Learning-related behaviors, cognitive skills, and ability grouping when schooling begins

We use ECLS-K data from a national sample of students to estimate the determinants and consequences of reading ability group placement in kindergarten and first grade. We find that prior test score performance is the strongest determinant of such placement, followed in magnitude by the teacher’s judgment of the student’s learning-related classroom behavior. These variables explain most of the race, gender, and social class differentials when students are placed into ability groups for the first time. Within kindergarten and first grade classes where grouping is used, placement into a higher group exerts a positive effect on student learning-related behavior and reading achievement. Ability group placement and the teacher’s assessment of student behavior both have significant effects on student’s growth in reading achievement, even net of their prior reading achievement scores. Such grouping takes individual and group-level performance differences that emerge during the preschool period and causes them to widen more than would otherwise be the case during the first 2 years of formal schooling.     

Heritability,family, school and academic achievement in adolescence

We demonstrate how genetically informed designs can be applied to administrative exam data to study academic achievement. ACE mixture latent class models have been used with Year 6 and 9 exam data for seven cohorts of Polish students which include 24,285 pairs of twins. Depending on a learning domain and classroom environment history, from 58% to 88% of variance in exam results is attributable to heritability, up to 34% to shared environment and from 8% to 15% depends on unique events in students’ lives. Moreover, between 54% and 66% of variance in students’ learning gains made between Years 6 and 9 is explained by heritability. The unique environment accounts for between 34% and 46% of that variance. However, we find no classroom effects on student progress made between Years 6 and 9. We situate this finding against the view that classroom peer groups and teachers matter for adolescent learning.     

The impact of suspension on participation in school-based extracurricular activities and out-of-school community service

In recent decades, school suspensions have increased dramatically in the United States. To date, researchers have assessed the consequences of suspensions on adolescents' academic achievement, self-esteem, and psychological well-being. However, few studies have investigated the relationship between school discipline and youths' engagement on in-school and out-of-school activities. In this study, we investigate the relationship between suspension (i.e., in-school suspension, out-of-school suspension, or both) and youth participation in extracurricular activities, both in-school and outside of school, using data from the Educational Longitudinal Study of 2002. Results suggest students who are suspended are less likely to participate in school clubs (e.g., student government, yearbook, band/choir), and are also less likely to participate in volunteer work/community service. This suggests the impact of school discipline extends beyond the schooling context. These results provide insight into how suspensions may function as a ‘pushout’ mechanism for youth by compromising their attachment to school.     

Vocational education: A clean slate for disengaged students?

Students’ social psychological adjustment to school is an important determinant of achievement growth as well as school continuation and post-secondary educational attainment. Yet many students begin high school with low levels of efficacy and self-worth, and low levels of identification with and liking of school. In this study, we investigate the hypothesis that vocational education in high school provides disengaged students with an educational clean slate, leading to a recovery of engagement for at-risk students. Using propensity score models, we assess the relationship between vocational course taking and changes in effort, extracurricular participation, sense of belonging, interest in school, attitudes toward school and teachers, educational expectations, career aspirations, locus of control, and self-concept with the NELS:88 database.     

Tackling inequalities in political socialisation: A systematic analysis of access to and mitigation effects of learning citizenship at school

This article tackles the issue of social inequalities in voting and identifies how and when differences in learning political engagement are influenced by social background in the school environment between the ages of 11–16 in England. Using Latent Growth Curve Modelling and Regression Analysis on the Citizenship Education Longitudinal (CELS) data this research identifies two elements that influence the political socialisation process: access to political learning and effectiveness in the form of learning in reducing inequalities in political engagement. The results show that there is unequal access by social background to learning political engagement through political activities in school and through an open classroom climate for discussion. However, there is equal access by social background to Citizenship Education in schools and this method of learning political engagement is effective at the age of 15–16 in reducing inequalities in political engagement.     

“体育与健康”课程学生自我评价体系初探

通过问卷调查、现场观察所搜集的信息，提出了在体育与健康课程改革的大背景下课程评价的过程性评价中缺乏学生的自我评价这一问题，分析了在教学过程中进行学生自我评价的重要性，列举了几种重要的评价方法，进而结合现代相关的教育理论提出了构建学生自我评价体系的构想.     

Social costs to trying hard in high school: Differences by race-ethnicity

There is debate whether social costs to trying hard in school are more widespread among black and Latino students than white or Asian students. Studies assessing a burden of “acting white” among black and Latino students have examined how the correlation between GPA and popularity or harassment varies across racial-ethnic groups. Yet, there has been little attention to whether students are aware of these costs or if social costs deter achievement. Using data from the High School Longitudinal Study of 2009, we investigated students’ perceptions of whether they would be harassed or unpopular for trying hard in their mathematics and science classes. We found black, Latino, and Asian students perceived lower risk of experiencing social costs for trying hard than white students. Perceptions of social costs in 9th grade were associated with less rigorous mathematics course-taking, but not lower mathematics test scores or STEM GPA, later in school.     

突发灾害条件下中学生利他动机的构成及发展倾向

本文采用自编情境故事问卷,考察了初二和高一学生在三种突发灾害条件下利他动机的构成及发展倾向。结论如下：突发灾害条件下中学生的利他动机主要由赞许动机、避免惩罚动机、互惠动机、移情动机、社会责任动机、自我牺牲动机构成;中学生的利他动机呈现出由低水平动机向高水平动机的发展趋势;在不同情境下中学生的利他动机表现出跨情境的一致性;在同一情境下中学生的主导利他动机表现出情境差异性。     

专业四级考试与英语专业学生自主学习能力发展的相关性研究

考试是学校教育中的一个重要环节,而培养学生的自主学习能力是实施教育的重要目标。通过问卷调查和访谈的形式,调查英语专业四级考试对英语专业学生自主学习能力发展的影响。结果发现：专业四级考试对英语专业学生的自主学习有较大的影响,是促使学生自主学习的动机之一,考前和考后的自主学习认识基本一致,考后的自主学习行为明显弱于考前,考前的自主学习动机主要是成绩动机和个人发展动机,考后主要为文化动机和个人发展动机。     

高校学生校内申诉制度存在问题与对策研究

如果说诉讼是解决社会纠纷的最后一道防线,那么高校学生申诉制度则是维系学校稳定最后的一道安全阀。高校学生申诉制度符合高校自治的传统,契合国人传统文化的行为心理,是学校内部自我检查、自我纠正的良好机制,有利于矛盾的及时化解。不过也必须认识到校内申诉机制自身存在若干缺陷和不足。文章通过比较分析域外国家或地区的校内申诉制度的经验,提出了进一步完善我国高等学校的校内申诉制度的对策,以期能够更好的实现对学生权利的救济。     

Student misbehavior during senior year: A comparison of immigrants and the native-born

Prior research has increasingly shown that the length of time in the U.S. and acculturation may have negative effects on a variety of immigrant outcomes, including academic performance, health, and occupational attainment. However, much of the research on the educational outcomes of immigrants focuses primarily on their academic achievement but neglects another factor that affects educational success—behavior at school. Using data from a sample of high school seniors in several Pacific Northwest school districts, I examine whether more time in the U.S. increases school misbehavior by testing the effects of immigrant generation and indicators of acculturation on three measures of disciplinary problems during the senior year of high school—attending class unprepared, getting in trouble for breaking school rules, and being put on suspension. First and one-point-five generation immigrants attend class more prepared and get into less trouble for breaking the school rules than do third or higher generation students during their senior year of high school. High academic performance and indicators of acculturation explain only part of this beneficial effect of immigrant generation on behavior at school. Additional analyses show that second generation Asian immigrants are more similar to first and 1.5 generation immigrants from all racial and ethnic groups than they are from other second generation racial and ethnic groups in regards to moderate and intermediate behavior.     

利益驱动说与个人潜力挖掘——实现“终极体验”的动力

本文根据西方社会心理学、生理心理学、人格心理学的研究成果,结合中国文化完善人性的理论,提出赋予行为动机以利益,经过事先、即时、事后构建利益来产生长时程兴奋,辅以预警机制、自律机制、调节机制来维护、保养、再生长时程兴奋,可解决不喜欢学习和学习效率不高的问题,进而实现"高峰体验",挖掘身体的最大潜能,享受学习、生活、工作并做出业绩,实现人性的完善。最后,本文经过教学实验,并以马斯洛的科学价值论,对此机制进行了验证。     

大学生参与社会实践活动意愿实证分析与提升路径

参与社会实践活动对大学生成长成才具有重要现实意义和成效,然而当前社会实践活动大学生的参与率相对较低。在对福建省四所高校大学生参与社会时间活动意愿问卷调查的基础上,就影响大学生参与社会实践意愿的因素进行了实证分析,认为是否为学生干部、是否熟悉参与方式及家人是否支持正是影响大学生参与社会实践的三大要素。相应地,在实际工作中,加强宣传协同优化社会实践环境、改变学生家长教育观念争取支持、创新形式多元筹集经费支持等举措,实为拓宽大学生社会实践参与路径之关健。     

Neighborhood characteristics, parental practices and children’s math achievement in elementary school

This paper investigates the relationships among neighborhood characteristics, education-related parental practices, and children’s academic achievement during a critical but under-studied stage of children’s educational trajectories - the elementary school years. Using a large, nationally representative database of American elementary school students - the Early Childhood Longitudinal Study - Kindergarten Cohort (ECLS-K) - and contextual data from the 2000 US Census, we examine parental practices and neighborhood characteristics at the beginning of children’s school careers (grades K-1) and their associations with math achievement through the end of the 5th grade. Findings: Net of family-level characteristics, higher levels of early education-oriented parental practices were associated with higher mathematics achievement at the end of 5th grade, while neighborhood disadvantage was associated with lower 5th grade math achievement. Families residing in high poverty, high unemployment, low-education neighborhoods employed fewer education-oriented practices with their kindergarten-first grade children, but the positive effect of such parental practices on children’s mathematics achievement was stronger for children who live in disadvantaged neighborhoods.     

大学生成才的消极心理因素及其应对措施

分析了信赖心理、侥幸心理、嫉妒心理、自卑心理、退缩心理等五种影响大学生成才的消极心理因素及其表现和产生的原因,并从社会、学校、家庭和大学生个体层面提出了克服这些消极心理因素的应对措施.     

“中国近现代史纲要”教学中的自主性学习研究

为了培养学生的自主性学习能力,以适应社会发展的需要,研究了课堂教学的方法和大学生学业的评价机制。认为通过帮助学生树立自主性学习的意识,积极进行课堂教学方法的改革,为学生搭建自主性学习的平台,引导学生主动参与教学,以及在教学中充分发挥评价的激励和教育功能等是提高大学生自主性学习能力的主要途径。     

微课“翻转课堂”模式在大学英语教学中的运用

在信息技术日新月异的发展过程中,微课在高校教学中的应用也随之广泛,其中在大学英语教学中应用微课"翻转课堂"模式,能够更好地引导学生实施自主学习,培养学生学习兴趣,提高学生课堂教学参与度。文章就微课"翻转课堂"模式在大学英语教学中的运用加以分析。     

合作和竞争对中学生学习焦虑、成就动机的影响

运用自然实验和问卷相结合的方法,通过比较合作学习教学方法和竞争学习教学方法对中学生学习焦虑、成就动机的影响,探讨课堂教学中有利于减轻学生负担、提高动机水平的较佳模式。结果表明,合作学习教学具一定的优越性它在很大程度上比竞争学习教学减轻了学生的学习焦虑,在一定程度上提高了学生的成就动机。     

No place like home? Familism and Latino/a–white differences in college pathways

Recent research has argued that familism, defined as a cultural preference for privileging family goals over individual goals, may discourage some Latino/a youth from applying to and attending college, particularly if they must leave home (Desmond and López Turley, 2009). Using data from the Education Longitudinal Study, we find that Latino/a students and parents indeed have stronger preferences than white students and parents for living at home during college. For students, most differences in preferences for proximate colleges are explained by socioeconomic status, academic achievement and high school/regional differences. Moreover, controlling for socioeconomic background and prior achievement explains most racial/ethnic gaps in college application and attendance among high school graduates, suggesting that familism per se is not a significant deterrent to college enrollment above and beyond these more primary factors. However, results indicate generational differences; cultural factors may contribute to racial/ethnic gaps in parental preferences for children to remain at home.     

基于生源差异与师生共同成长的大学课堂教学省思

当前的大学课堂教学正面临着来自现代教育技术变革带来的机遇和挑战,以效率优先的班级授课制与以效益优先的师生共同成长诉求,使得大学课堂教学不得不直面生源差异,在教师教学的共同体、学生学习的共同体,以及师生相互教育、共同学习的教与学的共同体三个层面,在"思想启迪、情感陶冶、共同成长"三个教学目标维度,对大学课堂教学的有效性予以审视和省思。