Melbourne Studies in Education最新文献_第9页

The Relationship Between Students’ Achievement and Early School Leaving in Rural Vietnam 越南农村学生学业成绩与早期离校的关系

Melbourne Studies in Education Pub Date : 2001-11-01 DOI: 10.1080/17508480109556384

Kimberly Nguyễn, S. Fahey

{"title":"The Relationship Between Students’ Achievement and Early School Leaving in Rural Vietnam","authors":"Kimberly Nguyễn, S. Fahey","doi":"10.1080/17508480109556384","DOIUrl":"https://doi.org/10.1080/17508480109556384","url":null,"abstract":"There are several terms such as early school leaving, early school departure and dropping out from school to categorise the phenomenon of students ceasing to attend school before completing a certain school cycle. While the term 'early-school leaving' has been used in Australian literature, the term 'dropping out from school' is used in most of academic literature in the United States. In Vietnam, the term 'dropping out from school' has also been widely used in literature. Compulsory education in Vietnam is only for primary education. There are three cycles or levels in the Vietnamese education system: primary (grade 1 to grade 5); lower secondary (grade 6 to grade 9); and secondary (grade 10 to grade 12). There has not been an agreement reached as to what grade, levels or age students can leave school. Thus in Vietnam, the term 'dropping out' from a certain grade or school cycle is used frequently as it facilitates the specification of the cycle from which students withdraw from school. In this article, in order to avoid the stigma associated with the expression 'dropping out from school', the term 'early school leaving' will be used. Early school leaving students referred to in this article are those students who ceased school before completing lower secondary education. In Vietnam, early school leaving issues were largely ignored until the rates of students leaving school early became unusually high in the 1988-1989 academic year. Since 1986, Vietnam has implemented a policy of economic renovation (Dot mot), which has profound effects not only on economic growth but also on social","PeriodicalId":347655,"journal":{"name":"Melbourne Studies in Education","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2001-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125738703","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}

引用次数: 5

Notes on Contributors 投稿人说明

Melbourne Studies in Education Pub Date : 2001-11-01 DOI: 10.1080/17508480109556389

Marja Berclouw, J. Bessant, S. Fahey, R. Fawns, Julianne Lynch, Thi Kim, C. Nguyen, Thi Kim Cuc Nguyen, R. Webber

引用次数: 0

‘Fine for Poets, Anathema for Scientists’: Youth Culture and the Role of Metaphor in Youth Research “诗人的美好，科学家的诅咒”:青年文化和隐喻在青年研究中的作用

Melbourne Studies in Education Pub Date : 2001-11-01 DOI: 10.1080/17508480109556383

J. Bessant

{"title":"‘Fine for Poets, Anathema for Scientists’: Youth Culture and the Role of Metaphor in Youth Research","authors":"J. Bessant","doi":"10.1080/17508480109556383","DOIUrl":"https://doi.org/10.1080/17508480109556383","url":null,"abstract":"Through the twentieth century there has been a vast program of empirical research into young people's lives. This work (partially summarised for example in Boss et al) developed from a range of disciplines including sociology, education, psychology, criminology, and cultural studies. It has been done by and for people working in professions like social work, teaching, youth work, and community work. It examined a range of aspects of young peoples lives from their family life, their peer-relations, and their experience of employment and training to their health, education, sexuality and their leisure pursuits. This research has a symbiotic relationship both with media representations of young people and with an extensive regime of state interventions that has sought to regulate young people's development, education, health, sexuality and leisure activities. One persistent feature of youth-related research has been a preoccupation with youth cultures'. Without suggesting that research on 'youth cultures' encompasses all youth-related research, it is still possible to see in this research (on youth cultures), important themes and assumptions which are found in other youth and educationrelated research. As I show here, research into so-called youth cultures' has its own history of successive theoretical paradigms operating in the variety of disciplinary projects. This genealogy of representations of youth has been well analysed. What has received less attention has been an approach to the rhetorical techniques operating in those research traditions. Among the many characteristics of our intellectual culture since the 1970s has been an emphasis on reflexivity signified by a commitment to 'post-structuralism', 'deconstructionism' and 'anti-foundationalism'. Post-modernism has since the 1970s","PeriodicalId":347655,"journal":{"name":"Melbourne Studies in Education","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2001-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127239211","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}

引用次数: 1

The Thinking Body: Constructivist Approaches to Games Teaching in Physical Education 思维体:体育游戏教学的建构主义方法

Melbourne Studies in Education Pub Date : 2001-11-01 DOI: 10.1080/17508480109556385

R. Light, R. Fawns

{"title":"The Thinking Body: Constructivist Approaches to Games Teaching in Physical Education","authors":"R. Light, R. Fawns","doi":"10.1080/17508480109556385","DOIUrl":"https://doi.org/10.1080/17508480109556385","url":null,"abstract":"Up until the late eighties physical education had enjoyed a relatively unchallenged place in the curriculum of Australian schools. Historically it had been justified in terms of its links with military training, the promotion of social order, physical fitness and, more recently, the links between physical activity and health. Critical scrutiny of physical education over the past two decades in Australia and other \"Western societies has, however, found it to be lacking in direction and purpose. It has also found it to be facing a range of problems such as a lack of meaning in young people's lives, general student alienation from physical activity and the marginalisation of low-skilled boys and girls. Indeed, many researchers in the field have expressed concern with what they perceive to be a general 'crisis' in physical education. It is seen to be struggling to find direction and purpose within the context of significant changes in the purpose, and practice of education in contemporary societies. In response Kirk and Macdonald suggest that there is now an urgent need for the subject's regeneration. Along with others in the field they argue that the application of learning theory to physical education provides a means of giving a disparate subject much needed direction and purpose. The application of constructivist learning theory also constitutes a means of highlighting the cognitive dimensions of movement.","PeriodicalId":347655,"journal":{"name":"Melbourne Studies in Education","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2001-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133665743","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}

引用次数: 40

Dr Allan Carroll and the ‘Science of Man’ 艾伦·卡罗尔博士和“人的科学”

Melbourne Studies in Education Pub Date : 2001-11-01 DOI: 10.1080/17508480109556382

Marja Berclouw

引用次数: 1

Bungie Jumping and Supervision of Higher Degree Students 蹦极与高学历学生督导

Melbourne Studies in Education Pub Date : 2001-11-01 DOI: 10.1080/17508480109556386

R. Webber

引用次数: 3

Educational science, mental testing, and the ideology of intelligence 教育科学、智力测试和智力意识形态

Melbourne Studies in Education Pub Date : 2001-05-01 DOI: 10.1080/17508480109556374

Barry Down

{"title":"Educational science, mental testing, and the ideology of intelligence","authors":"Barry Down","doi":"10.1080/17508480109556374","DOIUrl":"https://doi.org/10.1080/17508480109556374","url":null,"abstract":"In Australia, 'testing mania' currently dominates the conservative Coalition Government's educational agenda. The current Minister for Education, Training and Youth Affairs, Dr Kemp, argues that comprehensive reporting based on standardised testing 'is a necessary concomitant of informed parental choice'.3 In his view, there are 'direct connections between low levels of literacy, behavioural problems in the classroom, the likelihood that a student will finish formal education before Year 12, and the likelihood of being unemployed after leaving school'.4 This new testing culture is evident in the development and implementation of the national literacy surveys, the various State-based standardised tests (Basic Skills Test) and the national literacy and numeracy benchmarks.5 As Apple reminds us, such initiatives cannot be divorced from the broader 'conservative restoration' (privatisation, centralisation, vocationaiisation, and differentiation) advocated by the political right and proponents of the back-to-basics movement such as Kemp.6 What we are witnessing, in the words of Welch, 'is a moral-political campaign to wrest control of society from supporters of tolerance, difference and democratic self expression and return it to those who hanker for a more monolithic, certain and authoritarian world'.","PeriodicalId":347655,"journal":{"name":"Melbourne Studies in Education","volume":"319 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2001-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115562899","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}

引用次数: 7

Female entrants to the university of Melbourne's matriculation examination, 1871–1881 1871-1881年参加墨尔本大学入学考试的女性

Melbourne Studies in Education Pub Date : 2001-05-01 DOI: 10.1080/17508480109556377

C. Hooper

引用次数: 1

The nineteen eightees: Prelude to curricular reform 二十世纪八十年代:课程改革的序幕

Melbourne Studies in Education Pub Date : 2001-05-01 DOI: 10.1080/17508480109556376

A. Barcan

引用次数: 3

Virtualisation and the late age of schools 虚拟化和学校的晚化

Melbourne Studies in Education Pub Date : 2001-05-01 DOI: 10.1080/17508480109556375

Glenn Russell, N. Russell

引用次数: 7