Surveying the views of pupils attending supplementary schools in England
Surveying the views of pupils attending supplementary schools in England
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调查英国补充学校学生的看法
DOI：
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发表时间：
2007
期刊：
影响因子：
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通讯作者：
S. Strand
中科院分区：
文献类型：
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作者：
S. Strand
背景补充学校泛指由主流学校以外的特定族裔群体组织和为其组织的额外学校教育。目的这是第一次系统地探讨英国补习班学生态度的研究，也是英国有史以来规模最大的关于补习班及其学生的研究。样本样本包括772名5-16岁的学生，他们在英国四个主要城市的63所补充学校就读。设计与方法调查小学生对主流学校和补习班的态度；对阅读和数学成绩的态度和自我评价；对学习和学习活动的态度；参加补习班的原因；对补习班的好恶以及其他小学生的背景资料。统计分析探讨了年龄、性别和出席时间长短对问卷回答的影响。结果与结论就读于补习班的学生在教育上的劣势程度极高，远远高于全国平均水平。小学生对补充学校的态度非常积极，从7岁起，他们对补充学校的态度明显比他们对主流学校的积极。学生重视获得对其教育改进的普遍支持、对本国语言或文化的更深入了解、在学习英语和数学方面的具体帮助、在其他主流学校作业、社会活动、使用计算机和信息和通信技术方面的帮助，以及补习学校教师的积极支持。参加补习班时间最长的学生在对学习和学习活动的态度、对自己数学成绩的态度和评价方面得分最高。然而，需要进一步的研究来确定补充学校教育和与教育相关的结果之间的任何因果联系。
Background Supplementary schooling broadly refers to extra schooling organized by and for particular ethnic groups outside of mainstream provision. Purpose This is the first study to systematically explore the attitudes of pupils attending supplementary schools in England and the largest ever UK study of supplementary schools and their pupils. Sample The sample comprised 772 pupils aged 5–16 years attending 63 supplementary schools in four major cities in England. Design and methods Pupils completed a questionnaire to determine their attitudes to mainstream and to supplementary school; their attitudes to and self-evaluation of their achievement in reading and mathematics; their attitude to learning and learning activities; their reasons for attending supplementary school; and their likes and dislikes about supplementary school, as well as other pupil background data. Statistical analyses explored the effect of age, gender and length of attendance in relation to questionnaire responses. Results and conclusions Pupils attending supplementary schools experience extremely high levels of educational disadvantage well above the national average. Pupils were very positive in their attitudes to supplementary school, and from age 7 upwards were significantly more positive about supplementary school than they were about mainstream school. Pupils valued gaining general support for their educational improvement, a deeper understanding of their home language or culture, specific help with learning English and mathematics, help with other mainstream school work, social activities, using computers and ICT, and the positive support of their supplementary school teachers. The pupils who had been attending a supplementary school the longest had the highest scores for attitudes to learning and learning activities, and attitudes to and evaluation of their achievement in maths. However, further research is needed to identify any causal linkage between supplementary schooling and education-related outcomes.