交友之道：青少年同伴关系的影响因素研究

同伴关系对青少年的健康成长至关重要。青少年同伴关系的形成以及家庭社会经济地位在这一过程中所起的作用,对于理解教育不平等和代际流动都有重要意义,但既有的研究发现并不一致。本文从社会分层视角出发,检验了家庭社会经济地位对青少年同伴接纳度的影响,并尝试探究其中介机制。研究发现,家庭社会经济地位和个人层面的积极特性(如较高的学业成绩、自我效能感、有体育爱好)分别对青少年的同伴接纳度产生独立的正向影响。其中,非认知能力和文体爱好并非家庭社会经济地位影响青少年同伴接纳度的中介机制,只有认知能力起到微弱的中介作用,即家庭社会经济地位的部分效应通过认知能力作用于同伴接纳度。     

Do hours matter? The relationship between motivation and study intensity in learners of English in Scotland

This paper examines the impact of English language learners’ motivation on their choice of study intensity using data from a national survey of learners in publicly funded English for Speakers of Other Languages (ESOL) courses across Scotland. In particular, the motivation of learners attending only a few hours per week (i.e. very part-time learners) is compared with those attending for more hours. Our study found that there are differences in motivation and aspiration amongst very part-time and part-time or full-time learners but also that employment and child care may have as much influence as motivation in causing learners to enrol on very part-time English classes. The findings relating to these learners in our study present a particular challenge to ESOL providers which offer only very part-time courses.     

Medical and housing needs of older part-time migrant workers and the role of government: the Linyi model in China

The political, social and academic attention on migrant workers in China has been focused on the full-time worker while those who seek part-time work are rarely studied. We explore the effect of part-time day-labour employment of older migrants in an odd-job market in Linyi City. The medical, housing needs and available services for them are analysed. The Linyi government pioneered a program providing comprehensive services to part-time migrant workers, allowing this study to explore the strengths and weakness of the model. Building the appropriate social service industry competencies demands a joint effort from the government, community, organizations, researchers and enterprises.     

CAREER PROGRESSION IN THE COMMUNITY SECTOR

This article presents the results of preliminary research into the nature of career progression within the community sector in NSW, using a supply-side analysis and drawing on the experience of 200 community sector workers over the past 10 years. Contrary to expectations, the majority of workers experienced considerable progression in terms of position level, status, salary and responsibility. There was considerable movement from part-time to full-time status. The results are discussed in terms of a blurring of the primary/secondary labour market distinction.     

学校环境与学生成绩的性别差异

近几十年来,随着女生受教育权利越来越得到重视,男女生在受教育机会方面趋于平等,但学校中却出现了男生平均成绩相比女生普遍偏低的现象,学生学习成绩的性别差异越来越明显。本文采用学校固定效应模型,分析不同的班级环境对学生学习成绩造成的影响及其性别差异。研究结果显示,男生学习成绩落后的现象多存在于学习环境相对较差的学校。进一步加入中间变量,初步探析其形成机制后发现,在较差的学校中,男生容易在同伴群体中形成反学校的认知、态度和行为,女生则较少受到这种影响,因而容易造成学习成绩上的性别差异。     

The Attitude of Husbands to Working Wives

This study examines the attitude of 256 men whose wives had been surveyed in relation to their workforce experience. Husbands with working wives and non-working wives were surveyed, and their different responses analysed. Variables which could affect responses, such as ages of children, full-time or part-time work, and impact on husbands' own jobs were all considered. In this survey, it was found that neither the level of education of the husband, nor his age were statistically significant indicators of his attitude towards working women.     

Perceptions of undergraduate pharmacy students on plagiarism in three major public universities in Egypt

The survey aimed to capture the perceptions of undergraduate pharmacy students towards plagiarism in three major public universities in Cairo, Egypt: Helwan, Ain-Shams, and Cairo Universities. This was a paper-based self-administrated survey study. The questionnaire was validated by both content and face validation. The final survey form captured the knowledge of the students on plagiarism in terms of definitions, attitudes, and practices. Four hundred and fourteen students, 320 females and 94 males, participated in the study. There was a significant difference between the students who knew the definition of plagiarism among the three universities with p-value = .01. More than half of the participants (67%) claimed that they had no previous education or training on plagiarism. However, after being informed about plagiarism, most of them agreed that plagiarism should be regarded as stealing and a punishment. Additionally, poor study skills and the ease of copying and pasting from the Internet were identified by the majority of the students to be the leading causes of plagiarism. Pharmacy students need to be more educated on plagiarism and its consequences on research and educational ethics. Finally, more strict policies should be incorporated to monitor and control plagiarism in undergraduate sections.     

Part-time employment and worker health in the United States

A growing body of research has highlighted the consequences of part-time employment for workers’ health and well-being. However, these studies have yielded inconsistent results and relied on cross-sectional data. In addition, relatively little empirical research has explored whether the effect of working part-time on health varies by gender, particularly in the United States. Using longitudinal data from three waves of the General Social Survey panel (2010–2012–2014), our study examined the association between part-time employment and perceived health among U.S employees, and whether this association varied by gender. The results showed that part-time workers were less likely to report poor self-rated health than full-time workers, especially among males. The pattern of results was consistent across empirical approaches—including generalized estimating equations and random effects models, with an extensive set of covariates. Taken together, these findings suggest that for U.S. employees, working part-time appears to be beneficial or at least not detrimental to perceived health, which warrants further investigation.     

A Longitudinal Analysis of Contextual Exposure to Peers with College Educated Parents and Students' College Enrollment

Students with college educated parents are more likely to attain higher levels of education than students of parents with lower levels of education. Past research has explained this favorable outcome as the result of advantageous placement and greater availability of educational resources. Using data from Add Health and AHAA, we find evidence that exposure to students of college educated parents at the school level and within courses increase the likelihood of four year college enrollment even after controlling for family background, achievement, and placement. We also found that exposure to students of college educated parents has especially strong positive effects on college enrollment for students whose own parents do not have a college degree. These findings suggest that greater exposure to students of highly educated parents at the school level and within courses partially explains the favorable educational attainment of students with college educated parents.     

The effect of teaching strategies on student achievement: An analysis using TALIS-PISA-link

The present study investigates the effects of different teaching strategies on student achievement using data from the so-called TALIS-PISA link created by the OECD. This is a recently developed instrument that allows for connecting data about teacher characteristics and practices collected in the TALIS (Teaching and Learning International Survey) survey with students’ academic performance measured in PISA (Programme for International Student Assessment). Our empirical strategy is based on an instrumental variable (IV) approach. Our results suggest that traditional teaching methods have a positive influence on students’ proficiency in mathematics, while the implementation of more innovative active learning strategies seem to have a negative impact on student achievement.     

科研管理创新的外部制约因素与对策分析

科研管理的内部制约因素是影响科研管理水平的内因,而科研管理的外部制约因素是影响科研管理实效的外因,本文认为,外部体制的改革创新是促进科研管理的重要平台。文章在借鉴历史上幕府制度的基础上,指出我国现行体制下制约哲学社会科学发展的主要体制机制障碍,并针对上述问题提出了进一步改革我国现行哲学社会科学外部管理体制的对策建议。     

关于高职国际贸易实务专业建设的几点经验——以广州城市职业学院为例

在高职示范性专业建设过程中,我院国际贸易实务专业优化人才培养方案,整合学校优质专业平台课程资源,围绕进出口业务实际操作能力核心目标,以专业核心技能课程的建设为切入点,重构"岗课证"三位一体的高职国际贸易实务专业课程体系,积极推进校企紧密结合的"2+1"人才培养模式,打造一支高素质的专兼结合的"双师结构"师资队伍,使专业办学质量在短短的几年内得到显著提升。     

家庭背景、学业表现与研究生教育机会获得

随着高校毕业生数量的逐年攀升和经济发展对高端人才需求的增长,越来越多的本科毕业生选择继续接受研究生教育以提高自己在劳动力市场中的竞争优势。本文对首都大学生成长追踪调查数据进行了实证分析,研究发现,2010年和2012年毕业于北京高校的本科生中,约有三分之一的学生选择了继续接受研究生教育,而且读研学生的家庭背景和学业表现都要显著地优于毕业后直接就业的学生。进一步的分析表明,在国内研究生教育机会获得中,家庭背景变量基本上是通过影响本科就读高校的类型和学业表现来发挥作用的,而比较海外留学与国内读研这两种选择,本科就读学校类型和学业表现对此并没有显著的影响,主要是家庭社会经济地位在起作用。上述研究发现对于当前中国的研究生教育招生和培养工作具有重要的政策意涵。     

Better educational inclusion of migrant children in urban schools? Exploring the influences of the population control policy in large Chinese cities

The educational inclusion of rural–urban migrant children in Chinese urban schools has been promoted in the past decades. This paper provides a contextualized interpretation of recent policy developments governing large Chinese cities and evaluates its impact upon the status of migrant children's education. Drawing on data collected from 1,331 migrant children in urban inclusive schools, this study compared current migrant children's family backgrounds and psychological sense of belonging at school in relation to educational outcomes at the primary education level. Results showed that migrant children's socioeconomic status (SES) levels were slightly higher than their counterparts in inclusive schools and a salient SES stratification of migrant students was found. This correlates with students’ reports of fewer incidences of discrimination than hypothesized. Furthermore, capital in migrant families was positively associated with the psychological sense of belonging and academic achievement. These results reveal a significant change to migrant students’ SES as a result of the recent population control policy pertaining to China's large cities since 2014. Implications for research and educational practice, especially with at‐risk migrant students of low‐SES, are discussed.     

School factors helping disadvantaged students to succeed: empirical evidence from four Italian cities

This research investigates a particular category of disadvantaged students, namely those who are able to overcome a situation of socio-economical disadvantage and obtain good academic results (here named ‘resilient students’). We have used micro-data provided by the Italian National Evaluation Committee for Education and focused on class and school-level characteristics that help disadvantaged students to become resilient students when they move from primary (grade 5) to lower secondary school (grade 6), concentrating our analysis on four major cities. We employed a probit regression and a propensity score matching model, finding that class and school factors do matter. In particular, we looked at whether the performance of their peers has a positive impact on that of disadvantaged students, estimating the increased probability of these students becoming resilient.     

与祖辈同住:当前中国家庭的三代居住安排与青少年的学业表现

通过分析具有全国代表性的初中学生样本数据，本研究考察了影响当前中国家庭三代共同居住的决定因素、三代居住安排与青少年学业表现之间的关系及其中间机制。首先，家庭社会经济地位较低、母亲在职或单亲家庭的青少年更可能与祖辈同住。其次，代际居住安排会显著影响青少年的学业表现，控制了其他因素之后，三代共同居住（与祖辈同住）家庭的学生的学业表现要优于两代核心家庭的学生。第三，与祖辈同住的效应受到家庭社会经济地位和家庭结构的调节，来自较低阶层或非双亲家庭的学生从与祖辈同住中获益更多。最后，与祖辈同住在一定程度上通过加强亲子间的家庭社会资本这一机制作用于学生的学业表现。本文表明，在现代社会，家庭亲属网络仍然对个体的地位获得或社会流动具有十分重要的作用。     

Data falsification and question on academic integrity

In this commentary, we argue that plagiarism is not a new problem in academic publishing and data falsification in recent times has received a great attention globally. Due to lack of literature, the objective of this study is to evaluate data falsification and academic integrity. Accordingly, the study presents the academic misconduct (Falsification/Fabrication of data and Concerns/Issues About Data) case of Professor James E. Hunton, a former top ranked accounting professor from Bentley University. The study shows how research fraud/data falsification activity in the academic world lacks honesty and morality. The study offers some recommendations for the detection of plagiarism and academic misconduct. In the age of the Internet and digital era, Crossref, iThenticate, the Committee on Publication Ethics (COPE) would help to detect plagiarism. However, the question remains on detecting data falsification in the academic world.     

The Challenges for Scientists in Avoiding Plagiarism

Although it might seem to be a simple task for scientists to avoid plagiarism and thereby an allegation of research misconduct, assessment of trainees in the Responsible Conduct of Research and recent findings from the National Science Foundation Office of Inspector General regarding plagiarism suggests otherwise. Our experiences at a land–grant academic institution in assisting researchers in avoiding plagiarism are described. We provide evidence from a university–wide multi–disciplinary course that understanding how to avoid plagiarism in scientific writing is more difficult than it might appear, and that a failure to learn the rules of appropriate citation may cause dire consequences. We suggest that new strategies to provide training in avoiding plagiarism are required.     

Examining the impact of family services on homeless children

This study examined the impact on children of services delivered through a collaborative initiative designed to provide supports to working poor families who are homeless or at immediate risk of becoming homeless. Overall, a number of positive findings can serve to inform the development of promising intervention strategies for children in homeless families and highlight areas for further research. Along with improved housing status, there was a statistically significant improvement in the economic self‐sufficiency of the families served, regardless of whether they completed the full programme cycle. In addition, youth self‐report data indicated significant improvements in externalizing and internalizing behaviour. The ability to combine programme data with school data for participating children also made it possible to explore school performance outcomes. Although these results did not indicate a change in participants’ levels of attendance or reading performance, there was a statistically significant improvement in students’ math scores. Moreover, when participating children were compared with a group of students matched on their level of academic performance at baseline who had not received housing or homeless services, no significant differences were detected between groups post‐intervention, indicating that services may help reduce the risk of homeless students’ falling further behind their peers academically.     

School Socioeconomic Segregation and Educational Expectations of Students in China’s Junior High Schools

China’s educational enterprise has achieved great successes since reform and opening up in 1978, but the constraints imposed by a number of factors mean that the problem of unequal distribution of high quality educational resources among groups from different strata is becoming increasingly noticeable at the basic education stage, leading to socioeconomic segregation in schools. We utilize baseline data from the China Education Panel Survey for 2013-2014 to investigate this phenomenon in junior high schools and its influence upon students’ educational expectations. Our findings show that marked segregation currently exists at the junior high school level. The extent of the segregation varies from region to region and place to place (urban or rural), and school socioeconomic composition (SEC) exerts a significant influence upon students’ educational expectations. The higher the school’s average SEC or the greater its heterogeneity, the higher the educational expectations of its students. The effect of school SEC upon the educational expectations of students varies depending on the characteristics of different student groups; students who have lower cognitive abilities and fall behind at school are more likely to benefit from an increase in school socioeconomic status (SES) and heterogeneity. Because educational expectations are a decisive factor in academic achievement and educational attainment, the influence of school socioeconomic segregation upon educational equity should not be overlooked. Lessening the degree of school socioeconomic segregation and encouraging integrated schools would be an effective measure for ensuring educational equity in China.