Do peer effects mediate the association between family socio‐economic status and educational achievement?

Differences in levels of academic achievement according to socio‐economic status (SES), and parental education in particular, have been a persistent feature of Australian education systems. Young people with highly educated parents are more likely than their peers with low‐educated parents to attain high levels of achievement at school. Students with low levels of achievement are less likely than their high achieving peers to complete Year 12 and are more likely to experience negative post‐school outcomes. The SES of the neighbourhood, and in particular, the school attended, has also been found to have an effect on levels of both academic achievement and attainment. For this paper, we conduct analyses of National Assessment Program – Literacy and Numeracy test scores for four cohorts of secondary school students attending government schools in the Australian Capital Territory to examine the associations between parental education, school attended and levels of educational achievement. Our findings show that students with university‐educated parents achieve at much higher levels than their peers with low‐educated parents and that attending a school with a higher proportion of students from educationally disadvantaged families has a negative effect on educational achievement.     

高校大学生教育管理模式转型方向及实践方式

教育管理是高校一项重要的工作，关系到高校教育的质量和效能，同时也决定了人才的成长和未来发展。在这种情况下，必须要注重高校大学生教育管理模式的打造，积极推进教育管理模式转型，从而为日常教育工作提供基础和保证。当前高校大学生教育管理模式中存在管理方式单一、管理内容陈旧、管理制度落后等问题，严重影响了高校教育工作的开展，不利于教育进步。文章以此为出发点进行研究，并为高校大学生教育管理实践提供思路指导。     

教育期望中的班级效应分析

班级是中国基础教育领域重要的组织设置。利用“中国教育追踪调查”（CEPS）数据，应用分层线性模型，本研究关注班级设置，包括班级组织结构和班级氛围，对初中生教育期望的影响。研究结果表明，在多个组织结构变量中，班主任的受教育程度和教龄对学生教育期望影响显著，但任课老师的资历影响不显著；在多个班级氛围变量中，学生的教育期望既受到班级客观学业水平的影响，亦受到师生之间互动关系的影响。此外，在控制了班级氛围变量后，师资配置对学生教育期望的影响不再显著。总之，在以往研究重点关注个体、家庭和学校影响的基础上，本研究将对教育期望的研究进一步拓展到学校内部的班级环境，并发现师生之间建立的紧密互动关系及良好的班级氛围对学生的教育期望发挥着最重要的影响。     

“It’s like this Myth of the Supernegro”: resisting narratives of damage and struggle in the neoliberal educational policy context

As pathologizing, racialized, and patriarchal rhetoric undergirds neoliberal education reform, deficit narratives characterize the education of Black youth. Such narratives present deep challenges for educational policy and community-based educational spaces. This article explores the ways in which community-based educators resist narratives of damage and struggle in their own personal and professional narratives in order to prevent the cycle of deficit-oriented discourse that follow Black youth through myriad educational spaces. By situating the narratives of community-based educators within a broader policy context shaped by race, class, and gender, this article illustrates the challenges that arise for community-based educators that seek to frame Black youth beyond deficit narratives and who avoid framing themselves as heroes and saviors of Black youth.     

Self‐Construal,Career Decision Self‐Efficacy,and Perceived Barriers Predict Mexican American Women's Life Satisfaction

This study used the social cognitive theory of well‐being (SCTW; Lent, 2004 ) to examine the role of career decision self‐efficacy (CDSE), perceived educational barriers, and independent self‐construal on the life satisfaction of 176 Mexican American college women. A 3‐step hierarchical regression analysis indicated that independent self‐construal, CDSE, and fewer perceived educational barriers significantly predicted greater life satisfaction among Mexican American college women above and beyond the influence of socioeconomic status and generational status. These findings are consistent with SCTW and highlight the need for counselors and researchers to be aware of the role that self‐construal, CDSE, and perceived educational barriers can have on Mexican American women's life satisfaction. Implications for practice at the secondary‐school and university levels are discussed.     

High Educational Aspirations Among Pregnant Adolescents Are Related to Pregnancy Unwantedness and Subsequent Parenting Stress and Inadequacy

On the basis of theories of maternal identity development, role conflict, and childbearing motivation, the authors tested whether high educational aspirations among pregnant adolescents are related to the unwantedness of the pregnancy and whether pregnancy unwantedness leads to subsequent parenting stress and inadequacy. Longitudinal data from 100 first‐time‐pregnant, unmarried Latina adolescents (M age = 17.3 years) were analyzed. Results from structural equation path modeling confirmed these associations, with strong educational ambitions related to greater unwantedness of the pregnancy, which led to feeling trapped by parenting at 6 months postpartum, which in turn was related to unaffectionate parenting and feeling inadequate in mothering at 1 year postpartum. The potential long‐term negative consequences of high educational aspirations for pregnant adolescents' adjustment to parenting are discussed.     

She persisted: the pursuit,persistence, & power of African American women in social work graduate programs at Historically Black Institutions (HBI)

Social work graduate programs have long grappled with ways to attract and retain students at the intersection of race and gender. The central structure of this analysis is a hermeneutic phenomenological qualitative study on the pursuit and persistence of African-American women in graduate Social Work programs at a Historically Black Institution (HBI). The data in this article were derived from the responses of 13 participants written in their own words. The themes that emerged around the pursuit of a social work degree were (a) service to Black communities, (b) resistance to misrecognition, and (c) a seat at the table. After sharing the salient characteristics of the findings, the article opens a discussion around the significance of HBIs in educating social workers to work in urban communities and the implications for policy and practice.     

职前幼儿教师教育信息化态度研究

Preschool teachers’ educational informationization is a vital content of preschool educational informationization, because the attitude of preschool teachers which influence the process of informatization in preschool education plays a key role in the process.So does the pre-service preschool teachers.According to the interviews in the form of questionnaires on the students majoring in preschool education of two schools in Wuhan, Hubei province, this study investigates the status of the attitude towards the educational informationization of pre-service preschool teachers.Using SPSS17.0 software, the study also explores and analyzes the different attitude towards the educational informationization of pre-service preschool teachers under the influences of different variants.Based on the conclusion, countermeasures and suggestions to improve the attitude towards the educational informationization of pre-service preschool teachers are put forward: 1) Reducing the teachers’ education informatization gap between urban and rural pre-school ; 2) Having “tailor-made” information technology courses of major related in preschool education colleges; 3) Guaranteeing to have information-based teaching environment and optimizing information resources construction; 4) Establishing internship practise places with preschool organizations to increase intern opportunities for information technology.     

湖南省学前教育普及现状调查与对策建议

湖南省实施发展学前教育三年行动计划效果明显，学前教育机构总数、在园幼儿数、学前三年毛入学率显著增加。与经济发达省份对比，湖南省学前教育普及水平还比较落后，城镇学前教育普及水平明显高于农村地区，县域之间学前教育普及水平差距明显。湖南省普及学前教育面临的主要问题是：政府主导作用发挥不够、农村学前教育普及水平落后、学前教育基础建设不足、普及学前教育路径不畅。推进湖南学前教育持续普及，需要构建学前教育公共服务体系，大力扶持农村学前教育，建立学前教育的保障体系，优化学前教育普及模式。     

“党化”抑或“学治”：南京国民政府初期大学区制改革的动因分析

教育改革作为一项系统性的社会工程，其实施原因具有复杂性与多元性，需要立足具体的时代情境加以考察。南京国民政府时期大学区制改革的实施，以“教育独立”为目标，不同于此前“党化教育”的宗旨。考察这一政策转向的原因，涵盖了个人理想、集体共识、政府支持和社会呼应等诸多方面的因素。通过梳理这一过程，从个人到社会，由微观到宏观，有助于厘清大学区制改革的实施背景，认识教育与政治之间的张力。