Readiness for college engagement among students who have aged out of foster care

This study compares self-reported readiness to engage in college between a sample of 81 college freshmen who aged out of foster care prior to or while attending a large four-year public university and the national freshman population. Results indicate that students from foster care are significantly different from their non-foster-care peers in their readiness to engage in college. The results also show that foster youth are less well prepared academically upon entering college and this performance gap persists through the first semester of college. These findings are examined in the context of the current literature on foster youth. Limitations of the study and implications for future research and practice are discussed.     

Thought on Normalixing Movement of Learning Leifeng in Colleges and Universities

大学生正处于世界观、人生观、价值观形成的关键时期,迫切需要先进典型的感召与引领、崇高精神的激励与熏陶。高校应结合当前学雷锋活动情况,创新学习教育内容,加强开展学雷锋活动意义、雷锋先进事迹和雷锋精神内涵的教育：采取丰富多彩的形式,在学习教育活动、校园文化建设和志愿者服务实践中,大力弘扬和积极践行雷锋精神;完善科学高效机制,构建和完善常态化组织领导、政策制度和科学评价机制,推动学雷锋活动常态化,使高校在学雷锋活动中始终走在全社会的前列。     

中国家庭教育的奠基与现代意义——陈鹤琴《家庭教育》的学术旨趣及其现代价值

作为“五四”新文化和新教育运动的产物,陈鹤琴《家庭教育》是其多年来对幼儿特别其长子陈一鸣的精心观察、实验和研究之所得,反映了当时社会剧烈变革中家庭教育的实际问题,并提出了相应的原则、对策和建议,内藏着十分深刻的教育哲理,对于我们理性地探寻全球化背景下当代中国家庭教育的奥秘仍具有重要的参考价值和借鉴意义。     

高校开展港澳区情教育的价值体认及策略

加强内地高校大学生对港澳区情教育消弭两地文化壁垒,舒缓心理认知偏见,促进两地高校交流与合作,理应成为我国国情教育的题中之义。截至目前,内地高校尚未系统将港澳区情教育纳入我国国情教育范畴,这不仅反映出我国国情教育的滞后性,并由此带来一系列问题。该文就此问题对高校开展港澳区情教育的价值体认和策略进行了探讨。     

青少年道德判断能力研究

道德教育重要组成部分的道德判断能力,在规范人际关系上发挥着法律所无法起到的作用,对此进行研究为中国学校道德教育提供有效的评估工具和手段．使道德教育更具科学性和可操作性。德国道德心理学家林德设计的“道德判断测验（MJT）”界定了道德认知和情感。对湖北省青少年的研究发现,青少年道德判断能力的总体相对偏低。在政治面貌这一特征上出现了显著差异,而性别职业学历、是否为独生子女、家住农村或城镇等方面的不同不会带来显著差异。具体到各特征内部,出现了年龄、政治面貌等值得进一步关注的问题。     

英语专业基础英语课程教学模式改革与实践

根据国家教育部2000年颁布的新《高等学校英语专业英语教学大纲》,本文论述了英语专业基础英语课程教学中存在的具体问题,对吉林农业大学英语专业基础英语课程教学模式的系列改革进行了分析,并总结了所取得的成果与经验。     

Nominal comparability is not enough: (In-)equivalence of construct validity of cross-national measures of educational attainment in the European Social Survey

Educational attainment is a core social background variable covered in each and every survey of individuals. Since educational institutions and qualifications are difficult to compare across countries, cross-national surveys pose a particular challenge to the measurement of educational attainment. This study performs a comparative construct validation of a number of cross-national measures of education using the European Social Survey. The measures comprise two versions of the International Standard Classification of Education (ISCED), the education scheme developed in the project ‘Comparative Analysis of Social Mobility in Industrial Nations’ (CASMIN) and hypothetical as well as actual years of education. The first ISCED measure corresponds to the well-known main ISCED levels. The second one, the European Survey Version of ISCED (ES-ISCED) developed for this study, represents an effort to reflect different types of education within levels of education by considering ISCED sub-dimensions, most importantly ‘programme orientation’. Using linear regression models, it is shown how much explanatory power educational attainment loses when different cross-national variables are used, as compared to country-specific educational attainment variables (CSEVs), and how these losses vary across measures and countries. The dependent variable used for the construct validation is social status as measured by the International Socio-Economic Index (ISEI). Results suggest that harmonisation always entails some loss of explanatory power for at least a few countries. However, there are clear performance differences between the comparable measures in terms of both the average amount of losses as well as the distribution of losses across countries. The use of actual years of education as well as the levels-only ISCED strongly attenuates the education-social status association on average, but also to very different degrees across countries. CASMIN and ES-ISCED fare considerably better: they show the lowest losses of explanatory power and the lowest variation of losses across countries. Hypothetical years of education lie in between. Some practical implications are then proposed, e.g. on how to implement cross-national measures of educational attainment in international surveys.     

When studying schooling is not enough: Incorporating employment in models of educational transitions

Several recent studies have demonstrated the importance of incorporating qualitative differentiation within educational systems in the study of class inequality in student transitions. We extend these endeavors by broadening the definition of differentiation to include participation in the labor market. As increasing proportions of students continue their educational journeys beyond compulsory schooling, they are considering not only whether to stay in school but also whether to simultaneously enter the world of work. Using data from the National Longitudinal Survey of Youth of 1997 (NLSY97), we show that family background influences not only whether students make specific educational transitions but also whether they combine those educational transitions with work. Student trajectories are also path dependent, with employment during one educational transition being related to specific transition patterns at a later point in time. Considering how students combine school and work reveals another dimension of differentiation which can be exploited by socioeconomically advantaged families to “effectively maintain” inequality in educational outcomes.     

Changing effects of family background on transitions to secondary education in the Netherlands: Consequences of educational expansion and reform

Recent developments in educational transitions research suggest a decomposition of qualitative dimensions within educational levels that are (nearly) universal. However, research on long-term trends of social stratification in the structurally tracked educational system of the Netherlands has not been published previously. In the Netherlands, the secondary educational level is divided into four hierarchical tracks which each lead to different options for subsequent educational decisions. A rapid increase of participation in the higher tracks over time however, may have changed the background-specific distribution of early track placement. This paper improves upon previous research on educational inequality by incorporating a long-term perspective into tracking research. The secondary level of the Dutch educational system is decomposed into its four tracks, using a time frame that covers cohorts that entered secondary education between 1946 and 1998. The application of multinomial logit regressions reveals that the choice of a secondary track is strongly depending on social background features, measured as education of the parents and occupational status of the father. We found linear downward trends of effects for fathers’ occupation in the intermediate tracks for the cohorts that entered secondary education between WWII and the 90s. The effects of parental education also decrease after WWII, but the trend is curvilinear and not enduring. Unexpectedly, the effects almost reach their previous level in the youngest cohort. Our results furthermore suggest that a controversial reform of the educational system in 1968 neither triggered nor accelerated equalization of secondary education, although it resulted in a growth of participation in senior general education (HAVO).     

人口计生宣传教育为“先导”的重心和支点

宣传教育为先导的战略决策,是国家人口计生委党组书记、主任李斌同志2007年年底在河南召开全国农村人口文化建设工作现场会和在宁波市召开全国婚育新风进万家活动经验交流会上提出的重大战略思想。宣传教育为先导战略决策的提出,是在科学发展观指引下尊重思想政治工作、精神文明建设和人口计生工作客观规律,总结正反两方面工作经验教训的必然产物,是今后做好人口计生工作的元点工程。本文主要论述了为什么要先导,先什么、导什么,如何先导三个重大问题。