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1.
Demand for private supplementary tutoring: conceptual considerations, and socio-economic patterns in Hong Kong 总被引:3,自引:0,他引:3
Despite the fact that in some parts of the world private supplementary tutoring is a huge industry with far-reaching economic, social and educational implications, the topic has been neglected by educational researchers. This paper focuses on the nature and determinants of demand for private supplementary tutoring. It first draws on literature from a wide range of countries to identify some conceptual considerations, and then presents data on socio-economic patterns of demand for tutoring in Hong Kong. It highlights the complexity of the topic, and calls for further detailed research in multiple settings. 相似文献
2.
The global expansion of mass schooling has greatly increased opportunities for low-income families, and governments have devoted much effort to equalising access and quality in education systems. Alongside regular schooling, the so-called shadow education system of private supplementary tutoring has grown rapidly across the world. The fact that rich families can purchase more and better quality shadow education undermines the achievements of increased equality of opportunities in formal schooling. Drawing on a mixed-methods study in Shanghai, China, the article shows how shadow education has offset school equalisation policies through differentiation of access and through sorting mechanisms. Shadow education occupies a space beyond strict government control in which privileged families and elite schools ignore and mediate the equalisation policies, seeking competitive advantages. Uneven access to shadow education and tracking within it shape, maintain, and exacerbate inequitable schooling experiences at individual and institutional levels. 相似文献
3.
This longitudinal study examined how separation and family conflict mediated the effects of two acculturation variables (English language use and generational status) on substance use (alcohol, tobacco, and marijuana use) and deviant behavior outcomes in a Mexican American high school age sample. Structural equation modeling indicated that separation was a significant mediator of the relationship between acculturation and alcohol use, tobacco use, and deviant behavior. Family conflict mediated the effects of acculturation on marijuana use and deviant behavior. Model comparisons across gender groups suggested that generational status was an influential acculturation measure for females but not males. Additionally, English language use maintained a direct effect on marijuana use among females, whereas this relationship was mediated by separation for males. 相似文献
4.
The most successful school library media specialists are those who collaborate with teachers as full partners in the instructional
process. Without assertive action by the school library media specialist, however, school administrators and teachers are
likely to be more aware of the media specialist’s administrative role than the roles of teacher, instructional partner, and
information specialist. Reductions to library media staff and finding common planning time are examples of serious challenges,
but these are not insurmountable. In the context of well-planned instructional projects, collaboration with teachers is a
primary way that school library media professionals can demonstrate that their work is a vital part of the academic life of
their schools, and a positive factor in improving student achievement. 相似文献
5.
6.
The present study examined the relationship between aggression and game location in rugby league. We videotaped a random sample of 21 professional rugby league games played in the 2000 Super League season. Trained observers recorded the frequency of aggressive behaviours. Consistent with previous research, which used territoriality theories as a basis for prediction, we hypothesized that the home team would behave more aggressively than the away team. The results showed no significant difference in the frequency of aggressive behaviours exhibited by the home and away teams. However, the away teams engaged in substantially more aggressive behaviours in games they lost compared with games they won. No significant differences in the pattern of aggressive behaviours for home and away teams emerged as a function of game time (i.e. first or second half) or game situation (i.e. when teams were winning, losing or drawing). The findings suggest that while home and away teams do not display different levels of aggression, the cost of behaving aggressively (in terms of game outcome) may be greater for the away team. 相似文献
7.
Previous research has established that interest in a text is related to better comprehension and recall, but the impact of interest on comprehension in testing situations has not been widely investigated. This study used Hierarchical Linear Models (HLM) to examine the relationship between students' interest in reading passages and their performance on reading comprehension test items over those passages. The study involved 19,735 students in Grades 4 through 8. Stimuli consisted of 98 different reading passages. A small but significant relationship between interest and test performance was found, which was stronger for girls and for students of higher ability levels. A second HLM analysis was employed to explore whether certain passage characteristics were associated with higher or lower interest. The implications for test construction are discussed. 相似文献
8.
Individual differences in negative group work experiences in collaborative student learning 总被引:2,自引:0,他引:2
This paper reports the development of the Negative Group Work Experiences questionnaire (NGWE), an assessment tool for measuring negative experiences of group work. Study 1 involved two samples of undergraduate psychology students (second‐year sample n = 425; first‐year sample n = 443), who completed research modules incorporating substantial elements of assessed group work. Participants completed a 39‐item inventory designed to measure their negative experiences of group work as part of their general module evaluation. Exploratory and confirmatory factor analysis of the second‐year sample indicated four interpretable and reliable factors: lack of group commitment, group fractionation, task disorganisation, and storming. Confirmatory factor analysis of the first‐year data set confirmed and cross‐validated the factor structure of the second‐year sample. Study 2 (n > 254) confirmed the criterion validity of the NGWE. The NGWE is proposed as a useful tool for evaluating group processes, especially in large group teaching which involves collaborative group work. 相似文献
9.
10.
Robin L. Dobson Melissa A. Bray Thomas J. Kehle Lea A. Theodore Heather L. Peck 《Psychology in the schools》2005,42(7):707-720
Asthma is a pervasive inflammatory disorder of the bronchial airways that causes the normal functioning of the airways to become overreactive. This disorder affects approximately 8 million children in schools per year and accounts for a significant amount of absences. Researchers have speculated that pharmacological interventions are alone insufficient or overaggressive in treating asthma, and numerous studies have demonstrated a connection between emotions and asthma. It has therefore been suggested that psychological interventions may be appropriate for this population. One such intervention, relaxation and guided imagery (RGI), that incorporates mental representations as well as the senses in a process of relaxing all the parts of the body has been shown to be effective with children with asthma. The current study served as a replication and extension of this previous research. The purpose of the investigation was to examine the effectiveness of RGI with an elementary school sample as well as determine the overall improvement in happiness, anxiety, and quality of life of the participants. Results demonstrated that RGI significantly improved the lung functioning of 3 out of 4 participants in the study. Furthermore, overall happiness improved for 1 participant in the study, state anxiety decreased for 2 of the 4 participants, and trait anxiety decreased for all 4 participants. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 707–720, 2005. 相似文献