Home Environment and School Learning     

Barbara K. Iverson  Herbert J. Walberg 《Journal of Experimental Education》2013,81(3):144-151

From a systematic search of educational, psychological, and sociological literature, 18 studies of 5,831 school-aged students on the correlation of home environment and learning in eight countries over a 19-year period were selected. Correlations (the units of analysis) of intelligence, motivation, and achievement with indexes of parent stimulation of the student in the home are considerably higher than those with indexes of socioeconomic status (SES); specifically the medians (and ranges) of 92 simple correlations of home environment and learning are .37 (and .02 to .82) and of 62 multipleregression-weighted composites are .44 (and .23 to .81). Jackknifed regression estimates indicate that gender and SES of the sample affect the sizes of the correlations and suggest priorities for future primary investigations. The analyses suggest that ability and achievement are more closely linked to the sociopsychological environment and intellectual stimulation in the home than they are to parental socioeconomic status indicators such as occupation and amount of education.  相似文献   

Turning the Gaze on Whiteness: Opacity,dispossession and the call to tarry     

Barbara Applebaum 《Educational Philosophy and Theory》2013,45(1):13-16

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Vigilance as a Response to White Complicity     

Barbara Applebaum 《Educational theory》2013,63(1):17-34

Calls for vigilance have been a recurrent theme in social justice education. Scholars making this call note that vigilance involves a continuous attentiveness, that it presumes some type of criticality, and that it is transformative. In this essay Barbara Applebaum expands upon some of these attributes and calls attention to three particular features of vigilance that, while they may be alluded to in the aforementioned discussions, are rarely made explicit. These three features are critique, staying in the anxiety of critique, and vulnerability. Using the lens of Judith Butler's recent work and the discussions that her work has provoked, Applebaum examines these three features of vigilance and demonstrates how they are crucial for white people interrogating their complicity in systemic racism. Finally, she discusses how the expanded three features of vigilance can offer guidance to one of the enormously thorny questions that arises in the social justice classroom.  相似文献   

Response Strategies of Culturally Deprived Children     

Barbara H. Wasik  John L. Wasik 《Journal of Experimental Education》2013,81(3):84-90

The response strategies of culturally deprived children as a function of race, sex, and grade level were investigated. A 2x2x3 balanced factorial design was used with twenty children at each grade level (kindergarten, first grade, second grade) . A test situation allowed children to make choices for each of five pairs of stimuli in a tray before receiving reinforcement for the “correct” choice. Chi-square analysis indicated that eleven of the twelve groups were using strategies in their choices at a rate greater than would be expected by chance alone. The groups differed by grade level in the number of times specific strategies were selected, although total number of strategies used did not differ across grade level, race, and sex. Constant strategies were used more often by kindergarten children while alternating strategies were utilized more often by second grade children.  相似文献   

A Model of Homework's Influence on the Performance Evaluations of Elementary School Students   总被引：1，自引：0，他引：1  

Harris Cooper  Kristina Jackson  Barbara Nye  James J. Lindsay 《Journal of Experimental Education》2013,81(2):181-199

This study was the first to test a model of the influence of homework on classroom performance using a sample of elementary school students. A total of 28 teachers in Grades 2 and 4 took part in the study, along with 428 students and parents. The authors used structural equation modeling to examine relationships among variables. Student norms were positively related to the elimination of distractions from homework by parents. Positive student norms, higher student ability, and positive parent attitudes toward homework were all related to greater parent facilitation. Student's attitude toward homework was unrelated to home and community factors but was related positively to parent attitudes toward homework. Classroom grades were unrelated to student's attitude toward homework but were predicted by how much homework the student completed (even after the use of homework in grading was controlled), by student ability, and by the amount of parent facilitation. More generally, parent facilitation was an important mediator of the relation between student norms, student ability, and parent attitudes toward homework, and the outcome of classroom grades.  相似文献   

Sex Differences in Science and Technology Among 11‐year‐old Schoolchildren: II‐‐affective     

Barbara Smail  Alison Kelly 《Research in Science & Technological Education》2013,31(2):87-106

Two thousand and sixty‐five 11‐year‐olds in their first term at secondary school were given a variety of attitude and achievement tests. Overall both girls and boys had positive attitudes to science but there were substantial sex differences‐‐boys were much keener than girls to learn about physical science, and girls were keener than boys to learn about nature study and human biology. Boys had much greater experience than girls of tinkering activities, but girls had more experience of biological science activities. Boys were much more likely than girls to see science as a masculine preserve. At this age attitudes to science were virtually unrelated to achievement in science‐ and technology‐related areas. One important exception to this is that girls who saw science as masculine tended to perform worse on the cognitive tests.  相似文献   

Educational markets in space: gamekeeping professionals across Australian communities     

Catherine Doherty  Barbara Rissman  Bronwyn Browning 《教育政策杂志》2013,28(1):121-152

This paper argues that the logic of neoliberal choice policy is typically blind to considerations of space and place, but inevitably impacts on rural and remote locations in the way that middle-class professionals view the opportunities available in their local educational markets. The paper considers the value of middle-class professionals’ educational capitals in regional communities and their problematic distribution, given that class fraction’s particular investment in choice strategies to ensure their children’s future. It then profiles the educational market in six communities along a transect between a major regional centre and a remote ‘outback’ town, using publicly available data from the Australian Government’s My School website. Comparison of the local markets shows how educational outcomes are distributed across the local markets and how dimensions of ‘choice’ thin out over the transect. Interview data offer insights into how professional families in these localities engage selectively with these local educational markets or plan to transcend them. The discussion reflects on the growing importance of educational choices as a marker of place in the competition between localities to attract and retain professionals to staff vital human services in their communities.  相似文献   

An Education Action Zone at work: primary teacher perceptions of the efficacy of a creative learning and collaborative leadership project     

Barbara Allebone 《Education 3-13》2013,41(2):131-141

This article reports on the grouping practices used by a cohort of 10 newly qualified primary teachers for teaching mathematics in different English primary schools. It examines the factors that influence why these teachers group as they do. All the teachers grouped their pupils on the basis of achievement or perceived ability for mathematics. It was found that the factors that influenced the grouping arrangements were complex and not always consistent with the teachers' aims and beliefs.  相似文献   

Project L.O.G.I.C.: Nurturing the mathematically gifted     

William Foley  Barbara Spack 《Roeper Review》2013,35(2):36-37

A career education model for gifted secondary students proceeds from a broad awareness of the fifteen career clusters to specific career decision‐making by the individual student.  相似文献   

The effectiveness of structured co-operative teaching and learning in Greek primary school classrooms     

Stavroula Kaldi  Diamanto Filippatou  Barbara Anthopoulou 《Education 3-13》2013,41(6):621-636

This study focuses upon the effectiveness of structured co-operative group work on primary school students, aged between 8.5 and 9.5 years old, regarding their content knowledge, attitudes towards co-operative group work, experiential learning and open-ended curriculum as well as students' social and learning behaviour during co-operative group work. A cross-curricular educational programme was implemented within the curriculum area of environmental studies entitled ‘traffic education'. The methodology applied in this study was the experimental and the case study research designs. The findings of the present study support the view that pupils can gain benefits through structured group work co-operation in obtaining content knowledge and group work skills, as well as in developing positive attitudes towards group work, experiential learning, open-ended curriculum and the co-operation with their peers with learning difficulties (LDs). Changes in the relationships with the peers were not affected after the implementation of the educational programme.  相似文献