tutoring
engagement and the impact of after-school participation on the reduction in private tutoring expenses was stronger for low-income
students in elementary and high schools and rural students in high schools. The overall findings provide further research
issue regarding whether after-school programs can help foster educational equality by offering more opportunities for learning
and achievement improvement for disadvantaged students. The results also imply the potential of after-school programs in reducing
private tutoring expenses, particularly for low-income families. 相似文献
6.
William Asher 《教育心理学家》2013,48(3):211-212
Homework does not always occur at home. With the perceived demand for higher academic performance has come an increase in the amount and complexity of assigned homework. Given the number of parents who work outside the home, and the need for safe and structured after-school activities, after-school programs have become a venue for helping students with their homework. This article examines the potential of after-school homework-assistance programs within the larger context of after-school programs in general. There is limited data on the outcomes associated with programs that offer homework assistance. The data suggest that after-school homework-assistance programs can serve a protective function for children at-risk for school failure, particularly those who do not have other structured after-school activities or those whose parents do not speak English at home. In general, the availability of homework assistance at home, the quality of the after-school homework program and the nature of the homework assigned will mediate the effect of these programs. Questions for future implementation and evaluation efforts are raised. 相似文献
7.
This paper evaluates the effects of a remedial education programme implemented in Spain between 2005 and 2012 that offered after-school classes for underperforming students from poor socioeconomic backgrounds. We use two different estimation strategies, re-weighting estimators and propensity score matching, and address the existence of selection bias. We find that this programme had a substantial positive effect on children’s academic achievement: the probability of falling behind the general progress of the group declined by between 3.5 and 6.4 percentage points and mean reading scores increased by between 8.5 and 17.4% of one standard deviation. We also find that a larger exposure to the programme improves students’ scores: whereas students in schools that participated in the programme for at most two years do not experience any significant positive effect, those in schools that participated for at least three years did. The programme significantly reduced the probability of belonging to the bottom part of the distribution (by between 3.2 and 7.7 percentage points) and improved mean scores (by between 8 and 21.5% of one standard deviation). Finally, we find that the impact of the programme is much stronger for students in rural schools than for students in urban schools. 相似文献
8.
9.
The present study examined how access to home and school IT resources impacted student mathematics achievement. Data comprised 144,395 secondary school students from 7,308 schools in 22 developed economies who participated in the Programme for International Student Assessment (PISA) 2012. Results of hierarchical linear modelling showed that after controlling for student and school covariates, student achievement benefited from their access to home IT resources (main effect), and from the access to both home IT resources and highly educated mothers (interactive effect). Furthermore, IT resource shortages in school had a detrimental impact on student achievement (main effect), and the shortage accentuated the negative effects of school shortage in qualified teachers on achievement (interactive effect). Lastly, the results showed that students with less home academic and cultural resources were more impacted by IT resource access when compared to peers from advantaged families. 相似文献
10.
This study examined the relation of parental involvement with Korean adolescent academic achievement and self-efficacy, and the mediating role of academic self-efficacy in this relationship. We investigated the effects of parental involvement in both overall and domain-specific self-efficacy and academic achievement across three academic subjects (reading, English and mathematics). We conducted structural equation modelling analysis with the responses of 6,334 students from the Korean Education Longitudinal Survey. Our results were that first, academic self-efficacy partially mediated the relation between parental involvement and academic achievement. Specifically, domain-specific self-efficacy mediated the relations between parental involvement and academic achievement across three academic subjects (reading, English and mathematics), but these relations varied across subjects. Second, among multidimensions of parental involvement, parental participation and parental supervision had significant effects on adolescent academic achievement compared to parental expectation. This indicates that higher parental participation and parental supervision increased academic self-efficacy in Korean youth, which in turn, improved their academic achievement. 相似文献
11.
Danhui Zhang 《International Journal of Science Education》2013,35(10):1381-1402
ABSTRACTInformal science learning has been found to have effects on students’ science learning. Through the use of secondary data from a national assessment of 7410 middle school students in China, this study explores the relationship among five types of extracurricular science activities, learning interests, academic self-concept, and science achievement. Structural equation modelling was used to investigate the influence of students’ self-chosen and school-organised extracurricular activities on science achievement through mediating interests and the academic self-concept. Chi-square tests were used to determine whether there was an opportunity gap in the student’s engagement in extracurricular activities. The students’ volunteer and school-organised participation in extracurricular science activities had a positive and indirect influence on their science achievement through the mediating variables of their learning interests and academic self-concept. However, there were opportunity gaps between different groups of students in terms of school location, family background, and especially the mother’s education level. Students from urban areas with better-educated mothers or higher socioeconomic status are more likely to access diverse science-related extracurricular activities. 相似文献
12.
黄昌海 《绵阳师范学院学报》2007,26(12):116-121
文化是影响社会、政治和经济的一个重要的因素。社会发展的终极目标是文化的繁荣。尤其在构建和谐社会的当今,更离不开文化的支撑。作为文化的重要载体和表现形式之一的音乐艺术,是构建和谐社会直接而重要的精神动力。通过音乐文化的学科化研究,能使我们广泛地吸收古今中外音乐文化资源,借鉴音乐文化研究的先进方法和成果,探索中国音乐文化发展的新思路和实践模式,梳理音乐与各种文化之关系,完善与创新音乐文化学理论体系,为研究和贯彻科学发展观提供全新的文化视觉和哲学思辨。对于促进人与人、人与自然、人与社会诸种关系的和谐,推动政治、经济、文化全面协调发展,加快和谐社会构建具有十分重要的意义。 相似文献
13.
Low-Income Children's After-School Care: Are There Beneficial Effects of After-School Programs? 总被引：6，自引：0，他引：6
4 types of after-school care (formal after-school programs, mother care, informal adult supervision, and self-care) were examined for 216 low-income children ( M age = 9.1 years). After-school care was associated with maternal education, race, and family income but not with child gender, family marital status', neighborhood safety, or parenting style. When maternal education, race, and family income were controlled, attending a formal after-school program was associated with better academic achievement and social adjustment in comparison to other types of after-school care. Children's activities and experiences also varied in different after-school settings. Children in formal programs spent more time in academic activities and enrichment lessons and less time watching TV and playing outside unsupervised than other children. They also spent more time doing activities with peers and adults and less time with siblings than did other children. The time that children spent in these activities was correlated with their academic and conduct grades, peer relations, and emotional adjustment. 相似文献
14.
As we navigate through a new form of economic era where science, technology, knowledge and services will replace consumer goods as drivers of growth, and the workplace will increasingly value creative abilities, there appears a need for an educational paradigm shift. However, within an Australian context of increasing school accountability, a great deal of emphasis is placed on standards vis-à-vis improving literacy and numeracy skills for students, and measured by high-stake testing. This current Australian agenda is also part of an ongoing concern for improving the educational outcomes and life chances of boys. Through a social justice lens, this paper offers an exploration of how an innovative and creative arts curriculum has the potential to engage and enhance educational outcomes for all students, particularly for boys who are at risk of underachieving. First, this paper offers an explanation of the changing nature of workplace trajectories and the significance of the creative arts in this shifting economic era. Concurrently, as we prepare students for an unknown future, this paper examines how engagement in the creative arts has the potential to facilitate emerging understandings about learning while providing opportunities to develop learner engagement, motivation, cognitive capacities and academic achievement. Second, while avoiding essentialist accounts of gender and recuperative masculinity politics, we recognise that ‘some’ boys are underachieving in schools and that these boys are often from lower socioeconomic communities. We also recognise that many of these boys are disengaged and invest considerable energy performing masculinities that are in opposition to, and resistant to, the formal processes of schooling including participation in the creative arts. Third, we draw on findings from recent research, including a doctoral study, to discuss perceived barriers to boys' engagement with the creative arts and implications for educational practice. 相似文献
15.
张燕 《乌鲁木齐成人教育学院学报》2009,17(2)
文章运用人类学、民族学、民俗学等专业知识,通过参考、学习、研究国内外已有的学术成果,根据作者2009年4月在伊犁地区"田野调查"工作获得的资料和素材,对哈萨克族民间乐器库布孜的产生、演变、发展、传承过程进行梳理,并对此加以分析和研究,结合现状进一步反思在当代社会条件下,如何更好地保护、发展和传承这一哈萨克族传统民间乐器。 相似文献
16.
Mizuko Ito 《Discourse: Studies in the Cultural Politics of Education》2006,27(2):139-160
The late 1980s saw the emergence of a new genre of instructional media, ‘edutainment’, which utilized the capabilities of multimedia personal computers to animate software designed to both educate and entertain young children. This paper describes the production of, marketing of and play with edutainment software as a contemporary example of long-standing tensions between the cultural categories of education and entertainment, play and learning. Like prior efforts to wed learning and play, edutainment was founded on the ideal of broadening access to academic learning. Yet, as it became a mainstream commercial enterprise, it was increasingly targeted towards accelerating the achievement of successful children. After first describing the industry and marketing context of edutainment, this paper describes cases of play with edutainment software in an after-school computer club. The analysis utilizes the concepts of “multimedia genre’ and “participation genre” to read across sites of production, distribution and consumption to examine how genres of entertainment, education and edutainment are constituted through the circulation of and play with media artifacts. As in the case of the industry and marketing context, instances of play with edutainment titles follow certain genre conventions of engagement. Titles that are based on academic content and modes of engagement, even with a wrapper of entertainment style, invite a competitive orientation and interaction focused on fulfilling the minimal conditions for moving ahead and getting credit for completion of a task. Unlike more exploratory or construction-oriented software titles, these genres of software are marketed and keyed to the social demands of middle class achievement. 相似文献
17.
The urban–rural continuum provides unique contexts for development. Differences in access to resources and childrearing norms and practices in urban, suburban, and rural areas may be linked to disparities in early achievement. Yet, few studies examine associations between urbanicity and children's early academic skills. Using nationally representative data from the Early Childhood Longitudinal Study, Birth Cohort (N ≈ 6050) this study examined differences in academic skills at kindergarten entry across large urban, small urban, suburban and rural areas. Additionally, it considered whether home environments and child care experiences explained disparities in early achievement. Results showed that children in large urban and rural areas entered kindergarten with less advanced academic skills than children in small urban areas and suburbs. Lower achievement for rural children was partly explained by less advantageous home environments and increased use of home-based, rather than center-based, preschool. Parents living in large urban areas had less knowledge of child development, which helped explain their children's lower achievement. 相似文献
18.
Abstract We studied 36 students identified as “educationally disadvantaged” who scored above average on standardized achievement tests and completed a program to reinforce their academic skills in either language arts or mathematics. We pretested and posttested an additional (control) group of 28 students who received no instructional intervention. We found a significant effect of the instructional intervention for both achievement and aptitude test scores in language arts as well as mathematics. Gains in mathematics were significantly greater than in language arts. After instructional intervention, the majority of students were eligible and academically qualified for challenging gifted‐talented programs. These findings are consistent with two other similar research projects using the same instructional program and model, suggesting stability of results. We discuss implications of this study for identifying and developing academic talent in such a population. 相似文献
19.
The authors used structural equation modeling to map the relationships between student race–ethnicity via the mediating variable physical activity on English language arts (ELA) and mathematics achievement among 964 fourth- and fifth-grade students. The students attended a New York City Metropolitan area school district and completed the Physical Activity Questionnaire for Older Children, which measured weekly average activity levels. Confirmatory factor analysis validated the use of this instrument. Physical activity had a significant, substantive effect on both ELA and mathematics achievement for students, but was most pronounced among White students on ELA and among Black students on mathematics. Hispanic ethnicity had significant direct and indirect negative associations with ELA and mathematics achievement via their decreased physical activity levels relative to White and Black students. These findings help confirm the important link between physical activity and academic achievement and the need to foster more healthy physical activities for students of all races and ethnicities. 相似文献
20.
Given that thoughtfully developed formal after-school programs can make a difference in the academic performance of schoolchildren, and that some public schools are implementing their own on-site after-school curricula, this study sought to identify programmatic features that appear to be associated with successful after-school programming. Qualitative methods were used and the study site was the Manchester Youth Development Center, which has a twenty-five-year record of effective service. The six elements found as salient were that both structure and autonomous space are provided; academic achievement is supported; the program is culturally consistent (in the present case, African-American cultural patterns are evidenced); there is a core of committed authoritative adults; the leadership is child-centered; and the environment is safe. 相似文献