Inequalities in school systems: effect of school structure or of society structure?     

Vincent Dupriez  Xavier Dumay 《比较教育学》2006,42(2):243-260

In this study the authors start from the observed fact that equality of opportunities of educational achievement is higher in integrated school systems than in differentiated school systems. In other words, in integrated school systems, a pupil’s school achievement depends less than elsewhere on the social and cultural resources of his or her family. However, before concluding that school structure has a significant influence on inequalities at school, it is important to distinguish between the influence of the socio‐economic context underlying each school system, and the specific influence of the structure or organisation of the school system itself. The fact is that not only do the most egalitarian countries with regard to schooling have in common an integrated structure, but also these schools are set within the context of countries which are more egalitarian in other ways, particularly with regard to income distribution. To distinguish between the influence of this social environment and that of school structure, the authors offer three analyses based on a comparative analysis of international databases measuring educational achievement. The results of these three analyses lend credence to the hypothesis that the structure of the school system has a specific effect on the extent of inequalities.  相似文献   

The increasing role of non-State actors in education policy-making. Evidence from Uruguay     

Mauro Moschetti  Marc Martínez Pons  Eloísa Bordoli  Pablo Martinis 《教育政策杂志》2020,35(3):367-393

ABSTRACT

Over the last decades privatization policies have taken centre stage in many processes of educational reform globally. In Latin America, these policies have played an important role since the 1990s leading to an increasing participation of private agents in educational provision. The case of Uruguay stands out for having remained somehow apart from this privatization agenda. More recently, however, research has identified a significant shift in the discursive order especially driven by a series of new actors including think tanks and civil society organizations favourable to different forms of privatization. Building on case study methods and informed by a cultural political economy (CPE) approach this paper addresses two purposes. First, it attempts to explore possible explanations for the scarce development of the private sector in Uruguayan education. Second, it aims to characterize the discourses and strategies increasingly used by different actors to frame and promote policy ideas potentially leading to privatization policies. The study shows how a small but influential number of actors have become involved in the process of promoting ideas that seek to influence policymaking. Findings reveal how these actors frame school autonomy and accountability as policy solutions by means of different strategies of networking and knowledge mobilization.  相似文献   

Globalization, Educational Targeting, and Stable Inequalities: A Comparative Analysis of Argentina, Brazil, and Chile     

Xavier Rambla 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2006,4(2):353-370

The present study analyzes educational targeting in Argentina, Brazil and Chile from a sociological point of view. It shows that a ‘logic of induction’ has become the vehicle for anti-poverty education strategies meant to help targeted groups improve on their own. The analysis explores the influence of the global educational agenda, the empirical connection between the logic of induction and the mechanism of emulation, and the territorial aspects of educational inequalities. Emulation plays a main role inasmuch as the logic of induction leads targeted groups to compare their adverse situation with more privileged groups, which actually legitimizes inequalities. A brief statistical summary completes the study, showing that educational inequality has remained unchanged as far as urban–rural ratios (in Brazil and Chile) and regional disparities (in all three countries) are concerned.  相似文献   

Is the World Bank education policy adequate for fighting poverty? Some evidence from Latin America     

Xavier Bonal 《International Journal of Educational Development》2004,24(6):453

This paper focuses on the relationship between the World Bank’s education policy and the recent anti-poverty priorities and strategies that shape the present Bank’s agenda for development. The paper provides a critical assessment of the explicit strategies of the World Bank’s education policies aimed at fighting poverty by identifying the contradictions embedded in anti-poverty discourses and strategies, and relating them to an education policy that generates inequalities and shows little effectiveness in helping people to escape from poverty. This analysis is applied to the situation of Latin American education systems, which have, during the last decade, experienced an important expansion but have also maintained strong inequalities in educational performance and access to post-compulsory education.  相似文献   

Pioneer women in engineering studies: what can we learn from their experiences?     

P. Pardo  M.D. Calvet  O. Pons  M.C. Martinez 《European Journal of Engineering Education》2016,41(6):678-695

ABSTRACT

Women's access to higher education in Spain began in the last third of the nineteenth century. However, the full incorporation of women into technical studies did not occur until a century later. This article presents the results of research into the access of the first women to do technical studies in Catalonia (northeast Spain). Data have been collected from 11 technical schools belonging to the Universitat Politècnica de Catalunya (UPC) with the aim of understanding the dynamics of the incorporation of women into these schools between 1851 (foundation of the first engineering school in Catalonia) and 1980. Interviews were conducted with 21 pioneer women who completed their technical studies. Their experiences show how technical schools had to adapt, both physically and culturally, to female students. Finally, the current status of female engineers in Catalonia is compared with the situation in other Western countries. Similarities are found that show the relevance of gender as a social structuring force.  相似文献   

Influence of substrate pore size distribution,poultice type,and application technique on the desalination of medium-porous stones     

Stephan Kröner  Berta Mañas Alcaide  Xavier Mas-Barberà 《文物保护研究》2016,61(5):286-296

This paper studies the influence of poultice type and application techniques on the desalination efficiency of two limestone substrates having similar porosities (22–25%) but different pore size distributions: microporous Bateig Novelda and macro porous Tosca Rocafort stones. Three poultice types are compared: pure sepiolite (fine porous), sepiolite and aggregate (medium porous), and pure cellulose powder (coarse porous). Four application techniques are studied: (i) direct application on the stone, (ii) pre-wetting before poultice application, (iii) Japanese paper before application, and (iv) pre-wetting?+?Japanese paper before application. Samples were taken from poultices on the one hand, and from substrates at different depths on the other hand. Their content in soluble salts was estimated by ionic conductivity measurements. After three application runs, the best result for both substrates is achieved with the combined application of coarse- and fine-porous poultices (FPs) (desalination depth: 4.5/6?cm for macro/micro-porous substrates). The FP is also able to extract salts properly, but the desalination depth achieved is less important (3?cm). A direct poultice application without pre-wetting nor Japanese paper is to be preferred for both stone types.  相似文献   

Vernacular globalisations: neo-statist accountability policies in France and Quebec education     

Christian Maroy  Xavier Pons  Claire Dupuy 《教育政策杂志》2017,32(1):100-122

The article argues that there is no single globalisation of education systems, but rather multiple globalisations of each system taken in its individual context. We propose three explanatory factors to account for these vernacular globalisation processes, that is, for individual policy trajectories in each national context: path dependence on earlier policy choices and institutions, education policy-making through bricolage, and finally the translation by national actors of international-level ideas or tools as a function of the debate, institutions or national power dynamics in question. The research design is based on the study of a most-likely case: accountability policy in two school systems – France and Quebec – which show strong variations. Document analyses and semi-structured interviews were conducted in both cases. In the two countries, distinct vernacular globalisations are at work leading to different neo-statist accountability policies. In Quebec, the reinforcement of state power through a growing vertical accountability and the systematic development of regulation tools between policy actors and levels lead to a ‘centralisation by institutional linkage’. In France, we rather witness a ‘globalisation by discursive internalisation’ in which transnational imperatives are integrated in official discourses on the regulation of the education system, but without radically questioning the mainstays of this regulation.  相似文献   

Experience and Reflection: Preservice Science Teachers’ Capacity for Teaching Inquiry     

Wayne Melville  Xavier Fazio  Anthony Bartley  Doug Jones 《Journal of Science Teacher Education》2008,19(5):477-494

In this article, we investigate the relationship between preservice teachers’ inquiry experience and their capacity to reflect on the challenges involved in implementing inquiry into classrooms. For data, we draw on the personal narratives of preservice science teachers enrolled in science instruction courses. Preservice teachers with extensive inquiry experiences perceive implementation challenges principally in terms of teaching and student learning. This contrasts with the perceptions of preservice teachers with limited inquiry experience for whom the main concerns relate to the negative perceptions of others, time, the curriculum, and materials. By identifying these perceptions, it may be possible to develop courses that assist limited and moderate-experience preservice teachers’ move toward the perceptions of their more inquiry experienced colleagues.  相似文献   

Surprise,Hurt, and Anger as Emotional Responses to Expectancy Violations Following Feedback Messages     

Lance Kyle Bennett  Xavier Scruggs  Joy Melody Woods 《Communication Research Reports》2020,37(1-2):22-33

ABSTRACT

Using expectancy violations theory, this study examined how the communication of unexpected feedback messages evoke emotional responses. A convenience sample (N = 309) reported instances of unexpected feedback within the last month. Results showed that receipt of the feedback message types were considered moderate-to-high violations. Violation expectedness and valence were negatively associated with the emotional responses, but violation importance was positively associated with the emotional responses. Finally, hurt and anger (but not surprise) were positively linked to perceptions of relational damage between the message sender and receiver. Taken together, our study demonstrates that expectancy violations are connected to emotions and relational outcomes.  相似文献   

Identifying profiles of children at risk of being less physically active: an exploratory study using a self-organised map approach for motor competence     

Isaac Estevan  Xavier García-Massó  Javier Molina García  Lisa M. Barnett 《Journal of sports sciences》2019,37(12):1356-1364

This study aims to develop profiles in children according to physical fitness, actual and perceived motor competence, and to examine the level of engagement in physical activity and weight status according to these profiles. In the study, 156 typically developing Spanish children (47.4% girls) of primary school age (5–11 years-old) participated voluntarily. Children’s perceived and actual motor competence, physical fitness, physical activity participation and weight status were assessed. A Self-Organising Map and K-means cluster analysis were used to classify and visualise the values. Four profiles were found: profile 2 was aligned – high capacity, high perception, profile 1 was partially aligned – medium capacity and perception, profile 3 and 4 were both non-aligned – low capacity, medium perception and medium capacity, low perception; respectively. Children in profile 2 were more active than children in profile 3 and 4 (P < .05). In profile 2 there was a lower frequency of overweight/obese children than normal-weight children. On the contrary, in profiles 1, 3 and 4 a similar distribution of normal-weight and overweight/obese children was found. High capable children with high perception exhibited higher physical activity participation and were more likely to be of normal-weight compared to those with low capacity and/or perception.  相似文献