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新西兰惠灵顿代写作业:教育限制

在诺丁汉,有一个项目被设立来帮助来自少数民族的父母,这个项目叫做AMBER,它代表的是打破教育限制的成年少数民族,帮助来自少数民族的家庭更好地了解英国的教育系统,并为他们提供指导。该项目于1995年启动,最初主要与亚裔和加勒比裔家长合作,但后来扩大到诺丁汉市和郡的其他团体,这些团体在参与学校生活方面一直处于不利地位。该计划旨在“让及支援家长参与子女的教育,提供以学校为基础的成人学习机会,以及培训家长支援人员,协助这些目标的实现”。AMBER与那些通过筹款、学校支持活动、社会活动等非正式方式参与的家长合作,更正式的方式是通过课堂帮助、督导和家长咨询。”(儿童家庭及教育部门,2006)。如果像这样的项目继续在全英国发展,并实现他们想要和需要的目标,达到阻止家长参与孩子教育的边界,将不再是一个巨大的边界阻止他们。一些研究人员认为,一些家长利用社会阶层等界限的存在来隐藏自己的孩子,但实际上他们并没有真正的兴趣或时间来参与孩子的教育。研究人员是道格拉斯(1964)和纽森(1989)。道格拉斯(1964)认为“工人阶级的父母不重视教育”。Newson(1989)继续提出“中产阶级父母比工人阶级更以孩子为中心”。然而,数据显示,诺丁汉80%的工人阶级家长积极帮助他们的孩子阅读”(Newson 1989)。其他研究人员则认为,当涉及到家长参与时,家长不会隐藏在风险和障碍之后。Blackstone等人(2004)认为,“工薪阶层的父母确实和中产阶级的父母一样关心孩子,但是工薪阶层的父母对学校的处理没有那么大的信心”。

新西兰惠灵顿代写作业:教育限制

In Nottingham there has been a project set up to help parents from ethnic group, called AMBER, which stands for Adult Minorities Breaking Educational Restrictions, helps families from ethnic minorities gain a better understanding of the education system within the UK and provides guidance for them. The project, launched in 1995, began by working mainly with Asian and African-Caribbean parents but has since been expanded to include other groups in the City and County of Nottingham who have been at a disadvantage when it comes to participating in school life. The project aims, “to allow and support parents to become involved in their children’s education, to provide the opportunity for school-based adult learning and to train parent support workers to facilitate these aims. AMBER “works with parents who participate informally through fundraising and general school support activities, social events, etc. and more formally through in-class help, governorship and parent consultations.” (DCSF, 2006). If program’s like these continue to develop all over the UK and achieve the goals they want and need to achieve the boundaries that are stopping the parents from being involved within their children’s education, will no longer be a huge boundary stopping them.Some researchers who believe that some parents use the fact that there are boundaries such as social class to hide behind but in fact they are not really interested or have time to be involved in their child’s education. The researchers in question are Douglas (1964) and Newson (1989). Douglas (1964) argued “that working class parents do not value education”. Newson (1989) continues by suggesting “that middle class parents are measurably more child centred than working class. However figures show that 80 per cent of working class parents in Nottingham were actively helping their children with reading” (Newson 1989). Other researchers would argue that parents do not hide behind risks and barriers when it comes to parental involvement. Blackstone et al (2004) argued that “working class parents do care as much as middle class parents, but working class parents felt less confident about dealing with schools”.

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