This article explores parents’ use of private tutoring services for their primary school children in Sydney, Australia's largest city. Using Bernstein's theories of invisible and visible pedagogies, we look, through the eyes of a small group of middle-class Chinese-background interviewees, at the tensions between certain pedagogic forms associated with private tutoring and schooling in contemporary contexts of educational competition. We show how some parents are openly seeking more explicit, visible forms of instruction through using private tutoring, to compensate for the perceived ‘invisible’, pedagogically progressive approach of Australian primary schooling. We argue that these parents’ enlistment of supplementary tutoring is a considered approach to their identification of a mismatch between (apparently) relaxed, child-centred classroom practices, and the demands of the more traditional examinations that regulate entry points to desired educational sites such as academically selective high schools and prestigious universities. Our findings show how paid tutoring is a contemporary pedagogic strategy for securing educational advantage, not just a ‘cultural’ practice prevalent among certain migrant communities, as it is often characterised. We suggest that an analytic focus on pedagogy can help connect issues of class, culture and competition in research on home–school relationships, offering a productive way for the field to respond to the tensions these issues engender. 相似文献
Several years ago I began to see children in my classroom who did not respond to the techniques I had used for many years to develop behavioural adjustment.
While searching for a new method that would be more effective, I was introduced to Louis Ormont's theories regarding the Group Experience involving adults.
Immediately I began to see the possibility of adjusting the adult Group Process to address the needs of the 5‐6‐year‐olds in my kindergarten class.
In my presentation I will discuss Dr Ormont's theory as I see it relating to my classroom and describe how I implement the Group Process and the results that were achieved over three years’ time with several classes of children.
My presentation will give new meaning to the terms ‘Group Meeting’ and ‘Behavioural Modification’ in the kindergarten classroom. In my mind the results are enormously positive. Children learn to take charge of their own behaviour and are strengthened by the feelings of group membership and personal empowerment. 相似文献
Portfolios have been regarded as a means of personal self‐expression. This study reports on student real‐life experiences with portfolio assessment. The focus group comprised 150 freshmen (100 females) from a small campus of a tertiary educational institution. For two semesters (approximately 30 weeks), students engaged in numerous activities selected to encourage deep learning and understanding of mathematical concepts. Because students were not involved in the experiment, ecological validity was maximised, and observations may be regarded as fairly authentic and worthy of analysis. Generally, students reported learning much from portfolio assessment and felt an integral part of the assessment process. Portfolio assessment appeared to empower students and provide them with the self‐respect they desired. Future research could compare results from everyday observations with those from experiments. 相似文献
The validity of an internalized self-reinforcement paradigm as a model of achievement motivation was investigated with a sample of 230 ninth grade black pupils of an inner-city public school located in a midwestern metropolitan area. If achievement behavior is controlled and sustained by covert internal evaluations of performance, then students who more frequently report positive self-evaluations during some specific school-like task may be predicted to: a.) have higher grade point averages than students who less frequently report self-evaluations of task performance; b.) have lower rates of absence from school than students who less frequently report positive self-evaluations of task performance; c.) have greater levels of expected task performance than students who less frequently report positive self-evaluations of performance; d.) have greater expectations that they will be able to positively evaluate themselves for task performance than students who less frequently report positive self-evaluations; e.) have greater congruence between self-established standards and actual performance. Analyzed by 2-way analysis of variance (self-evaluation x sex), the data supported each of the predictions. The results were interpreted to support the conception of self-evaluations of task performance as a model of achievement motivation. In the absence of external rewards, the student sustains his academic behavior by the quality of the covert self-evaluations of his own performance. The positive or negative value of these evaluations depends on self-established standards. Students who tend to evaluate themselves negatively may do so as a function of arbitrarily high standards. Their performance on academic tasks will be less well sustained and their functioning at consequently lowered levels of achievement. The paper-and-pencil self-reports used in the study yielded results comparable to the elaborate laboratory instrumentation of previous studies. 相似文献
>For a variety of reasons, psychological services are largely unavailable for older people who want help in coping with their interpersonal problems. Group counseling, when it is used, proves to be an effective and efficient method for meeting their needs. It also addresses the reality of the limited numbers of gerontologically trained professionals currently available in the field. A readily attainable, and largely untapped, resource for working with this population is older people themselves. The Continuum Center of Oakland University selects, trains, and supervises older men and women, who serve as paraprofessional group leaders in a self‐exploration program offered in a variety of community centers in the Detroit metropolitan area. The service and training programs, and some of the outcomes for clients and group leaders, are briefly described. 相似文献