Michigan Family Review最新文献

{"title":"Reflections on 'John Q': Simple Message, Missing Perspectives","authors":"Mary Kelly","doi":"10.3998/MFR.4919087.0007.106","DOIUrl":"https://doi.org/10.3998/MFR.4919087.0007.106","url":null,"abstract":"","PeriodicalId":32430,"journal":{"name":"Michigan Family Review","volume":"6 1","pages":"67"},"PeriodicalIF":0.0,"publicationDate":"2002-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76072213","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"School Violence: Partnerships with Families for School Reform","authors":"T. Brubaker, E. Brubaker, M. Link","doi":"10.3998/MFR.4919087.0006.101","DOIUrl":"https://doi.org/10.3998/MFR.4919087.0006.101","url":null,"abstract":"Violence in schools has become an issue of public concern in the United States. School violence has been singled out nationally as a priority for education (Astor, et al., 1998, p. 230) School violence has been defined as including a range of behaviors, from disrespect to physical assault to physical assault (Alexander and Curtis, 1995). Violence affects school aged children to a greater extent than any other segment of our population. de Anda reports that violence has an impact on adolescents more than any other age group (de Anda, 1999). In response to concerns about violence, schools have developed a variety of strategies and programs.School reform, in regard to issues of violence, may or may not involve the families of students. When families are involved in school programs geared toward reducing or preventing school violence, their involvement is often peripheral. The literature reports few school violence programs which place the family as a centerpiece in their strategy to reduce violence. A study of school social workers and school violence, found that although the profession of social work values an approach which would involve family and community, \"few school social workers reported being involved with parent groups\" (Astor, et al., 1998, p. 230).Attempts to develop strategies to deal with school violence can be facilitated by the partnership of school personnel and family. Knowledge about strategies for family participation are advantageous to school based personnel working with violence issues. Peterson and Speaker (1999) suggest that as schools reorganize to deal with student violence, \"a key element in this reorganization is the recognition that schools will need to incorporate not only an academic focus for the student, but include the family within the educational structure\" (1999, p. 15).Within this article, engagement of families and the partnership of school personnel and family will be discussed in addressing school reform for violence issues. School violence does not occur in a vacuum. It is complicated by numerous variables in the aggressive student's life. An approach, in which schools work with families to prevent and respond to school violence, is more likely to deal successfully with the many factors contributing to violent behavior.Engaging the FamilyEngaging family members in the school setting involves the consideration of several issues. School personnel may have preconceived ideas about family participation. If families are to become involved in a partnership with school personnel, they must be viewed from a strengths perspective. Both school personnel and family members have information, knowledge, and experience to contribute to the process of developing programs for their students and children. Families bring with them the wealth of years of knowing their children. Their involvement in the development of strategies to prevent violence in their child's school could provide a perspective that school personnel may ","PeriodicalId":32430,"journal":{"name":"Michigan Family Review","volume":"29 1","pages":"1"},"PeriodicalIF":0.0,"publicationDate":"2001-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73216545","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Home Schooling: A Brief Review","authors":"Martin A. Covey, Kim A. Covey","doi":"10.3998/MFR.4919087.0006.103","DOIUrl":"https://doi.org/10.3998/MFR.4919087.0006.103","url":null,"abstract":"The influence of culture, society, politics and the market economy creates a more complicated and confusing environment in which families live and grow. Not the least among these influences is the plethora of options currently available to families for the education of children. The decision to send children to the local public school, to a neighborhood parochial school, or to an expensive private school has been expanded to include: charter schools, public schools of choice, schools for special needs students, private religious schools, and schooling at home.Home Schooling in AmericaThe education of children in America, from an historical perspective, has been characterized by Carper (2000) as \"educational pluralism\" (p. 9). From the earliest days of the settlement of the colonies, until approximately the mid-1800's, the education of children was the primary prerogative of parents. Education consisted mainly of learning to read the religious literature and learn the appropriate amounts of arithmetic in order for children to assume a vocation. Education of children occurred not only in homes, but in a wide variety of school situations that made the distinction between public and private education very difficult.By the middle of the eighteenth century, families had begun to turn many of their traditional responsibilities over to formal or public institutions. According to Mintz and Kellogg, as cited in Carper (2000, p. 11), by this time: \"... a variety of specialized institutions had begun to absorb traditional familial responsibility.... Free schools and common pay schools educated a growing number of the sons of artisans and skilled laborers\". During this transitional period, the demarcation between public and private education was vague.The public school movement gained momentum and support from the Protestant denominations of that day. Protestant broad support of public education was garnered by virtue of the similarities of belief and philosophy shared by religious and educational institutions. Carper (2000) observes that the differing belief systems of the Protestant denominations and the Roman Catholic Church eventually resulted in tax dollars being unavailable to Catholic schools. By the mid-nineteenth century the line between public and private education of children was well defined.Besides having the strong support of Protestant evangelicals, public schools in the mid-nineteenth century were very localized. The majority of children in public schools were from rural areas and attended the one-room country school. These schools were administrated and funded by local people, taught by local residents, and the children were often from only a few families. Home schools became a smaller part of the educational landscape because the public school was such an approximation of the rural family.As populations became increasingly urban at the beginning of the twentieth century, schools became less philosophically similar to Protestantism, broader i","PeriodicalId":32430,"journal":{"name":"Michigan Family Review","volume":"82 1","pages":"25"},"PeriodicalIF":0.0,"publicationDate":"2001-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86698210","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Statewide Testing: Problem or Solution for Failing Schools?","authors":"A. Soderman","doi":"10.3998/MFR.4919087.0006.105","DOIUrl":"https://doi.org/10.3998/MFR.4919087.0006.105","url":null,"abstract":"Nine-year-old Lamont is taking the state's 4th grade reading test, and it's clear that he's having trouble. With his head bobbing and nose pointing to each word in the passage, he scans back and forth, whispering aloud each of the words. When finished, he moves on to the questions. Slumping down in his chair after a brief time, he throws his pencil down on the test booklet and folds his arms, a defiant look on his face. Only two answers have been bubbled in, but he's had enough.Lamont's discomfort is matched by his teacher's. Watching the stress he and several of the other children are experiencing, she is upset about having to put them in a situation she knows is frustrating for them. However, she is also angry that she will be held responsible for their failure to perform satisfactorily.Currently, 38 states reward or sanction schools on the basis of children's performance on state-developed assessments, with sanctions including written warnings, threatened intervention, removal of administrators, funding penalties, and even complete takeovers. By April, 2001, more than 800 of Michigan's 3,128 public schools were deemed at risk of losing accreditation and state take-over if fewer than 25 percent of its students meet state standards on the Michigan Educational Assessment Program (MEAP) tests. Trophies are awarded to top performing schools, and high school students doing well are awarded $2,500 scholarships to college (Johnson, 2001).A proposal by the Bush Administration to test all U.S. children in grades 3-8 has been met by mixed reactions from parents and educators. Those schools that make too little progress will be given additional aid to improve; however, if children's performance is still considered inadequate after two years, it would be mandated that all children attending a \"low-functioning\" school be offered the option of attending another school and taking their state-funded support with them (Toppo, 2001). Less talked about is the fact that most of these same children will also take with them their lack of experience and skill development, lack of family support, and higher rates of special needs. Unless the \"new\" school is better able to cope with these children in terms of accumulated learning deficits and unmet personal needs, the \"problem\" will simply be shifted from one context to another, although it may be better hidden and less of a social and political irritation. Moreover, for those families who are unable to provide transportation or do whatever it takes to find a more hopeful learning environment, their children will be left in schools in which future test scores are sure to be even more negatively skewed.In order to prepare children for better testing outcomes, 49 states are developing or already have developed educational standards (Morrow, 2001). While there have been boycotts and protests across the country and internationally against the abuses of standardized tests, and while several highly reputable professional org","PeriodicalId":32430,"journal":{"name":"Michigan Family Review","volume":"4 1","pages":"55"},"PeriodicalIF":0.0,"publicationDate":"2001-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75962764","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Charter Public Schools: New Options for Michigan Families","authors":"James N. Goenner, Angie Irwin","doi":"10.3998/MFR.4919087.0006.102","DOIUrl":"https://doi.org/10.3998/MFR.4919087.0006.102","url":null,"abstract":"","PeriodicalId":32430,"journal":{"name":"Michigan Family Review","volume":"10 1","pages":"13"},"PeriodicalIF":0.0,"publicationDate":"2001-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88600269","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Times They Are A'Changing: The 'American Family' and Family Law","authors":"Robert L. Lee, Charlotte Smith","doi":"10.3998/MFR.4919087.0005.105","DOIUrl":"https://doi.org/10.3998/MFR.4919087.0005.105","url":null,"abstract":"The State of the American Family at the Cusp of the Millennium [3]The number of households in the United States continues to increase. Forty-four million were reported in the 1950s; currently there are 100 million. However, the households of the 1950s and the households of the 1990s are quite dissimilar. At mid-century, 70 percent of the households in the United States were comprised of a man who was the breadwinner, a wife who was a homemaker, and three children. Now, such a family constitutes less than 15 percent of America's households.The majority of married women work outside of the home, there is a substantial population of single parent and single adult households, cohabitation is increasingly common, and there has been a steady increase of children in foster care, on the one hand, and a desire for adoption, on the other. Corresponding to these substantial changes in the American family have been changes in the practice of family law.Structure, Size, and Division of LaborIn the past 30 years, intact two-parent households have grown smaller and both adults increasingly work outside the home. The birth rate has been in gradual decline (from an average of three children per household in 1960 to two children currently), and 61 percent of all married women are in the labor force. However, even in dual-wage families, women still do most of the child care (Hochschild, 1997), and men make more money than women in comparable lines of work (U. S. Bureau of Labor Statistics, 1992).Single adult households are increasingly common. There has been a decline in the marriage rate since the 1970s, a continued high frequency of divorce, and a declining rate of remarriage. Currently, 40 percent of all women between 15 and 45 years of age are unmarried, as well as 38 percent of all men. Indeed, in 1996, 10 percent of all households were single-parent households: mother and children, 8 percent; father and children, 2 percent. A high percentage of these parents work outside the home: 61 percent of those who have had children but never married (primarily women), and 77 percent of the separated, divorced and widowed who have children in the home. A quarter of America's children live with only one parent. There are 12 million such children, and 90 percent live with their mothers (Arendell, 1990). More than a third of all children will spend all or part of their youthful years in a mother-only household (U. S. Bureau of the Census, 1992; Smith, 1999).With so many parents in the work force, who is taking care of their children? There seems to be a lack of extended families to provide support at the same time that the business community wants more work from fewer individuals who work harder and smarter (Downs, Costin, & McFadden, 1996). Accordingly, organized day care centers (including preschools and nurseries) currently provide care for 30 percent of the nation's children, nonrelatives (e.g., women in the neighborhood) look after 21 percent, grandparents look after ","PeriodicalId":32430,"journal":{"name":"Michigan Family Review","volume":"78 1","pages":"53"},"PeriodicalIF":0.0,"publicationDate":"2000-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74806866","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Will Old Gender Scripts Limit New Millennium Families' Ability to Thrive?","authors":"A. R. Mahoney, Carmen Knudson-Martin","doi":"10.3998/MFR.4919087.0005.104","DOIUrl":"https://doi.org/10.3998/MFR.4919087.0005.104","url":null,"abstract":"","PeriodicalId":32430,"journal":{"name":"Michigan Family Review","volume":"80 9 1","pages":"41"},"PeriodicalIF":0.0,"publicationDate":"2000-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89569128","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Health Care for the American Family in the New Century","authors":"A. Allison, W. Wadland","doi":"10.3998/MFR.4919087.0005.102","DOIUrl":"https://doi.org/10.3998/MFR.4919087.0005.102","url":null,"abstract":"","PeriodicalId":32430,"journal":{"name":"Michigan Family Review","volume":"7 1","pages":"11"},"PeriodicalIF":0.0,"publicationDate":"2000-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84401967","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Weaving the Web","authors":"Dorothy F. West","doi":"10.3998/MFR.4919087.0005.106","DOIUrl":"https://doi.org/10.3998/MFR.4919087.0005.106","url":null,"abstract":"Overview Students construct food webs to learn how food chains are interconnected. Estimated Time 30 – 40 minutes Objectives Students will be able to: 1. construct a food chain and explain how energy flows through the chain. 2. explain how all living things depend directly or indirectly on green plants for food. 3. use pictures and arrows to create a food web that includes the sun, green plants, herbivores, omnivores, and carnivores. Materials 1. Ball of yarn 2. Activity Sheets 1-8 (pictures of prairie plants and animals) 3. Tape to attach pictures to clothing 4. Space for the class to form a large circle Background Living Things Need Energy From Food Energy can be defined as the capacity for change. Living things need energy for everything they do. For example, a butterfly needs energy to change position when it flies, and a daffodil needs energy to change size as it grows and blooms.","PeriodicalId":32430,"journal":{"name":"Michigan Family Review","volume":"85 1","pages":"65"},"PeriodicalIF":0.0,"publicationDate":"2000-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82067878","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Social Identity of Ethnic Minority Families: An Ecological Approach for the New Millennium","authors":"Lillian A. Phenice, R. J. Griffore","doi":"10.3998/MFR.4919087.0005.103","DOIUrl":"https://doi.org/10.3998/MFR.4919087.0005.103","url":null,"abstract":"The thesis of this paper is that the social identity formed by many of our ethnic minority children, youth, and families is the consequence of being identified as a member of a negatively defined social group. Ethnicity is conceptualized as having a common origin, or culture, that is handed down from one generation to another. One's ethnic identity is based on a mixture of language, religion, race, and or ancestry (Yinger, 1985). The concept of minority is a sociological term referring to dominance or power relationships. Minority groups are said to have unequal or limited access to power in a society (Mindel, Habenstein, & Wright, 1988). Inequality and limited access become dimensions of social identity as members of ethnic minority groups are singled out, labeled, and treated unequally on the basis of their cultural or physical differences from the dominant group.Van Dijk (1993), focusing on discourse analysis and understanding ethnic and racial inequality in society, has studied the ways majority group members write and talk about minorities in everyday conversations, textbooks, news reports, films, jokes, debates, and in academic and corporate discourse. In his analysis (see van Dijk, 1984, 1985, 1987, 1991), he asked: a) How do members or institutions of dominant white groups describe ethnic or racial minorities?; and b) What role do these descriptions play in the development, strengthening, legitimization, and perpetuation of white group dominance? Discourse analysis contributes to the understanding of what takes place at the micro level of social practices, involving the enactment and reproduction of intergroup relations and especially prejudice and ethnic stereotyping (van Dijk, 1993:93).In the everyday discourse of activities, ethnic minority individuals are often reminded of their unequal status in society by textbooks read, news heard, conversations overheard, research findings reported, and a number of other sources of information. To be a member of an ethnic minority group is to engage in battle with the forces of negative social identity.As it now stands, much of our knowledge about ethnic minority families is grounded in theories of structure and function, as described by Kingsbury and Scanzoni (1993). Families and society are interacting systems. Families contribute members to society for the workforce. They socialize children and make them productive members of society. However, when families vary substantially from the realm of the familiar and acceptable norms as they make their contributions to society and interact with other systems, they are seen as dysfunctional systems. Dysfunctional systems have negative social identities.Social science is quick to investigate that which is \"deviant\" or \"dysfunctional\" and make recommendations that are heavily intertwined with, and gain acceptability from, prevalent cultural stereotypes. Comparative studies of race and ethnicity can be questioned on methodological grounds. According to Ra","PeriodicalId":32430,"journal":{"name":"Michigan Family Review","volume":"16 1","pages":"29"},"PeriodicalIF":0.0,"publicationDate":"2000-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76620731","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}