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英文第二辑:Child Studies in Education
来源:教育科学研究院  发布时间:2013-05-05 00:00:00  点击:42

1. Language, Culture and Identity in the Transition to Primary School: Challenges to Indigenous Children's Rights to Education in Peru

Author(s): Leanne Johnny

Source: International Journal of Educational Development, 32 (3), pp. 454-462, 2012

Abstract: This paper analyses a "critical moment" in the educational trajectories of young indigenous children in Peru: the transition to primary school. It addresses the inequalities in educational services that affect indigenous children, before looking at the micro-level processes that take place in school settings, through a focus on two selected case studies from the Young Lives study of childhood poverty. Using longitudinal information collected in two consecutive years, the case studies show how the children's language and culture are excluded from school premises and their very identity as children and indigenous people is disregarded, negatively affecting their educational performance.


 

2. Children as Researchers in Primary Schools: Choice, Voice and Participation

Author(s): Sue Bucknall

Source: Routledge, Taylor & Francis Group, 2012

Abstract: "Children as Researchers in Primary Schools" is an innovative and unique resource for practitioners supporting children to become "real world" researchers in the primary classroom. It will supply you with the skills and ideas you need to implement a "children as researchers" framework in your school that can be adapted for different ages and abilities. Children in primary schools are accustomed to being set short-term goals and are often unaware of long-term aims or of the connections between the concepts and skills they are learning. In contrast, this book demonstrates that children engaging in the research process have authentic opportunities to apply invaluable personal, learning and thinking skills while managing their own projects, making their "voices" heard and experiencing increased levels of engagement and self-esteem. Based on the author's 4-year research study exploring the experiences of young researchers and teachers in primary schools, and on her considerable experience of training young researchers, this book also contains: (1) the history and theory behind "children as researchers" initiatives; (2) a model for good practice based on successful real life case studies; (3) questions for reflective practice; (4) practical examples of research in the classroom; (5) photocopiable resources; and (6) opportunities for self-evaluation. This comprehensive resource will be appeal to primary teachers, educational practitioners and students on CPD and ITT courses. It will also be of interest to teacher trainers, to academics involved in teaching and research and to all those interested in promoting children's voices.


 

3. The School Experiences of Children with Epilepsy: A Phenomenological Study

Author(s): Cheryl Whiting-MacKinnon and Jillian Roberts

Source: Education and Related Services, 31(2), pp.18-34, 2012

Abstract: In Canada, approximately three out of every 1,000 children have epilepsy, making it one of the most commonly diagnosed neurological conditions affecting children. It is therefore highly probable that educators will work with this population at some point in their careers. Epilepsy is linked to academic underachievement and social isolation, but little is known about how students with epilepsy experience school, making their unique needs less familiar to school personnel. The purpose of this phenomenological study is to identify the school experiences of children with epilepsy. Specifically, this study identified children's perceptions and experiences of having epilepsy at school and acquired insights to inform future studies. Participants were six students (ages 7-12 years) who have a diagnosis of epilepsy and reside in Victoria, British Columbia, Canada. Data were gathered through open-ended, semi-structured interviews. These interviews were transcribed and analyzed to obtain the essential experiences of school children with epilepsy. Four categories emerged from these interviews: (a) seizures, (b) academics, (c) social belonging and (d) awareness. Implications for schools and directions for future research are discussed.


 

4. Articulating Student Voice and Facilitating Curriculum Agency

Author(s): Mary Biddulph

Source: Curriculum Journal, 22(3), pp. 381-399 2011

Abstract: Since the ratification of the United Nations Convention on the Rights of the Child in the UK in 1994 much has been made in education policy of consulting with young people about their educational experiences. This article takes Arnot and Reay's notion of pedagogic voices to provide a critical framework to examine the different voices produced within a curriculum development project entitled "Young Peoples' Geographies" (YPG). It discusses the extent to which this initiative has enabled school students to bring their own voices, and their common-sense knowledge, to one aspect of school, namely the curriculum. I argue that particular and more inclusive pedagogic practices, coupled with developments in the academic discipline, can go some way towards enabling greater degrees of student agency in school life, while at the same time acknowledging that institutional, social and cultural constraints place limitations on both students and teachers.


 

5. Making (Electrical) Connections: Exploring Student Agency in a School in India

Author(s): Ajay Sharma

Source: Science Education, 92(2), pp.297-319, 2008

Abstract: Students studying in government-run schools in rural India possess much experiential knowledge of the world around them. This paper presents a narrative account of an ethnographic exploration of such students as they attempted to learn about electricity in an eighth-grade classroom in a government-run school in a village in India. The paper shows how students having a rich experience with household electric circuits attempt, in a contingent and situated manner, to negotiate their role as students and participate in the school science discourse. The students' actions expressed agency that was contingent, situated, and aimed at selective appropriation of school science discourse for their own purposes. Such expressions of student agency indicate rich possibilities for meaningful learning of science in rural schools in India provided school science is made relevant for their lives and concerns.


 

6. From Risk to Resilience: Promoting School-Health Partnerships for Children

Author(s): Jeanita W.Richardson

Source: International Journal of Educational Reform, 17 (1), pp.19-36, 2008

Abstract: Across the globe, educational and health practitioners wrestle daily with the paradoxes of risk and resilience. Though the causes of risk are generally outside the control of professionals, manifestations of disadvantage directly affect service delivery and the realizing of accountability benchmarks. This article proposes a shift in attention from risk to resilience as being empowering and proactive for students and those vested in maximizing their potential. Given that resilience has been deemed an ecological phenomenon, the ecology of human development framework posited by Uri Bronfenbrenner (1979) was applied to advance the rationale for resiliency partnerships between schools and school-based health clinics.


 

7. What Is Philosophy "for" Children, What Is Philosophy "with" Children--After Matthew Lipman?

Author(s): Nancy Vansieleghem and David Kennedy

Source: Journal of Philosophy of Education, 45 (2), pp. 171-182, 2011

Abstract: Philosophy for Children arose in the 1970s in the US as an educational program. This program, initiated by Matthew Lipman, was devoted to exploring the relationship between the notions "philosophy" and "childhood", with the implicit practical goal of establishing philosophy as a full-fledged "content area" in public schools. Over 40 years, the program has spread worldwide, and the theory and practice of doing philosophy for or with children and young people appears to be of growing interest in the field of education and, by implication, in society as a whole. This article focuses on this growing interest by offering a survey of the main arguments and ideas that have given shape to the idea of philosophy for children in recent decades. This aim is twofold: first, to make more familiar an actual educational practice that is not at all well known in the field of academic philosophy itself; and second, to invite a re-thinking of the relationship between philosophy and the child "after Lipman".


 

8. Inside Student Government: The Variable Quality of High School Student Councils

Author(s): Daniel McFarland and Carlos E. Starmanns

Source: Teachers College Record, 111(1), pp. 27-54, 2009

Abstract: Student governments are the first direct experience that youth have of representative government. However, very little research has been done on student councils in spite of their ubiquity in American high schools and consistent references to their positive effects on the political socialization of youth. This article studies how student councils are variably organized across the nation to determine how and why better or worse quality experiences of representative government are being had by youth just before they enter adulthood and have the opportunity to be engaged in the nation's political system. The authors conducted interviews with student council sponsors, collected a nationally representative sample of student council constitutions, and then looked at the variance in student powers and faculty controls over council endeavors. Conclusions/Recommendations: The study finds that student councils are variably organized by school charters and by income levels and race of student populations. Elite public schools afford councils unprecedented powers and low faculty oversight, whereas impoverished schools and those with disadvantaged minorities tend to lack councils or merely have ones that perform social functions. By contrast, private religious schools have the most active councils engaged in a wide range of activities, but their decisions and memberships are constrained by a great deal of faculty oversight. Such variation in representative government has implications for political socialization and the types of citizens being developed in the United States.


 

9. The Joint Development of Traditional Bullying and Victimization with Cyber Bullying and Victimization in Adolescence

Author(s): Paul E.Jose, Moja Kljakovic, Emma Scheib and Olivia Notter

Source: Journal of Research on Adolescence, 22 (2), pp. 301-309, 2012

Abstract: The present study investigated the stabilities of and interrelationships among traditional (i.e., face-to-face) bullying, traditional victimhood, cyber bullying, and cyber victimhood among adolescents over time. About 1,700 adolescents aged 11-16 years at Time 1 self-reported levels of both bullying and victimization in four contexts (in school, outside of school, texting, and on-line) annually for 2 years. Results indicated that all four dynamics were moderately stable over time. The following variables were found to bidirectionally reinforce and predict each other over time: traditional bullying and traditional victimization; traditional bullying and cyber bullying; and traditional victimization and cyber victimization. These results indicate that bullying and victimhood in both face-to-face and cyber-based interactions are related but not identical interpersonal dynamics.


 

10. Reconceptualising Childhood: Children's Rights and Youth Participation in Schools

Author(s): Leanne Johnny

Source: International Education Journal, 7(1), pp.17-25, 2006

Abstract: Article 12 of the United Nations Convention on the Rights of the Child holds that young people have a right to participate in matters affecting them. While all members of the United Nations have ratified the Convention (with the exception of the United States and Somalia), there are numerous challenges associated with implementing the participatory principle in schools. In response to some of these challenges, this paper examines how western conceptions of childhood, which associate the child with innocence and dependence, have worked to undermine youth participation in the school environment. It explores alternative understandings of children as put forth by child liberationist theorists and international commitments such as the UN Convention on the Rights of the Child. Moreover, it calls upon schools to re-evaluate their hierarchical structure in order to uphold the participatory rights of children.