‘There is no free education nowadays’: youth explanations for school dropout in Indonesia     

Stephanie Simmons Zuilkowski  Udi Samanhudi  Ina Indriana 《Compare》2019,49(1):16-29

Indonesia has dramatically increased school enrolment at the secondary level over the past several decades, as reflected in national statistics. However, significant variation in enrolment rates remains across regions and genders. In some areas, nearly all youth complete secondary school; in others fewer than half attend. This study investigates the reasons for secondary school dropout in Banten and Aceh, two provinces of Indonesia with lower-than-average secondary school enrolment rates. We interviewed 28 out-of-school youth and conducted focus groups and observations at non-formal education programs serving dropouts. We find that high costs for secondary school were the overwhelming reason for dropout, with a subset of boys also reporting behavioural issues as a contributing factor. While costs affected adolescent boys and girls equally, the options facing them after dropout differed sharply. The findings point to the need for easier paths back into formal education for youth who have dropped out.  相似文献   

Children using Facebook: teachers’ discursive constructions of childhood     

Sandra Chang-Kredl  Stephanie Kozak 《Learning, Media and Technology》2018,43(2):211-215

Conceptualizations of childhood are powerful determinants of adults’ interactions with children, and technology and social networking systems are affecting the nature of teachers’ knowledge of childhood. We analyzed questionnaire responses from 57 elementary-level teachers from Quebec regarding children’s use of Facebook. Through discourse analyses, we found four common images of childhood (child as innocent, evil, future adult, and agent) present in the teachers’ responses; however, the context of social media brought to fore questions about adult surveillance at a time of generational pliability and teachers’ self-understanding in relation to their knowledge of children.  相似文献   

Teaching citizenship in the faith school: qualitative evidence from separate schools in Northern Ireland     

Caitlin Donnelly  Stephanie Burns 《Irish Educational Studies》2017,36(4):471-487

The purpose of this paper is to examine how teachers teach and students learn about citizenship education in two faith-based schools in Northern Ireland. The data show that participants in the Catholic school were confident in their own identity; teachers encouraged active engagement with contentious, conflict-related debates and students displayed empathy with other racial and religious groups. In the Protestant school, teachers avoided any reference to identity and conflict and students seemed to have limited knowledge of these issues. The findings emphasise the extent to which separate schools embody the cultural norms prevalent within each of the communities that they serve and reveal the influence which these norms have for teaching and learning about citizenship.  相似文献   

Enhancing the quality of early childhood education: A follow-up evaluation of an experiential, collaborative training model for head start     

John Fantuzzo  Stephanie Childs  Virginia Hampton  Marika Ginsburg-Block  Kathleen Coyle Coolahan  Darlena Debnam 《Early childhood research quarterly》1997,12(4):425-437

The study is a follow-up evaluation of a Collaborative Training curriculum for Head Start. The previous curriculum was enhanced by adding parent exemplars and demonstrations in trainees' classrooms. Two Head Start teachers and two parent volunteers from each of 70 classrooms were randomly assigned to either the enhanced Collaborative Training (CT) or Workshop Training (WT) approach. CT teachers and parents were involved conjointly in experiential training that included receiving guided practice and feedback from exemplary peers. WT consisted of a series of workshops conducted by outside trainers for separate groups of parents and teachers. Training methods were compared with respect to (a) trainees' reports of satisfaction with training and collaboration, and (b) observed levels of adult-adult and adult-child classroom interactions. CT teachers and parents reported significantly greater levels of satisfaction with the training, as well as significantly greater levels of collaboration than WT participants. Teacher-teacher and parent-teacher observations indicate that CT trainees showed higher levels of positive classroom interactions than WT trainees. With respect to adultchild classroom interactions, CT teachers demonstrated significantly more praise, supportive physical contact, and positive interactions in instruction than WT teachers. CT parents showed higher levels of adult-child classroom interactions across all observed categories compared to their WT counterparts. Implications of these findings for further research were discussed.  相似文献   

Internship experience: Engaging in the big discourse     

Stephanie Allen  Clif Mims  Stephanie Roberts  Beaumie Kim  Jeeheon Ryu 《TechTrends》2004,48(1):44-48

Conclusion The AECT internship provided each of us with experiences appropriate to our individual interests and expertise. Our all-access pass did help introduce us to the many larger discussions taking place across the organization. We were able to connect with other graduate students and to develop new ties with some of the pillars of the field. We can attest to the fact that AECT actively seeks new ideas, energy and leadership that can strengthen the organization. Our final thought for you is that AECT wants you to be involved. We discovered that the doors are wide open, and we know that you do not need an intern’s medallion to step through those doors. We hope these stories encourage you to step through the doors and find your place within AECT. An erratum to this article is available at .  相似文献   

Early Childhood Care and Education and School Readiness in Zambia     

Dana Charles McCoy  Stephanie Simmons Zuilkowski  Hirokazu Yoshikawa  Günther Fink 《Journal of research on educational effectiveness》2017,10(3):482-506

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Predicting the Use of Campus Counseling Services for Asian/Pacific Islander,Latino/Hispanic,and White Students: Problem Severity,Gender, and Generational Status     

Kieran T. Sullivan  Lucila Ramos‐Sánchez  Stephanie D. McIver 《Journal of College Counseling》2007,10(2):103-116

The purpose of the current study was to identify predictors of counseling center use among Asian/Pacific Islander, Latino/Hispanic, and White college students. Findings indicated that female and 2nd‐generation students report the most severe difficulties. Problem severity and gender predicted counseling center use for White and Asian/Pacific Islander students, whereas only problem severity predicted use for Latino/Hispanic students. Generational status was not a significant predictor of use for any group.  相似文献   

A Study of Home Emergent Literacy Experiences of Young Latino English Learners     

Guy Trainin  Stephanie Wessels  Ron Nelson  Patricia Vadasy 《Early Childhood Education Journal》2017,45(5):651-658

This empirical study explored the home environment literacy practices of young Latino English learners and their families. The participants were 217 incoming Kindergarten Latino EL students and parents. The data collection included a completed HLEQ by the parents. In addition, children were administered the PPVT, the preLAS, the PALS-K screening, the Woodcock Reading Mastery assessment, and the Wide Range Achievement test. All of the literacy assessments given to the children provided the researchers with comprehensive look at their literacy knowledge base. The results of this study indicate that there were two significant paths for students’ achievement: availability of books and child initiated literacy factors that were directly related to the phonological processing efforts of students.  相似文献   

African international doctoral students in New Zealand: Englishes,doctoral writing and intercultural supervision     

Stephanie Doyle  Catherine Manathunga  Gerard Prinsen  Rachel Tallon  Sue Cornforth 《高等教育研究与发展》2018,37(1):1-14

While the experiences of international doctoral students, especially those from Asian countries, have been well researched, fewer studies have explored the experiences of African students in Southern countries like Australia and Aotearoa/New Zealand. This article reports on doctoral writing and student and supervisor perspectives on English languages in a small study of supervisors and African students in New Zealand. It challenges deficit constructions of African students and illustrates how the growing internationalisation of higher education is adding to the complexities of doctoral writing, raising questions as to how students and supervisors recognise and navigate differences in Englishes and doctoral writing. It makes a number of recommendations about how supervisors might work effectively with African and other doctoral students.  相似文献   

Integrating new knowledge into everyday practices: teacher pedagogy in early grade literacy in rural Mozambique     

Jeongmin Lee  Nikhit D'sa  Stephanie Simmons Zuilkowski 《Literacy》2020,54(3):111-122

Improving literacy outcomes in sub‐Saharan Africa is a central focus of national governments, donors and non‐governmental organisations alike, as evidenced by the inclusion of literacy as a target in the United Nations' Sustainable Development Goal 4. Though significant international development funding has been devoted to teacher training in the region, little evidence is available on how teachers improve their literacy instruction in practice. This study profiles how 20 teachers in eight schools in rural Mozambique translated training in literacy instruction into classroom instruction. We used three domains of teacher knowledge – content knowledge, pedagogical knowledge and pedagogical content knowledge – to analyse interview and observation data. While some aspects of training translated into classroom practices, including explicit literacy instruction and use of visual aids, teachers rarely used activities for oral language development or reading comprehension, which are critical to producing skilled readers. We discuss the research and policy implications of these findings.  相似文献