Just another brick in the wall? The relationship between classroom-based political education and the political interest of young adults in Switzerland

This article asks whether political education at upper secondary school – i.e. shortly before or at the age when young people receive the right to vote – affects individual political interest as well as differences in political interest between social groups. Empirically, we use a novel data set combining individual student data with information on classroom-based political education as well as teacher characteristics. We do not find support for a more or less automatic and positive effect of classroom-based political education on young people’s political interest. Whereas we analyzed three dimensions of political education (knowledge, skills, arousing interest in politics), the skills dimension was the only one that exhibited a consistent positive (and mostly significant) relationship with young peoples’ political interest. Moreover, classroom-based political education seems not to compensate for a lack of political socialization at home but rather tends to affect students with politically interested parents most strongly.     

中职学校做好贫困生资助工作的思考

随着国家对中职学校贫困生资助政策的进一步完善,中职学校的相关工作也应该进一步加强。首先,要加强对资助工作的组织领导。其次,各中职学校应根据自身条件,制定出发放国家助学金的具体办法,并努力挖掘内部力量,形成"助、奖、勤、免、补、捐、贷"为一体的资助体系。同时,结合"加大对资助政策的宣传力度;实行弹性学制,完成工学结合;重视对贫困生的心理辅导和教育;为贫困生提供就业和家庭脱贫信息服务"等方法做好贫困生资助工作。     

行动及其理解:舒茨与米德的社会学思想比较

理解是社会科学特有的一种方法;它强调自然实在与社会实在之间的本质区别。这种方法向传统的科学观所崇尚的感觉至高地位、认知必须从感觉出发、用自然科学的理想模式建构社会科学等观点提出了严重挑战。社会心理学大师米德与现象学社会学创始人舒茨都曾对理解的方法做过精辟独到的论述。文章的主要内容就是要从理解的不同方面:理解的对象——行动、理解的内容——意义以及理解的方式——主体间性等对米德与舒茨进行一次简要的比较;也试图就此理清米德的思想是如何、以及在何种程度上影响了舒茨的。     

独立学院人力资源的管理与开发

根据独立学院自身的特点,深入分析了现阶段独立学院在人力资源管理方面存在的各种问题,提出现阶段解决独立学院人力资源的开发、培训、薪酬、就业等方面的具体对策。     

中等职业教育财政投入现状分析与对策研究——以河北省为例

文章通过发放调查问卷,归纳、整理“十二五”期间的财务会计报表对河北省中等职业教育财政投入状况进行了分析,揭示了存在的主要问题,提出了改进中等职业教育财政投入机制的对策和建议。     

农村中小学教师对留守儿童的认知

留守儿童能否得到优质的学校教育,与教师的认知与态度是分不开的。本次调查发现,绝大多数农村中小学教师认为留守儿童与非留守儿童之间存在较大的差异,父母外出后,给孩子成长带了较大的负面影响。因绝大多数农村中小学教师主要是根据他们日常生活中与留守儿童的接触,从而形成对其的总体印象,因此,我们可以认为,农村中小学教师对留守儿童的总体评价与判断是比较可靠的。同时,调查也发现农村基层教育系统尤其是处在农村教育第一线的教师对留守儿童教育问题比较重视,但要警惕将留守儿童＂标签化＂的危险。     

“集中培训＋交流合作＋自主发展”的中学英语教师继续教育模式

在综述国内外中学外（英）语教师继续教育模式研究现状的基础上。尝试构建“集中培训＋交流合作＋自主发展”的中学英语教师继续教育模式。该模式具有立体交互的特征,对探讨系统的、形式多样的、可持续发展的中学英语教师继续教育体系和机制具有启示与参考意义。     

The vicious circle: effects of race and class on university entrance in Brazil

Brazil has high levels of socio-economic inequality and an inequitable distribution of access to higher education. How much of this inequality is associated with race or class is an important question in light of the current debate over affirmative action and the suitability of race and social targeted policies. There are those who claim that racial disparities in the educational system are a result of students’ social status and not a result of racism, while others believe race is an important factor that superposes the effect of class. This study uses national survey data from Brazil’s Exame Nacional do Ensino Médio (National Secondary Education Exam [ENEM]) to examine the relationship between race and access to higher education of high school students between 2004 and 2008. The results document a vicious circle which connects the schooling of the young with their race, socio-economic status, and university attendance.     

Examining educational inequalities in two national systems: a comparison of the North African second generation in France and the Mexican second generation in the United States

This paper aims to compare the educational outcomes of children of immigrants in France and in the United States to highlight the ethnic educational inequalities in both countries. The comparison focuses on children from two groups: North Africans in France and Mexicans in the United States. By using two longitudinal datasets, the French Educational Panel Survey and Add Health, we examine aspirations, expectations, and secondary attainment in the two contexts. We explore in particular the role of parental education on attainment. Immigrant families have high educational aspirations in both contexts. North-African families express higher aspirations than native French with similar background, while there are no significant differences between second-generation Mexicans and the majority group net of parental education. Second-generation children are disadvantaged in school in both countries; they are more likely to drop out and less likely to graduate from high school, but most of the disadvantage is related to their social background. Net of social background, the Mexican second generation does not differ from the majority group while the North African second generation is more likely to get the French high school diploma than their peers of French origins, in line with their high aspirations. However, North Africans are more likely to receive the technological baccalauréat than the general baccalauréat.     

Forward irrelevance

We investigate how to combine marginal assessments about the values that random variables assume separately into a model for the values that they assume jointly, when (i) these marginal assessments are modelled by means of coherent lower previsions and (ii) we have the additional assumption that the random variables are forward epistemically irrelevant to each other. We consider and provide arguments for two possible combinations, namely the forward irrelevant natural extension and the forward irrelevant product, and we study the relationships between them. Our treatment also uncovers an interesting connection between the behavioural theory of coherent lower previsions, and Shafer and Vovk's game-theoretic approach to probability theory.