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。     

Preschool and School Readiness of Children of Immigrants*

Objective. In this article, we use data from the Early Childhood Longitudinal Survey—Kindergarten Cohort to analyze the links between preschool attendance and the school readiness of children of immigrants. Methods. Using data from the Early Childhood Longitudinal Survey—Kindergarten Cohort, we estimate multivariate regression models for the effects of preschool on school readiness for children of immigrants and children of natives. Results. We find that children whose mothers were born outside the United States are less likely to be enrolled in school or center‐based preschool programs than other children. We find that preschool attendance raises reading and math scores as much for children of immigrants as it does for other children. Attending preschool also raises the English‐language proficiency of children of immigrants. Although not the main focus of our study, we examined the effects of Head Start, and found that this program improves children's English proficiency, with especially large effects for children of immigrants whose mothers have less than a high school education; in this latter group, Head Start also improved math scores. Conclusions. Given that preschool benefits children of immigrants as much as it does children of natives and given that children of immigrants are less likely to be enrolled, our findings strongly suggest that enrolling more children of immigrants in preschool would help reduce inequality in skills at school entry.     

Navigating the Transition to Junior High School: The Influence of Pre-Transition Friendship and Self-System Characteristics

The present study examined the influence of pre‐transition friendship and self‐system characteristics on junior high school transition adjustment in a sample of 111 early adolescent girls and boys. Transition adjustment was defined in terms of youth's post‐transition friendship quality, emotional distress, and school adjustment. Pre‐transition friendship characteristics were directly linked with both post‐transition friendship quality and school adjustment, while youth's expected possible selves, a component of youth's self‐system, made additional unique contributions to the prediction of youth's emotional distress and school adjustment. Results suggest the importance of developmentally salient friendship and self‐system characteristics in contributing to individual variability in transition adaptation.     

The Effectiveness of Social Work in an Alternative School for High School Dropouts

A Graduate School of Social Work and a Private Alternative School collaborated to develop an educational treatment program for high school dropout youth. The treatment program incorporated a mutual aid framework which was administered in the context of a multi-component treatment program. The treatment program is described in some detail including a Social Group Work approach for intervening with the youth. The outcomes of participants were evaluated utilizing several pretest to post-test measures of behavioral and academic functioning. An external criteria for success was also used. T-test analysis of pretest to post-test changes showed statistically significant progress on several measures. Analysis of the external criteria indicated a 73% success rate.     

北京打工子弟学校的困境及学校社会工作的介入——以北京石景山HA打工子弟小学为例

随着越来越多的农民工子女进入了城市的打工子弟学校,关注打工子弟学校发展存在的困境及解决措施是有必要的。本文论述了打工子弟学校的缘起及其存在的内外困境,然后结合学校社会工作的理论和笔者参与的实务工作说明学校社会工作者的介入对于打工子弟学校的作用,从而探讨学校社会工作介入的模式和方法。     

Self-perceptions of Social Competence and Self-worth in Chinese Children: Relations with Social and School Performance

The purpose of the study was to examine relations between self‐perceptions of social competence and general self‐worth and social and school performance in Chinese children. A sample of children, initially aged 12 years, in the People's Republic of China, participated in this longitudinal study. Data on self‐perceptions were collected from self‐reports. Data on social and school performance were obtained from multiple sources including peer assessments, teacher ratings and school records. The results indicated that relations between self‐perceptions and performance might vary across domains. Self‐perceptions of self‐worth and school competence mutually contributed to the prediction of each other. Whereas sociability and aggression predicted self‐perceptions of social competence and self‐worth, positive self‐perceptions might be a protective factor that buffered against the development of social‐behavioral problems. The results may help us understand developmental antecedents and outcomes of children's self‐perceptions of social competence and self‐worth in general, and the nature of the phenomena in the Chinese context.     

学校社会工作介入农民工子弟学校的价值分析

农民工子弟学校是城市化流动加速背景下产生的特殊教育机构。学校社会工作介入农民工子弟学校不仅对于农民工子弟学校，而且对于拓展社会工作都具有重要的现实意义。其具体价值体现为：优化心理素质，促进学生正常心理的健康发展；增强学生对城市的认同感，促进其亲社会行为的发展；密切联系家庭，改善家庭教育效果；提高学生的学习动机与学习积极性；影响教师的教育理念，加强教师与学生的沟通；实现教育公平、构建和谐社会；促进社会工作的社会认可度。     

School Meals Policy: The Problem with Governing Children

This paper seeks to explore the role of school meals policy in the UK, and more particularly its articulation in England. It will outline the history of this policy and examine a number of changes that have taken place over time. The focus will be on nutrition and how the emphasis has shifted from issues of quantity to the composition of food eaten by children. The nutritional argument will be examined by exploring the changes in the governance of the population, as represented by school meals policy. Finally, the paper will address the awkward relationship between the state and children, as evinced by school meals policies.     

Factors Related to Social Competence in Elementary School Among Children of Adolescent Mothers

This study examined factors related to social competence in first grade among children of low‐income, adolescent mothers. The sample included 83 mother–child dyads who had participated in a family support program for adolescent mothers. Characteristics of the child, mother, and the child's living context were examined for their relationship to children's social skills and problem behaviors. Several factors had significant bivariate relationships with social competence. Children with higher social skills and lower levels of problem behaviors were more likely to have received higher quality parenting, to have higher academic skills, and to live in neighborhoods with lower poverty rates. Children with higher social skills were less likely to have changed schools. In a path analysis, only academic skills were significantly related to either measure of social competence when other factors were controlled. Quality of parenting was indirectly related to social competence, and the effect was mediated by academic skills. School transience was also related to academic skills in the path analysis.     

Emotion Knowledge Skills in Low-income Elementary School Children: Associations with Social Status and Peer Experiences

This short‐term longitudinal study examined relations between emotion knowledge and social functioning in a sample of low‐income kindergarten and 1st graders. Individual differences in spontaneous emotion naming and emotion recognition skills were used to predict children's social functioning at school, including peer‐nominated sociometric status, and child self‐reports of negative experiences with peers in school (peer victimization and rejection). Children who had greater emotional vocabulary and recognized emotions more accurately had better outcomes in all areas, and many of the associations between fall emotion knowledge skills and spring social functioning outcomes held after covarying grade and children's previous status with regard to these outcomes. Results are discussed with regard to implications for prevention and intervention programs (e.g., the PATHS curriculum) that focus on teaching emotion knowledge skills in order to foster high‐risk children's social competence.     

The Social Cognitions of Socially Withdrawn Children

The purpose of this study was to examine the social cognitions of peer‐identified socially withdrawn children. Participants included 457 children from grades four, five and six (54% females, 46% males). Children completed a selection of self‐ and peer‐report measures including: (1) peer‐rated behavioral nominations; (2) hostile intent biases and social responses to ambiguous situations; (3) social goals and self‐efficacy; and (4) a newly developed measure of causal attributions. An extreme groups procedure was used to identify three groups of children: (1) socially withdrawn (n=50); (2) aggressive (n=53); and (3) a comparison group (n=206). As compared with their peers, withdrawn children displayed a pattern of self‐defeating attributions for social situations, reported lower efficacy for assertive goals, and indicated a preference for non‐assertive, withdrawn strategies to deal with hypothetical conflict situations. Findings are discussed with respect to implications for interventions, and directions for further research are presented.     

Taking Social Work Seriously: The Contribution of the Functional School

Correspondence to: Professor Noel Timms, 157 Kingsway, Pens Wood, Kent BR5 1PP Summary This article explores a largely ignored account of the practicecalled social work, that was developed by what is known in theUSA as the Functional School of Social Work. Their views werehewn out of a fierce controversy within social work. This articleargues that a reconsideration of the Functional School is due:it presented an explicit psychology, though not sociology, ofhelping and centred the nub of practice in the social welfareagency, served by disciplined professionals. Reflection on thetheorizing and practice of the Functionalists illuminates presentconcerns over the knowledge and the value base of social workand leads to a reconsideration of the place of coherence ineach.     

The Ethnocultural Adaptation of Children of Migrants in the Schools of Moscow

Research data on the dynamics of ethnocultural adaptation of migrant family students in Moscow schools shows a tension between assimilation and retention of one's cultural background. Ethnic differences create barriers between those of Russian and non-Russian ethnicity, including difficulties with language and the widespread phenomenon of withdrawal into their own culture and narrow circle, as well as lack of a tolerant social and educational environment. Helping children overcome these barriers could guarantee their successful adaptation and reduce cultural distance.     

The Educational Progress of Children In and Out of Care

Dr Jane Aldgate, Department of Social and Administrative Studies, University of Oxford, Barnett House, Wellington Square, Oxford OX1 2ER. Summary Results are reported from the first of three rounds of testingassociated with a longitudinal study comparing the educationalprogress and behaviour of a group of foster children with thatof a ‘control’ group. The latter comprised youngsterswho have never been in care but whose families have receivedsocial work help. The educational attainment of both groups was generally foundto fall below the national average. Both groups also manifestedrelatively high levels of behavioural problems, although suchproblems appeared more in evidence among the social servicesgroup. Data which describe the current home environments of the twogroups, and which may subsequently help to account for theirrespective levels of educational progress, are also presented.     

党国子弟与私塾教育——以海外预备学校为中心的考察

1925年吴稚晖在北京设立的海外预备学校,具有传统的私塾性质,专门负责国民党高层子女教育.在新式教育普及之时,吴氏运用传统的私塾形式教育党国高层子弟,在一定程度上体现了道尔顿制传到中国后,私塾教育的优点开始受到学界关注.海外预备学校为国民党高层的子女安顿问题提供了有效的解决路径.在学校运作层面,校长、家长群体与学生三者各自承担职能,形成信息的双向流动.同时,政治上的微妙波动在学校内表现得更为剧烈,国民党内复杂的派系政治深刻地影响到学生校园内外的人际关系.它在两年时间内三度迁徙,最终解散,亦与动荡不安的政治局势有莫大关联.