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izz aty

Wiborg 2010 Swedish Free Schools: Do they work? (pdf) - 0 views

www.llakes.org/...Wiborg-online.pdf

wiborg sweden swedish education free school private school europe scandinvian education ESTEkiv parental involvement in educaiton

shared by izz aty on 10 May 14 - No Cached
    • izz aty
      izz aty on 10 May 14
       
      p. 3 Sweden has a  historical tradition of policies on educational equality that culminated in the 1960s in one of  the most radical comprehensive school systems in Europe. The Conservative Party was fascinated by  the free schools which operate on the periphery of the school model. - free schools in denmark (est. 1855) have not received major public attn [robably bcz theya re non-selective and well-integrated in the local school system. - sweden's pisa studies... achieved high level of academic excellence and educational equality... so why did they change it in the 90s?
    • izz aty
      izz aty on 10 May 14
       
      pg 3. lolo
izz aty

Presence, Not Praise: How To Cultivate a Healthy Relationship with Achievement | Brain ... - 0 views

www.brainpickings.org/...stephen-grosz-examined-life

education learning hildren parenting parenthood school

shared by izz aty on 04 Mar 14 - No Cached
  • Nowadays, we lavish praise on our children. Praise, self-confidence and academic performance, it is commonly believed, rise and fall together. But current research suggests otherwise — over the past decade, a number of studies on self-esteem have come to the conclusion that praising a child as ‘clever’ may not help her at school. In fact, it might cause her to under-perform. Often a child will react to praise by quitting — why make a new drawing if you have already made ‘the best’? Or a child may simply repeat the same work — why draw something new, or in a new way, if the old way always gets applause?
  • Grosz cites psychologists Carol Dweck and Claudia Mueller’s famous 1998 study, which divided 128 children ages 10 and 11 into two groups. All were asked to solve mathematical problems, but one group were praised for their intellect (“You did really well, you’re so clever.”) while the other for their effort (“You did really well, you must have tried really hard.”) The kids were then given more complex problems, which those previously praised for their hard work approached with dramatically greater resilience and willingness to try different approaches whenever they reached a dead end. By contrast, those who had been praised for their cleverness were much more anxious about failure, stuck with tasks they had already mastered, and dwindled in tenacity in the face of new problems. Grosz summarizes the now-legendary findings:
  • the thrill created by being told ‘You’re so clever’ gave way to an increase in anxiety and a drop in self-esteem, motivation and performance. When asked by the researchers to write to children in another school, recounting their experience, some of the ‘clever’ children lied, inflating their scores. In short, all it took to knock these youngsters’ confidence, to make them so unhappy that they lied, was one sentence of praise.
  • ...4 more annotations...
  • Admiring our children may temporarily lift our self-esteem by signaling to those around us what fantastic parents we are and what terrific kids we have — but it isn’t doing much for a child’s sense of self. In trying so hard to be different from our parents, we’re actually doing much the same thing — doling out empty praise the way an earlier generation doled out thoughtless criticism. If we do it to avoid thinking about our child and her world, and about what our child feels, then praise, just like criticism, is ultimately expressing our indifference.
  • I once watched Charlotte with a four-year-old boy, who was drawing. When he stopped and looked up at her — perhaps expecting praise — she smiled and said, ‘There is a lot of blue in your picture.’ He replied, ‘It’s the pond near my grandmother’s house — there is a bridge.’ He picked up a brown crayon, and said, ‘I’ll show you.’ Unhurried, she talked to the child, but more importantly she observed, she listened. She was present.
  • Presence, he argues, helps build the child’s confidence by way of indicating he is worthy of the observer’s thoughts and attention — its absence, on the other hand, divorces in the child the journey from the destination by instilling a sense that the activity itself is worthless unless it’s a means to obtaining praise. Grosz reminds us how this plays out for all of us, and why it matters throughout life
  • there persists a toxic cultural mythology that creative and intellectual excellence comes from a passive gift bestowed upon the fortunate few by the gods of genius, rather than being the product of the active application and consistent cultivation of skill. So what might the root of that stubborn fallacy be? Childhood and upbringing, it turns out, might have a lot to do.
izz aty

Comprehensive schools have failed the working class | Ian Silvera | Comment is free | t... - 0 views

www.theguardian.com/...e-schools-failed-working-class

comprehensive school united kingdom education working class social social class

shared by izz aty on 28 Feb 14 - No Cached
    • izz aty
      izz aty on 28 Feb 14
       
      WattaPalaver Milney 04 January 2013 1:05pm 15 @Milney -  Step 4 - An entire generation's education made suitable for the future of them all, preventing some people buying achievement for their "dumb" children which has produced the overlord class we have now  Fixed your unsurpassably moronic comment for you
    • izz aty
      izz aty on 28 Feb 14
       
      Milney WattaPalaver 04 January 2013 1:33pm 18 @WattaPalaver - Fixed your unsurpassably moronic comment for you Afraid not "chum" - your comment already reached the pinacle of moronic statements, by definition it was unsurpassable.  Your "fixes" amount to sticking Children in proscribed educational "gulags" in an attempt to protect little darlings from feeling "dumb". Not only is this fascist, but it opens the door to brainwashing from the state alongside a race to the bottom that will leave all our children with such an abyssmal education that they could only scratch thier "sign" on a piece of paper authorising thier new owners to mistreat them. As an added bonus, your system might also decide to give them the ability to use thier fingers to count to 10 so they can remember thier chores in the labour camps. If your feeling geneours
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izz aty

Taylor & Francis Online :: A Typology of Parental Involvement in Education Centring on ... - 0 views

www.tandfonline.com/...713655358

education learning parental involvement in educaiton parenthood parenting schooling

shared by izz aty on 23 Feb 14 - No Cached
  • izz aty on 23 Feb 14
     
    "Abstract This article explores the widespread emphasis on parental involvement in education from the perspectives of children and young people. In contrast to the conceptualisation of children as variable social actors, policy initiatives to link home and school more effectively, and research-generated typologies of parental involvement, unthinkingly familialise and institutionalise children by ignoring any part they may play in parental involvement in their education. Drawing on data from our study of children's understandings of home-school relations, we develop and elaborate a typology that centres on the complex ways that children and young people talk about creating, acceding to, and resisting their parents' involvement in their education. The socially patterned differences between the children and young people's understandings and experiences demonstrate how the broad social processes of familialisation, institutionalisation and individualisation are, in fact, concretely lived and negotiated in variable ways. Nevertheless, there are also some commonalities in children and young people's resistance around notions of privacy."
izz aty

Chinese and European American Mothers' Beliefs about the Role of Parenting in Children'... - 1 views

jcc.sagepub.com/...403.short

mother parenting parenthood parental involvement in educaiton education learning schooling

shared by izz aty on 23 Feb 14 - No Cached
  • izz aty on 23 Feb 14
     
    "Abstract In a cross-cultural comparison of parental beliefs, this study asked a sample of 48 immigrant Chinese and 50 European American mothers of preschool-aged children their perspectives regarding the role of parenting in their children's school success. In their responses, the Chinese mothers conveyed (a) the great degree of value they place on education, (b) the high investment and sacrifice they feel they need to offer, (c) the more direct intervention approach to their children's schooling and learning, and (d) a belief that they can play a significant role in the school success of their children. On the other hand, European American mothers primarily expressed (a) a negation of the importance of academics or academic skills (instead emphasizing the importance of social skills), (b) a less "directive" approach to learning explained under the "facilitative" model, and (c) a concern for building their children's self-esteem."
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