教育券:解决城市流动儿童入学问题的良方还是歧途?

通过发行"教育券"来解决流动儿童的入学问题是当前一种较流行的主张。但这一主张只是从表面上使中央政府、地方政府和流动人口家庭之间达成了一定程度的妥协,能够在一定程度上缓解流动儿童的入学难题,却无法触及到问题的根源,无法从根本上解决流动儿童的义务教育问题。其根源在于对弗里德曼教育券理论的一种错误理解和运用。在美国,教育券要解决的是促使不同类型的学校尤其是私立学校通过竞争得到发展的问题,而不是要解决谁应该为学生的义务教育买单的问题。只有将义务教育经费划拨从"以县为主"上升为"以省为主",才有望从根本上解决流动儿童接受义务教育的经费问题。     

Daily Inhalation Rate and Time‐Activity/Location Pattern in Japanese Preschool Children

Lack of data on daily inhalation rate and activity of children has been an issue in health risk assessment of air pollutants. This study aimed to obtain the daily inhalation rate and intensity and frequency of physical activity in relation to the environment in Japanese preschool children. Children aged four–six years (n= 138) in the suburbs of Tokyo participated in this study, which involved three days' continuous monitoring of physical activity using a tri‐axial accelerometer and parent's completion of a time/location diary during daily life. The estimated three‐day mean daily inhalation rate (body temperature, pressure, saturated with water vapor) was 9.9 ± 1.6 m³/day (0.52 ± 0.09 m³/kg/day). The current daily inhalation rate value of 0.580 m³/kg/day proposed for use in health risk assessment in Japan is confirmed to be valid to calculate central value of inhaled dose of air pollutants in five‐ to six‐year‐old children. However, the 95th percentile daily inhalation rate of 0.83 m³/kg/day based on measurement for five‐year‐old children is recommended to be used to provide an upper bound estimate of exposure that ensure the protection of all five‐ to six‐year‐old children from the health risk of air pollutants. Children spent the majority of their time in sedentary and light level of physical activity (LPA) when indoors, while 85% of their time when outdoors was spent in LPA and moderate‐to‐vigorous physical activity. The results suggest the need to consider variability of minute respiratory ventilation rate according to the environment for more refined short‐term health risk assessment.     

Measuring Children's Experience of Their Right to Participate in School and Community: A Rights‐Based Approach

This paper discusses the development of a children's rights‐based measure of participation and the findings from its use in a survey of 10‐ to 11‐year‐old children (n = 3773). The measure, which was developed in collaboration with a group of children, had a high reliability (Cronbach's alpha = 0.89). Findings suggest that children's positive experience of their participation rights is higher in school than in community, and higher for girls compared to boys. It is argued that involving children in the ‘measurement’ of their own lives has the potential to generate more authentic data on children's lived experiences.     

Living in the shadow of occupation: Life satisfaction and positive emotion as protective factors in a group of Palestinian school children

Starting from perspectives on functioning and wellbeing, the aim of the present study was to investigate positive and negative affect, self-perceived life satisfaction and happiness in a group of 74 Palestinian children exposed to political violence. We hypothesized that the children in our sample would display generally satisfactory wellbeing and good functioning in terms of positive affect, life satisfaction and happiness, despite their negative life conditions. Both quantitative and qualitative analysis of the dimensions of participants' wellbeing was carried out. In particular, we explored the ecological dimensions affecting the wellbeing of Palestinian children through content analysis of narratives produced by the group of participants. Positive emotions were found to contribute to wellbeing and life satisfaction in children, acting as protective factors in dealing with daily violence. The children displayed a range of personal resources facilitated above all by the functioning community structure supporting them. Implications for clinical intervention are discussed.     

The experience of sole mothers balancing paid work with care for a child with a disability

There are increasing numbers of families in Australia headed by sole parents, but little is known about the experiences of those who also care for a child with a disability. Additional caring responsibilities have previously been shown to impact on the work participation of parents. This study involved qualitative analyses of interview data conducted with sole mothers with school‐aged children with disability (N = 11). Thematic analysis revealed four themes that enabled and supported participation in the workforce: social support; managing appointments; characteristics of the workplace; and the role of the school. Results suggest the importance of practical help from family and friends in facilitating participation in paid employment. Additionally, the importance of flexible appointment scheduling on the part of service providers was highlighted, as well as the importance of workplace flexibility and supportive workplace cultures. Such factors were important in supporting sole mothers to balance work with care, with important implications for personal and family wellbeing.     

可持续生计分析框架下不同子女数量农户家庭生计策略的分析

利用可持续生计分析框架，以湖北4个县市为例，分析了不同子女数量农户的家庭生计策略。研究发现由于子女数量不同，相比子女较多的农户家庭，子女较少的农户家庭生计策略呈现出农业集约化程度较高、生计多样化程度较高以及子女外出务工人数较少的特点，这是子女较少农户为兼顾降低家庭脆弱性和提高家庭收入所做出的适合自身的生计策略。本文还发现，随着父母年龄的变老，子女较少的农户存在潜在的生计隐患。据此，本文提出了提高农户生计资本、以及政府帮助降低农户家庭脆弱性的政策建议。     

我国近三十年聋童领域研究的热点分析

本文使用Bicomb(书目共现分析系统)分析了我国近三十年以来聋童康复和教育领域的研究热点。通过高频关键词分析、共词聚类分析和多维尺度分析发现目前该领域有三大热点：聋童的融合教育；聋童的语言康复训练；聋教育和聋人文化。     

Home and school influences on the behavioral and academic outcomes of low-income children of color

Framed within contextual systems model, this study examines how home and school operate together to shape behavioral and academic outcomes for 544 low-income African American (56%) and Latino/a (44%) elementary school-aged children (mean age?=?7.88 years, SD?=?1.46, 50% male). Using data from Welfare, Children, & Families Study: A Three City Study and multiple group path analysis, we found that for children in kindergarten through third grade, the adequacy of the home resources was positively related to applied problem scores (e.g. math literacy) and negatively associated with externalizing behavior. For fourth- to sixth-graders, the adequacy of classroom resources was negatively associated with applied problem scores. For both age groups positive teacher–child relational quality was also a positive predictor of externalizing behavior. Results revealed that barriers to parental involvement in school were a negative predictor of applied problem scores for low-income children in early and later elementary school. Implications for policy and practice aimed at strengthening opportunities for children and families from marginalized communities are discussed.