The intergenerational transmission of income mobility between mothers and their young adult daughters: The mediating role of their daughters' educational attainment

This study examines whether the daughters' educational attainment mediates the intergenerational transmission of economic mobility between mothers and their young adult daughters. To create mother–daughter dyads, two data sets were combined: The National Longitudinal Survey of Youth 1979 (NLSY79) and the National Longitudinal Survey of Youth 79 for Children and Young Adults (NLSY79 CY). A total of 2,456 dyads were included for analysis. We used a mediation model to explore the relationship between mothers' income and their young adult daughters' income. Mothers' income was associated with their young adult daughters' educational attainment and income. The mediation model indicated partial mediation of the relationship between mothers' income and their young adult daughters' income via their young adult daughters' educational attainment. Addressing issues of income inequality among mothers may serve as a buffer against the low upward mobility across generations for their young adult daughters raised by low-income mothers. It is imperative to provide programs and financial assistance for mothers to bolster their income and thereby their daughters' educational attainment and income in young adulthood and therefore improve economic mobility from mothers to daughters.     

Teachers’ Perceptions of Childcare and Preschool Expulsion

Previous research outlines the correlates of childcare expulsion in the USA, yet researchers know little about how these correlates produce expulsion. This in‐depth qualitative analysis of 30 childcare providers’ accounts of expulsion finds a patterned process to expulsion: Teachers search for causes and solutions to challenging behaviours. When interventions fail, overwhelmed teachers shift their focus from ‘struggling’ children to ‘bad families’. Once the explanation of behaviour changes from within to outside of the child, expulsion is imminent. Interventions in teachers’ understandings, not only in children's behaviours, are discussed as a possible way to reduce expulsion.     

儿童社会情绪学习：Strong Kids系列课程介绍及启示

Strong Kids系列课程是儿童社会情绪学习的经典课程之一，包括5个相对独立的版本，具有扎实的理论基础，是一项方便、经济且见效快的短期预防干预项目，能有效地预防和减少儿童的情绪行为障碍，提升儿童的社会情绪能力。该课程的设计、内容及形式等都值得为他人所借鉴。为此，笔者通过对Strong Kids系列课程的理论基础、主要内容及应用的阐述，探讨该课程的优势及对我国儿童社会情绪学习课程开发与实施的启示。     

卢梭主体性教育思想及启示

卢梭的主体性教育思想强调人的主体性，凸显了教育过程中受教育者的主体地位。反映在儿童教学中，就是教育应体现儿童的天性，要以儿童作为主体，根据儿童的特点，充分发挥主动性和创造性，引导进行自主、能动的学习。为了更好地了解卢梭的主体性教育思想，本文对其作了详细的整理和系统的阐释，在介绍理论与特征的基础上，重点论述该思想的内涵及目的，思考其对现代儿童教育的启示，以期望能丰富现有的教学理论，为儿童教育的发展提供理论和现实依据。     

Managing diversity: academic’s perspective on culture and teaching

As UK Higher Education institutions continue to accept students from ethnically diverse backgrounds, there is now an onus and an expectation for academics to provide learning environments and experiences that are inclusive, validating and affirming. The aim of this paper is to explore, through the lens of the academic tutor, the pedagogical methods employed towards the implementation of ‘cultural branching’, which we define as helping ethnically diverse students to build bridges between their pre-existing knowledge and what they are expected to learn. To investigate this in more detail, the researchers interviewed 22 academic tutors across three UK Higher Education Institutions in the North of England. The findings suggest that current curriculum structures and pedagogical approaches favour the dominant non-ethnically diverse learner. Our research proposes that additional emphasis needs to be placed on developing a practical and functional approach which embeds cultural branching via technological platforms.     

Precarious belonging: blindness,masculinity, and work in Polish young adult literature of the 1970s and 1980s

ABSTRACT

This article explores the relationship between disability, identity, and productivity in two Polish young adult novels published under state socialism: Jak trudno kocha? (How difficult it is to love) and Spotkania (The meetings). How Difficult it is to Love by Jerzy Szczygie? (1976) tells the story of a young blind man who, after living many years “unproductively” with his mother, decides to study and work. Published in 1986, Klementyna So?onowicz-Olbrychska’s novel The Meetings also focuses on a blind male teenager who leaves his hometown to live with other blind students at a residential school where he plans a future profession. The two works are concerned with the processes of becoming disabled and becoming a part of the blind community. Crucially, it is productivity – the main value in a socialist state – that participates in the formation of disability identity and enables disabled men to form separate communities and workshops for disabled people.     

Wider Perspectives in Family Mediation: An Ecosystemic Approach

All mediation processes are constrained by their theoretical frameworks. A wider ecosystemic framework extends perspectives and can open new windows on family systems, interdisciplinary connections, and links between past, present, and future that shape decisions. While showing some similarities to family therapy, ecosystemic family mediation is a discrete process with clearly defined principles and boundaries. In practice, it needs to be tailored to the needs of the particular family, with special attention to the importance of listening and talking with children who are experiencing parental separation and major changes in their lives. Family mediators help family members to manage change. Mediators need to look for change within themselves too, remaining open to new ideas and the development of their thinking and practice.     

基于ESP 理念的大学英语专业学生师范技能培养探索 ——以西昌学院英语专业学生为例

随着大学英语教学改革的推进和深化，大学英语教学的重心开始发生转移，ESP理念优势日显，越来越得到重视，而英语 专业学生的学习比较广泛，如商务英语、旅游英语、师范英语等，因此，从此理念来探究英语专业学生师范方向学习培养设计方 案，旨在对外语教学在ESP方向上的发展提供基础，也指引其他课程进行目的性的发展。     

Children’s Disclosure of Sexual Abuse: A Systematic Review of Qualitative Research Exploring Barriers and Facilitators

This study evaluates and synthesizes qualitative evidence addressing factors affecting a child’s decision to disclose an experience of sexual abuse. Childhood sexual abuse is a devastating crime, with long-term negative impacts. Understanding the factors that affect a child’s decision to disclose is vital. Disclosure enables access to support and protection, both therapeutically and legally. A systematic review was conducted focusing on factors affecting a child’s decision to disclose an experience of sexual abuse. Seven studies were identified, quality appraisal undertaken, and meta-ethnography used to synthesize the studies. Six new super-ordinate themes were developed: Fear of what will happen; Others’ reactions: fear of disbelief; Emotions and impact of the abuse; An opportunity to tell; Concern for self and others; and Feelings toward the abuser. Themes indicated the importance of support, structure, and opportunity to facilitate disclosure and should be utilized by agencies to develop practices that facilitate disclosures.     

4-6岁幼儿社会戏剧游戏水平调查研究

本研究以68名幼儿为研究对象，运用《游戏检核表》对其社会戏剧游戏水平进行调查，研究发现：4-6岁幼儿角色扮演、口语交流、互动和同伴支持水平高，游戏时间充分；但物品假装、如何进入游戏小组、问题解决和轮流技能较低。教师应通过明确自身角色、丰富幼儿游戏材料和经验、提升幼儿语言能力和社会交往技能促进幼儿社会戏剧游戏发展。