Early academic skills and childhood experiences across the urban–rural continuum     

Portia Miller  Elizabeth Votruba-Drzal 《Early childhood research quarterly》2013

The urban–rural continuum provides unique contexts for development. Differences in access to resources and childrearing norms and practices in urban, suburban, and rural areas may be linked to disparities in early achievement. Yet, few studies examine associations between urbanicity and children's early academic skills. Using nationally representative data from the Early Childhood Longitudinal Study, Birth Cohort (N ≈ 6050) this study examined differences in academic skills at kindergarten entry across large urban, small urban, suburban and rural areas. Additionally, it considered whether home environments and child care experiences explained disparities in early achievement. Results showed that children in large urban and rural areas entered kindergarten with less advanced academic skills than children in small urban areas and suburbs. Lower achievement for rural children was partly explained by less advantageous home environments and increased use of home-based, rather than center-based, preschool. Parents living in large urban areas had less knowledge of child development, which helped explain their children's lower achievement.  相似文献   

The Role of Students’ Home Language in Science Achievement: A multilevel approach     

Evelien Van Laere  Koen Aesaert  Johan van Braak 《International Journal of Science Education》2013,35(16):2772-2794

The present study aimed to identify the role of both student- and school-level characteristics in primary school students’ achievement in the science curriculum. As societies become more culturally and linguistically diverse, many students enter the classroom with a home language that is different from the language of instruction used at school. This study takes into account both the home language and literacy in the language of instruction in relation to student achievement in science subjects. Questionnaires, reading performance tests, and science achievement tests were administered to 1,761 fourth-grade students from 67 schools across Flanders (Belgium). Multilevel hierarchical regression analyses show that the home language and literacy in the language of instruction play an important role in science achievement at the student level, next to gender and socioeconomic status. Students with a home language that is different from the language of instruction experience difficulties with science subjects. Moreover, the higher students’ performance on reading comprehension and self-assessed proficiency in the language of instruction, the higher their score on science achievement tests. At the school level, a school's teachability expectations are one of the key factors related to students’ science achievement. Limitations of this study and future directions for research are discussed.  相似文献   

家园情结中的悖离与冲突——试论刘基的怀乡诗     

冯仙丽 《浙江工贸职业技术学院学报》2006,6(3):95-98

在各类文学样式中，诗歌是最富个人化和情感化的一种文学体裁。刘基一生有着丰富复杂的生活经历和独特的人生体验，这些必然在诗歌中得到鲜明的体现。从刘基怀乡诗入手，探讨刘基家园情结产生的根源以及乡思、乡愁和家园情结所反映的人类的自然本性与人类文明和文化的矛盾和冲突。  相似文献   

《追月楼》与《家》人物塑造之不同性   总被引：1，自引：0，他引：1  

秦宇慧 《沈阳教育学院学报》2005,7(2):32-34

虽然《家》与《追月楼》同是家族题材小说，但在对中心人物的选择及人物的命运安排上，却有很大差异。本文以横向比较的方式，分析两部作品对身份大体相同的主角们的不同处理方式，指出其差异的原因是由于两位作家批判重点的不同。  相似文献   

Is every child's voice heard? Researching the different ways 3‐year‐old children communicate and make meaning at home and in a pre‐school playgroup   总被引：1，自引：0，他引：1  

Rosie Flewitt 《Early Years: An International Journal of Research and Development》2005,25(3):207-222

This ESRC‐funded study explores how 3‐year‐old children use a range of ‘voices’ during their first year in pre‐school, investigating how they make and express meaning ‘multimodally’ through combinations of talk, body movement, facial expression and gaze in the two different settings of home and playgroup. Using longitudinal ethnographic video case studies of four children, two boys and two girls, the study identifies patterns in the children's uses of different communicative strategies that relate to the dynamics of the institutional and immediate contexts in which they are situated. The findings imply that the current focus on talk in the early years may be detracting from the diversity of ways children make and express meaning.  相似文献   

Who chooses non‐public schools for their children?     

Philip Q. Yang 《Educational studies》2004,30(3):231-249

Using the pooled 1998–2000 GSS data, this study examines what kinds of parents tend to select non‐public schools for their children, a question that is fundamental but lacks direct, adequate answers in the literature. The results of logistic regression analysis show that religion, socio‐economic status, age, nativity, number of children and region play significant roles in parental choice of religious schools, but race, gender, urban residence and family composition make no difference. Parental socio‐economic status is a key factor in determining their choice of non‐religious private schools. Currently, no significant differences in demographic, religious, socio‐economic and family‐structure characteristics can be detected with regard to which parents are more likely to home‐school their children. Implications of the findings are considered.  相似文献   

投资国特征对FDI流量的影响--基于对华FDI数据的引力模型研究   总被引：1，自引：0，他引：1  

卢孔标 《温州大学学报(社会科学版)》2005,18(1):36-41

投资国的基本特征对外商直接投资流量产生影响，本以外商对华直接投资历史数据为基础，运用空间引力模型检验了投资国对华FDI流量与其本国特征的关系。分析结果显示，投资国与中国的地理距离、投资国经济规模、两国经济发展水平的差距、投资国华裔人口和投资国是否属于区域一体化成员国等因素对投资国对华FDI流量的影响很大；经济规模越大、与我国地理上邻近且经济发展水平差距较大以及具有一定种族联系的投资国对华直接投资规模越大。  相似文献   

对CBA联赛主场承办地的分析研究     

彭春景 《宜宾学院学报》2007,7(6):114-115

通过对CBA各俱乐部主场所在地的研究,分析了CBA主场所在地的位置、环境、经济状况等现状以及存在的问题,以期为联赛发展提供思路。  相似文献   

寻找失落的家园--论张爱玲小说中的家族没落主题     

余平 《四川职业技术学院学报》2003,13(2):28-30

张爱玲一生都寻求着双重意义上的家园,但物质意义上的家园无可奈何地被毁灭,精神意义上的家园也在被毁灭的明中陨落．在作品里,她用“男人没落”的主题替代了“家族没落”的主题．  相似文献   

欲望与损害——评《幽灵之家》主题     

董玮 《楚雄师范学院学报》2008,23(10)

作为拉丁美洲魔幻现实主义的最后一部作品,智利女作家伊莎贝尔·阿连德的力作之一<幽灵之家>的主题无疑具有多解性.本文将从女性命运与男性欲望的关联,埃斯特万·特鲁埃瓦的人生以及全书的结尾等几个方面人手,试图说明:男性侵略性的欲望和由此带来的对女性身体和心理的损害是<幽灵之家>一个不可忽视的主题.  相似文献