越南教育社会化的现状及前瞻

教育社会化是越南教育的一项政策。1997年,越南政府提出教育社会化主张,指出教育培训是全社会的事业,要实行全社会办教育和全体群众享受教育。教育培训要得到国家财政预算的适当投资,同时要依靠全社会一切可以调动的资金来源,包括各经济组织、各社会组织的赞助,人民群众的捐助,     

Substance use and its relationship to conduct problems and delinquency in young boys

The paper presents lifetime and six-month prevalence of substance use by 1st, 4th, and 7th graders (N=2573). Smoking and alcohol consumption was surprisingly high even for 1st graders. The use of developmentally more advanced substances, such as marijuana, was associated with the use of substances that typically emerge earlier, such as beer. Significantly more of the multiple substance users in the 1st and 4th grade were already engaged in a variety of conduct problems and delinquent acts than were either single users or nonusers. The findings show that substance use, even at Grades 1 and 4, is an indicator of boys who commit a wide variety of problem behaviors. For the 7th graders, the use of marijuana was especially associated with the commission of more serious delinquent acts. Multiple substance use reported by the 7th graders also signified a higher frequency and volume of use. The results of the study are related to a developmental conceptualization of conduct problems, delinquency and substance use.Research interests: antisocial behavior and substance use.Research interests: the development of antisocial behavior and substance use; familial processes leading to deviant behavior; the prediction of delinquency.Research interests: development of concealing antisocial behaviors and processes that affect such development.     

IMPROVING EARLY‐GRADE LITERACY IN EAST AFRICA: EXPERIMENTAL EVIDENCE FROM KENYA AND UGANDA

Primary school enrollments have increased rapidly in sub‐Saharan Africa, spurring concerns about low levels of learning. We analyze field experiments in Kenya and Uganda that assessed whether the Reading to Learn intervention, implemented by the Aga Khan Foundation in both countries, improved early‐grade literacy as measured by common assessments. We find that Ugandan literacy (in Lango) increased by 0.2 standard deviations. We find a smaller effect (0.08) on a Swahili literacy test in Kenya. We find no evidence that differential effects are explained by baseline differences across countries in student test scores, classroom attributes, or implementation fidelity. A plausible explanation that cannot be directly tested is differential effective exposure to the literacy treatment in the tested languages. Students in Kenya were tested in Swahili, which is not necessarily the main language of instruction in primary schools, despite official policy.