Dimensions rurales-urbaines de la gestion scolaire en contexte de décroissance des clientèles et des compression budgétaires     

Manuel Crespo  Jean B. Haché  Claude Desranleau 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1985,31(1):59-83

Résumé En utilisant des données recueillies lors d'un sondage provincial et des données provenant du ministère de l'Éducation du Québec, cet article analyse l'impact de la variable urbain-rural sur différents aspects de la gestion de commissions scolaires en période de décroissance. La réduction des effectifs scolaires ainsi que celle du personnel sont plus importantes en milieu urbain qu'en milieu rural. Lorsqu'on analyse les conséquences des stratégies de gestion, la décroissance des effectifs et la variable urbain-rural ont des effets constants à travers toutes les estimations. Bien que certains de ces effets soient directs, ils sont, dans la plupart des cas, indirects via la réduction du personnel. En général, les conséquences de la gestion sont moins positives en milieu urbain qu'en milieu, rural. Enfin, selon les répondants, la qualité des services liés à l'enseignement se serait détériorée en milieu urbain comparativement au milieu rural.

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Using data collected in a provincial poll and provided by the Ministry of Education of Quebec, this article analyzes the impact of the urban-rural variable on different aspects of the management of school commissions at a time of economic recession and population decrease. The reduction in school enrollees as much as that of the educational personnel is more considerable in the urban environment than the rural one. When analyzing the consequences of management strategies in all assessments the decrease in enrolments and the urban-rural variable show constant results. Although some of these effects are direct, in most cases, however, they tend to be indirect because of the decrease in the number of staff members. In general, the consequences of management are less positive in the urban environment than in the rural one. Finally, according to the respondents the quality of the service linked to teaching has deteriorated more so in the urban environment than compared to the rural one.

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Zusammenfassung Gestützt auf die bei einer Umfrage in einer kanadischen Provinz gesammelten und vom Erziehungsministerium von Quebec zur Verfügung gestellten Daten, wird in diesem Artikel die Auswirkung der Unterschiede zwischen städtischen und ländlichen Gebieten auf Aspekte der Schulverwaltung bei sinkenden Einschulungsraten analysiert. Sinkende Einschulungsraten und Personalkürzungen werden in Stadtbereichen für schwerwiegender gehalten als in den Landgebieten. Andererseits sind die Verwaltungsmaßnahmen bezüglich der untersuchten Variablen unabhängig von Stadt-Land Unterschieden konstant. Obwohl einige dieser Folgen direkt sind, sind die meisten mittelbar durch Personalkürzungen bedingt. Im allgemeinen sind jedoch die Folgen der Verwaltungsmaßnahmen im städtischen Bereich weniger positiv als im ländlichen. Schließlich hat sich gemäß den Befragungsergebnissen die Qualität der unterrichtsbezogenen Dienstleistungen in den städtischen Gebieten stärker verschlechtert als in den ländlichen.

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(Un)learning the city through crisis: lessons from Cape Town     

Enora Robin  Clémentine Chazal  Michele Acuto  Rocio Carrero 《牛津教育评论》2019,45(2):242-257

ABSTRACT

Scholarly research has shown the importance of moments of crisis, in particular the direct aftermath of urban crises, as opportunities to learn about urban vulnerabilities. However, if it is widely assumed that learning is important, in particular for resilience-building, we still know very little about how such learning occurs in a moment of crisis. This paper starts addressing this gap, arguing that moments of crisis constitute a specific type of ‘learning space’. This proposition is taken forward through the analysis of a large-scale (social and humanitarian) urban crisis in the city of Cape Town. The paper maps out the emergence of multi-stakeholder knowledge networks throughout the crisis management process and explores the extent to which these were embedded into city-wide learning infrastructures after the crisis. It shows that moments of crisis represent an opportunity for ephemeral transsectorial knowledge coalitions to come about around issues that are made visible through the crisis itself. This can also be seen as an opportunity for potential learning spaces to open up.  相似文献   

“The Day That Changed My Life,Again”: The Testimonio of a Latino DACAmented Teacher     

Luis Enrique Juárez Treviño  José García  Eric Ruíz Bybee 《The Urban Review》2017,49(4):627-647

This article, based on the testimonio of a Latino DACAmented teacher, underscores the impacts and benefits of immigration policies for individuals and their communities. Deferred Action for Childhood Arrivals (DACA) has benefitted about 750,000 people; most have used the benefits to pursue higher education and to enter public service careers, including teaching and nursing. Mr. Juárez’s testimonio walks us through his educational trajectory and current role as an educator. This testimonio contributes to current debates and struggles demanding the new U.S. presidential administration to maintain DACA. As researchers, we urge students, educators, policymakers, and the incoming administration to listen to the testimonios of DACA beneficiaries prior to making hasty decisions that will have dire consequences for individuals, families, and the nation, as a whole.  相似文献   

Book reviews     

Hans-Ulrich Grunder  F. O. Passi  Maurice Piéron  Ulrich Baumann  R. Murray Thomas  Michael Crossley  Christos Theophilides 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1993,39(4):337-350

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Peer status and self-perception among early elementary school children: the case of the rejected children   总被引：4，自引：0，他引：4  

M Boivin  G Bégin 《Child development》1989,60(3):591-596

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L’accès des filles à l’enseignement supérieur au Burkina Faso: choix parentaux,parcours d’étudiantes et défis     

Joséphine Wouango 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2017,63(2):213-233

Girls’ access to higher education in Burkina Faso: parental choices, student trajectories, challenges – What motivates parents from less well-off backgrounds to invest in extended schooling for their daughters? What drives the girls from these backgrounds to stay in the school system up to university level? Many studies on Burkina Faso’s education system show that there are still disparities between girls and boys at all levels, with the gap widening as the level of studies gets higher. Under these conditions, the prospect of pursuing higher education is less certain for girls from less well-off families. Yet, girls from these backgrounds are relatively present at the University of Ouagadougou. Based on a qualitative survey of students and their parents, this article highlights the social rationale determining the specific educational trajectories of these girls. The level of schooling of the older siblings, the girl’s positon in relation to her siblings, or concern for equity are factors in some parents’ decision to enrol their daughters in school. Parents invoke several reasons to justify sending their daughters to university, one of the most frequent being the argument that their daughters faithfully help them in return. As for the students, they mention various motivations to explain why they have persisted with their schooling and university studies, often in difficult circumstances, notably the desire to help their parents. The article also highlights the importance of family support as a factor in girls attending school and university, as well as in the pursuit and success of their studies.  相似文献   

Young working-class men do not read: or do they? Challenging the dominant discourse of reading     

Stig-Börje Asplund  Héctor Pérez Prieto 《Gender and education》2018,30(8):1048-1064

ABSTRACT

In the majority of the research on boys’ and young men’s relation to reading, it is argued that boys and young men read too little, read poorly and in all the wrong ways. However, few studies focus on how boys and young men read the texts they do encounter. In particular, there is a lack of research on young men of working-class background, whose relationship to reading is stressed as particularly problematic in many studies. In this article, we approach the reader histories of three young working-class men from a life story perspective, on the basis of a broad definition of text and reading, to capture how reading and texts are used in their identity construction. Our analysis shows that the young men engage in reading in different ways, from listening to audio books and reading aloud to watching films. We argue that our approach makes it possible to re-envision working-class men as readers who, among other things, use reading to construct softer masculinities, thus challenging the dominant narrative of working-class masculinity and working-class men’s relationship to reading and texts.  相似文献   

‘Let's Save Energy!’: incorporating an environmental education dimension in the teaching of energy     

Mariacute;a Pilar Jiménez‐Aleixandre  Juan Ramón Gallástegui‐Otero 《Environmental Education Research》1995,1(1):75-83

A curricular unit called ‘Let's Save Energy!.’ was developed and tested as part of a project of Science Materials for Secondary Education. The project is focused on human needs, and how Science relates to them. This paper discusses how E.E. is built into a ‘traditional’ science topic (Energy), and some of the activities used to develop an awareness about the need and ways to ‘save’ Energy. A simulation game is presented with a focus on international co‐operation and environmental protection. The process of the development of the materials, and some results of its use in the classroom with 15/16‐year‐old pupils are discussed.  相似文献   

走进新课程,探索新评价     

广西柳州市第二十中学 《基础教育研究》2003,(5):15-17

我校是柳州市基础教育课程改革实验样本校,课改实验是我校教育教学活动中的一项十分重要的工作。进入课改以来,我们抓管理、讲实效、开拓进取、扎实工作,在课改实验的征途上探索前行。积累了一定的经验,取得了一定的成绩,有了明显的进步。一、教育教学观念的变化是课程改革实验的关键1.以课改理念去支撑教师的教育思想。对于用全新思想观念锻造的新课程标准和新教材,教师在实施过程中,如果思想观念得不到更新,那就很难适应课改要求下的课堂教学活动,课改的理念就很难得到贯彻,改革就很难达到预期的目的。课改之初,尽管教师们都参加过岗前培…  相似文献   

The role of word recognition,oral reading fluency and listening comprehension in the simple view of reading: a study in an intermediate depth orthography     

Irene Cadime  Bruna Rodrigues  Sandra Santos  Fernanda Leopoldina Viana  Séli Chaves-Sousa  Maria do Céu Cosme  Iolanda Ribeiro 《Reading and writing》2017,30(3):591-611

Empirical research has provided evidence for the simple view of reading across a variety of orthographies, but the role of oral reading fluency in the model is unclear. Moreover, the relative weight of listening comprehension, oral reading fluency and word recognition in reading comprehension seems to vary across orthographies and schooling years. This study aims to examine the direct effects of these three variables on reading comprehension and to test for the existence of indirect effects of word recognition and listening comprehension on reading comprehension via oral reading fluency in European Portuguese, an orthography of intermediate depth. A sample of 264 students was assessed at the end of grades 2 and 4. Structural equation modeling analyses indicated that listening comprehension, word recognition and oral reading fluency predicted reading comprehension in both grade 2 and grade 4. Moreover, the three variables measured in grade 2 predicted later reading comprehension in grade 4. Listening comprehension was always the strongest predictor. Oral reading fluency mediated the relationship between word recognition and reading comprehension, but it was not a mediator variable in the relationship between listening comprehension and reading comprehension. These findings indicate that, similarly to what has been found for other orthographies, the simple view of reading is a valid framework to account for reading comprehension variability in European Portuguese and that interventions to increase reading comprehension levels should focus on word recognition, fluency, and, especially, listening comprehension.  相似文献