台灣國中學生個人特質、家庭背景與學業成績－追蹤調查資料之研究

This thesis examines the impact of parental job loss and parental job insecurity on several academic outcomes of their offspring. Recent evidence has shown that parental job loss negatively influences the school performance of their offspring. Chapter 2 uses an original dataset I collected myself (described in Chapter 1) to study the effect of parental job loss on children’s school performance during the Great Recession in Spain. Conditioning on student fixed effects and observed covariates, the Great Recession generates variation in job loss that could be considered analogous to that provided by randomisation. The results show that after father’s job loss, students experience a negative and significant decrease on average grades of about 13 to 19% of a standard deviation. This effect remains unaltered once the impact of mother’s job loss on grades is accounted for. Interestingly, maternal job loss has no significant effect on the school performance of her offspring. Moreover, school performance prior to father’s job loss is not affected by future job losses, reinforcing the causal interpretation of the link between father’s job loss and children’s educational outcomes. Finally, the impact of paternal job loss is not homogeneous across students, but it is rather largely concentrated among children whose fathers suffer long unemployment spells after job loss and those students in already disadvantaged families in terms of the level of education of the father. Therefore, these results are pointing out a mechanism (paternal job loss) through which further inequalities might develop during and after a deep economic crisis. Chapter 3 uses exogenous variation in regional labour market policies in Spain to identify the impact of paternal job insecurity on the students’ probability of graduating from compulsory education on time. Using data from the Spanish Labour Force Survey, average marginal effects and local average treatment effects (LATE) are estimated. Results indicate that students whose fathers hold a permanent contract (as opposed to a temporary, fixed-term contract) the year they should graduate from compulsory education are, on average, 7 percentage points more likely to graduate on time. LATE estimates are considerably higher, suggesting that those students whose fathers obtained a permanent contract as a result of the availability of regional subsidies reaped bigger benefits from paternal job stability. These results hold when maternal job insecurity is also accounted for, and they are concentrated on male students. Importantly, these findings seem to indicate that the pervasive effects of temporary contracts found elsewhere in the literature go beyond the employees and affect negatively their children’s educational outcomes.

Inequalities exist in children's educational outcomes-including reading proficiency, school discrimination, and school disciplinary actions-across zip codes with different levels of educational childhood opportunity index (COI). This study examines the interaction between race and educational environment on children's educational outcomes. We hypothesize that race, parental education, and their interaction are associated with perceived school discrimination, which in turn reduces their cognitive, academic, and emotional wellbeing. We also hypothesize that Black children with high socioeconomic status (SES) report high perceived school discrimination in high-COI settings. Data were drawn from the Adolescent Brain Cognitive Development (ABCD) study, which measures a wide range of educational, cognitive, and emotional outcomes. At the same time, the ABCD children are sampled across areas with vast differences in COI rankings, that can be classified into these five categories: very high, high, average, low, and very low educational COIs. Our structural equation models (SEM) tested the additive and interactive effects of race and educational attainment on perceived school discrimination, and the effects of school discrimination on various cognitive abilities (reading proficiency, picture vocabulary, and list sorting working memory), school suspension, as well as depressed mood. Our multi-group SEM assessed how these relationships vary across educational COI levels. Our findings showed that high SES Black children report highest school discrimination in residential areas with highest COIs. This is based on the observation that the interaction between race and parental education on experiences of school discrimination were only significant in areas with highest COI. Across residential areas with different COI levels, students who experienced higher school discrimination had higher suspension, worse depression, and worse cognitive performance. While higher COIs are associated with better academic outcomes, Black-White gaps exist in the role of increased COI through increased racial bias that children perceive. These findings underscore the complexity of educational equity, suggesting that improving COI alone is insufficient for eliminating racial disparities in school experiences. Policies should be in place to reduce school-based discrimination against Black students in high COI settings.

Whilst a growing literature has documented the link between academic rank and educational progression, the effect of socioeconomic rank on these outcomes has been largely neglected. Using longitudinal data and exploiting the idiosyncratic variation in test score distributions across secondary school classes, I analyze the impact of within-class academic and socioeconomic rank on educational outcomes in Chile. I show that being relatively advantaged (socioeconomically or academically) compared to one’s classmates leads to a greater likelihood of positive educational progression outcomes. Results suggest socioeconomic rank is not simply proxying the influence of within-class academic rank on young people’s educational progression.

IntroductionChildren and young people with neurodisability (conditions affecting the brain or nervous system, creating functional impairment, eg, autism, learning disabilities, epilepsy, cerebral palsy or attention-deficit/hyperactivity disorder) have more complex health...

Our contribution is as theoretical and methodological reflection on the specific phenomenon of new immigrant, interfaith families. Some questions were asked about this matter: what happens within these families? Are identity and origin of each parent important predictors of children’s educational models? Which of the two lineages prevails: motherhood or fatherhood? What paths of parenting? Are there differences of gender? These questions will have only partial answers in this reflection; however, our aim is to develop a pedagogical model of the phenomenon, through the description of an educational practice. In terms of education quality, the first question that arises is to bring together these multiplicities and differences within an educational model, whose characteristics of stability, consistency and functionality may help to avoid the risk of confusion and disorientation in subjects who live in real-life complex situations.

The relatively recent Special Educational Needs and Disability (SEND 2014) legislation called for a ‘stronger voice’ for parents in educational planning for their children and higher aspirations for children and young people. This study was designed to investigate what parents report of the Education, Health and Care (EHC) needs assessment process (also ‘statutory assessment’) since the inception of the SEND (2014) reforms, particularly if the aims of the reforms have been met from parents’ perspectives. The research is exploratory as there is currently little known about parents’ experiences of statutory assessment since the SEND (2014) reforms and it is also emancipatory, where parents of children and young people with special educational needs and disability represent a traditionally marginalised group. The study further aims to improve practice for Educational Psychologists (EPs) who have a central role in statutory assessment, as well other professionals who may also be involved. Semi-structured interviews were used to collect data from parents whose children were undergoing statutory assessment. Data was collected from each parent at three points in the process and data was analysed using a thematic analysis described by Braun and Clarke (2013). The findings indicate that in order for the aims of the (2014) reforms to met, this can only be realised in the social spaces created by parents and professionals working together. In order for professionals working within statutory assessment procedures to deliver the aims of the SEND (2014) reforms there needs to be a greater focus on ensuring co-construction and meaningful participation for parents in practice. It was found that this was particularly important when working with parents who have less means of creating their own conditions of empowerment.

Uspostavljanje modela filmske edukacije u srednjoj školi

This article presents a brief scoping review of the literature on the educational outcomes of care experienced children and young people in Australia published since 2010. The review also examines key educational issues and the impact of being in care on the educational experience of children and young people. Twenty-five papers were selected for review, key information extracted and recurrent themes noted. Themes include stigma and low expectations, school disruption and absenteeism, issues within the care and education systems and the importance of good relationships with supportive adults. The review found that young people in care often experience much worse educational outcomes than their peers. Conclusions and recommendations include reforming the care and education systems, focussing workers on building strong supportive relationships with young people, helping them to build resilience and prioritising education. Further targeted research is also recommended.

The intergenerational transmission of socio-economic status is driven to a significant extent through parents with higher socio-economic status providing advantages to their children as they move through the education system. At the same time, attainment of higher education credentials constitutes an important pathway for upwards social mobility among individuals from low socio-economic family backgrounds. Given the critical importance of higher education for socio-economic outcomes of children, this chapter focuses on young people’s journeys into and out of university. Drawing on the life course approach and opportunity pluralism theory, we present a conceptual model of the university student life cycle that splits individuals’ higher education trajectories into three distinct stages: access, participation and post-participation. Using this model as a guiding framework, we present a body of recent Australian evidence on differences in pathways through the higher education system among individuals from low and high socio-economic status (SES) backgrounds. In doing so, we pay attention to factors such as family material circumstances, students’ school experiences and post-school plans, and parental education and expectations—all of which constitute important barriers to access, participation and successful transitions out of higher education for low SES students. Overall, our results indicate that socio-economic background plays a significant role in shaping outcomes at various points of individual’s educational trajectories. This is manifested by lower chances amongst low-SES individuals to access and participate in higher education, and to find satisfying and secure employment post-graduation. Our findings bear important implications for educational and social policy.

ABSTRACTIn a country with open school choice and equal funding of schools, does where you live matter for your educational outcomes? This paper addresses this question using recent data from a study of secondary school students in the Netherlands. Drawing on the international literature, the paper first outlines how the neighbourhood context may be relevant for young peoples' educational opportunities and outcomes, paying special attention to the role that the school may play in the observed relationship between neighbourhood characteristics and educational outcomes. The analysis examines whether there are any educational benefits of living in a neighbourhood with a high socio‐economic status, over and above individual background characteristics, and if so, whether these benefits can be attributed to the characteristics of the schools that youth attend. The findings are summarised and discussed with reference to the wider literature. Based on the findings, suggestions for future research at the intersection of young people, the neighbourhood and school are developed.

This report provides comparable estimates of inequality of opportunity for tertiary education for about 30 countries in Europe, exploiting the two EU-SILC waves for which information on family background is available (2005 and 2011). It exploits the two point-in-time observations available for most of the countries to analyze the relationship between many institutional dimensions and inequality of opportunity in tertiary education. Although inequality of opportunity in tertiary education varies a lot across countries, parental education and occupation seem to be the most relevant circumstances for almost all of them. We also find evidence of positive correlation between inequality of opportunity for tertiary education and different features of the educational system.

To explore possible interrelationships among resistance to peer pressure, risky decision-making and health risk behaviors among young adolescents. Based on the cluster sampling method, the participants who were recruited from 5 junior middle schools in Guangzhou and 3 junior middle schools in Shenyang city on October, 2010, were administered to complete the questionnaire concerned with their experiences with drinking and smoking during the past 30 days preceding the survey, and the hours using computer daily both in weekdays and in weekend. The level of resistance to peer influence and risky decision-making were assessed by Resistance to peer influence scale (RPIS) and Youth decision-making questionnaire (YDMQ). Logistic regression was used to explore possible interrelationships among resistance to peer influence, risky decision-making and health risk behaviors among young adolescents. A total of 1985 questionnaires were valid, including 1001(50.4%) boys and 984 (49.6%) girls. About 27.1% (537/1985) junior middle school students reported having health risk behaviors, boys' (30.7%, 307/1001) was higher than girls' (23.4%, 230/984) with significant gender difference (P < 0.05). The prevalence of smoking, drinking during the past 30 days before the survey and using computer over 3 hours daily in weekdays and in weekend were 5.1% (102/1985), 14.3% (284/1985), 3.5% (70/1985) and 13.7% (272/1985), respectively. The rate of drinking, using computer over 3 hours daily in weekdays and in weekend were higher in males (16.4% (164/1001), 4.5% (45/1001), 16.2% (162/1001)) than those in females (12.2% (120/984), 2.5% (25/984), 11.2% (110/984)) (P < 0.05). The scores of RPIS and YDMQ of the two cities adolescents were 2.82 ± 0.39 and 1.68 ± 0.62. The students reported smoking, drinking during the past 30 days before the survey and using computer over 3 hours daily in weekend gained lower RPIS scores (2.43 ± 0.40, 2.61 ± 0.41, 2.77 ± 0.40) than their counterparts who didn't report these kind of health risk behaviors (2.84 ± 0.38, 2.85 ± 0.38, 2.82 ± 0.39)(P < 0.05). And those reported smoking, drinking during the past 30 days before the survey and using computer over 3 hours daily in weekdays and in weekend gained higher YDMQ scores (2.38 ± 0.66, 2.06 ± 0.66, 1.97 ± 0.72, 1.84 ± 0.64, respectively) than their counterparts who didn't report these kind of health risk behaviors (1.64 ± 0.38, 1.61 ± 0.58, 1.67 ± 0.61, 1.65 ± 0.61, respectively) (P < 0.05). After adjusting gender, area, parental education degree, self-reported family economic condition, multi-variant logistic regression analysis indicated that the low and middle level of resistance to peer influence (low and middle level vs high level, had odds ratios of 2.97 (1.96 - 4.50) and 1.51 (1.05 - 2.16)), and also the middle and high level of risky decision-making (middle and high level vs low level, had odds ratios of 1.62 (1.19 - 2.22) and 3.43 (2.39 - 4.90)) were all the risk factors of adolescent health risk behaviors. Adolescents with poor ability of resistance to peer pressure and high risky decision-making were both the risk factors of adolescent health risk behaviors.

This publication is a Campbell Systematic Review of the effect of the family therapy approach Brief Strategic Family Therapy (BSFT) for treatment for non‐opioid drug use (cannabis, amphetamines, ecstasy or cocaine) among young people aged 11‐21 years. The misuse of prescription drugs and the use of ketamine, nitrous oxide and inhalants such as glue and petrol are not considered in this review. Recent reports describe an alarming trend of drug use by young people and a lack of available treatment for those who require it. BSFT is a manual‐based family therapy approach that seeks to reduce drug use among young people and to correct the problem behavior that often accompanies drug use by addressing the mediating family risk factors. This approach is based on the assumption that the family exerts a profound influence on child and youth development. It is also assumed that interventions needs to be well planned, problem‐focused, and tailored to the unique characteristics of the individual family. BSFT initially targets those patterns of interactions that most directly influence the youth's behavior. After a rigorous search for all relevant studies conducted to date, we identified three studies with 806 participants that met the inclusion criteria. The effectiveness of BSFT on reducing drug usage, family functioning, and treatment retention was explored though meta‐analysis. The findings are as follows: On drug usage: There is no evidence that BSFT has an effect on reducing the frequency of drug use compared to community treatment programs, group treatment, and minimum contact comparisons On family functioning: There is no evidence that BSFT has an effect on family functioning compared to community treatment programs, group treatment, and minimum contact comparisons On treatment retention: BSFT may improve treatment retention in young drug users compared to community treatment programs, group treatment, and minimum contact comparisons. The evidence found was limited. Only three studies were included in the data analysis, which provides very low statistical power to detect an effect of BSFT. The evidence is also limited in terms of outcomes reported on education, risk behavior and other adverse effects, and is therefore insufficient to allow any firm conclusions to be drawn regarding the effectiveness of the treatment. The review found that the methodological rigor and the adequacy of reporting in the included studies were generally insufficient to allow confident assessment of the effects of BSFT for young drug users. Two of the three included studies provided insufficient information on core issues to allow us to assess the risk of bias (e.g. methods of sequence generation, allocation concealment and completeness of outcome data). This methodological weakness makes us question the validity of these two studies. Overall, BSFT for treating young people's drug use has not been evaluated with sufficient rigor to allow its effectiveness to be determined. Well designed, randomized controlled trials within this population are needed. Key messages PLAIN LANGUAGE SUMMARY This publication is a Campbell Systematic Review of the effect of the family therapy approach Brief Strategic Family Therapy (BSFT) for treatment for non‐opioid drug use (cannabis, amphetamines, ecstasy or cocaine) among young people aged 11‐21 years. The misuse of prescription drugs and the use of ketamine, nitrous oxide and inhalants such as glue and petrol are not considered in this review. Recent reports describe an alarming trend of drug use by young people and a lack of available treatment for those who require it. BSFT is a manual‐based family therapy approach that seeks to reduce drug use among young people and to correct the problem behavior that often accompanies drug use by addressing the mediating family risk factors. This approach is based on the assumption that the family exerts a profound influence on child and youth development. It is also assumed that interventions needs to be well planned, problem‐focused, and tailored to the unique characteristics of the individual family. BSFT initially targets those patterns of interactions that most directly influence the youth's behavior. After a rigorous search for all relevant studies conducted to date, we identified three studies with 806 participants that met the inclusion criteria. The effectiveness of BSFT on reducing drug usage, family functioning, and treatment retention was explored though meta‐analysis. The findings are as follows: ‐ On drug usage: There is no evidence that BSFT has an effect on reducing the frequency of drug use compared to community treatment programs, group treatment, and minimum contact comparisons 1 . ‐ On family functioning: There is no evidence that BSFT has an effect on family functioning compared to community treatment programs, group treatment, and minimum contact comparisons 1 . ‐ On treatment retention: BSFT may improve treatment retention in young drug users compared to community treatment programs, group treatment, and minimum contact comparisons 1 . The evidence found was limited. Only three studies were included in the data analysis, which provides very low statistical power to detect an effect of BSFT. The evidence is also limited in terms of outcomes reported on education, risk behavior and other adverse effects, and is therefore insufficient to allow any firm conclusions to be drawn regarding the effectiveness of the treatment. The review found that the methodological rigor and the adequacy of reporting in the included studies were generally insufficient to allow confident assessment of the effects of BSFT for young drug users. Two of the three included studies provided insufficient information on core issues to allow us to assess the risk of bias (e.g. methods of sequence generation, allocation concealment and completeness of outcome data). This methodological weakness makes us question the validity of these two studies. Overall, Brief Strategic Family Therapy for treating young people's drug use has not been evaluated with sufficient rigor to allow its effectiveness to be determined. Well‐designed, randomized controlled trials within this population are needed. Executive summary/Abstract BACKGROUND Youth drug use is a severe problem worldwide. This review focuses on a treatment for non‐opioid drugs 2 such as cannabis, amphetamines, ecstasy and cocaine, which are strongly associated with a range of health and social problems. Brief Strategic Family Therapy (BSFT) is a manual‐based family therapy approach concerned with identifying and ameliorating patterns of interaction in the family system that are presumed to be directly related to the youth's drug usage. BSFT relies primarily on structural family theory (i.e. how the structure of the family influences the youth's behavior) and strategic family theory (i.e. treatment methods are problem‐focused and pragmatic). OBJECTIVES The main objectives of this review are to evaluate the current evidence on the effects of BSFT on drug use reduction for young people in treatment for non‐opioid drug use and, if possible, to examine moderators of drug use reduction effects to determine whether BSFT works better for particular types of participants. SEARCH STRATEGY An extensive search strategy was used to identify qualifying studies. A wide range of electronic bibliographic databases were searched in June 2011, along with government and policy databanks, grey literature databases, and citations in other reviews. We additionally searched the reference lists of primary studies, hand‐searched relevant journals, and searched the Internet using Google. We also maintained a correspondence with researchers within in the field of BSFT. Neither language nor date restrictions were applied to the searches. SELECTION CRITERIA Studies were required to meet several criteria to be eligible for inclusion. Studies must: have involved a manual‐based outpatient BSFT treatment for young people aged 11‐21 years enrolled for non‐opioid drug use. have used experimental, quasi‐randomized or non‐randomized controlled designs. have reported on at least one of the following eligible outcome variables: drug use frequency, family functioning, education or vocational involvement, treatment retention, risk behavior or any other adverse effect. not have focused exclusively on treating mental disorders. have had BSFT as the primary intervention. DATA COLLECTION AND ANALYSIS The literature search yielded a total of 2100 references, of which 58 studies were deemed potentially relevant and retrieved for eligibility determination. Six papers were data‐extracted, two of which were subsequently excluded for not

This study examines differences in educational experiences and outcomes for high school (HS) students who participated in the International Baccalaureate (IB) Diploma Program and earned full diplomas compared to those who participated in the IB Diploma Program but did not earn the diploma. ACT scores, after-HS placement, and HS graduation rates of 256 participants were collected. One hundred and twenty two participants completed an online survey, and 12 participated in interviews. The results revealed that the educational outcomes and experiences for diploma and nondiploma earners were vastly similar. Diploma earners had significantly higher ACT scores, but their college entrance and other academic outcomes were similar to nondiploma earners. However, students who participated in the IB program had significantly higher academic success than other students. Even students who did not earn the full IB diploma had higher graduation rates and high average ACT scores than students at this school, state, and even at the federal level.

The Accreditation and Certification System After Next