Session Information
04 SES 12 B, The Rural-Urban Dimension in IE
Paper Session
Contribution
Context and research problems
Students meet with difficulties stemmed from society and their families in their reading improvement especially in the context of urbanization. With the growth of economy, urbanization is strengthened in some countries and it intensifies the differences between communities, schools and families. People from all fields concern about the equalities in education under this circumstance (Giles, 2006). Students with a great diversity of background have different reading level in the same class, and some students are struggling in their reading (Lenski, 2008). However, students’ reading is ranked in a prominent place in education reform during the past two decades. The students from advantageous and disadvantageous background face different problems.
Students’ age, gender, soci-economic and Familial Factors may exert great influence on the students’ reading. Research indicates that gross enrollment ratios of girls, or teenagers form rural areas are far lower than that of boys, or teenagers from urban areas, and the condition turns even worse in secondary education compared to that in primary education (Al-mekhlafy, 2008). However, girls perform better in reading than boys in PISA 2009 (OECD, 2010).
Urbanization in China is undergoing a typical way as that in other developing countries, and it changes education. The unbalance development among regions and social stratification may give rise to education inequalities (Postiglione, 2006). However, urbanization may decrease education inequality in a way as to promote social mobility. Students from different background come to the same classes in city or in town, and soci-economic and familial factors may influence their learning in schools. The same case may happen in their reading.
In the context of urbanization, the following research questions need to be answered with new evidences:
1. What are the relationships between students’ gender, age, and students’ reading motivation and reading competence?
2. What are the relationships between students’ soci-economic, and students’ reading motivation and reading competence?
3. What are the relationships between students’ familial factors, and students’ reading motivation and reading competence?
Objectives
The present research aims at revealing factors which impact the development of students’ reading competence in the context of urbanization, and discusses on the measures to improve poor readers reading skill.
Theoretical framework
The present research bases on Ryan and Deci’s motivation theory (Ryan, & Deci, 2000), developing and validating a motivation questionnaire, and assessing students’ reading motivation by this questionnaire. Their self-determination theory believes that social-contextual conditions can facilitate or forestall the natural processes of self-motivation. Hence, reading motivation, self-regulation and reading competence can be affected by soci-economic and familial factors.
Method
Expected Outcomes
References
1. Al-mekhlafy, T. A. (2008).Strategies for gender equalities in basic and secondary education: A comprehensive and integrated approach in the Republic of Yemen. In Mercy Tembon & Lucia Fort. (Eds). Girls' education in the 21st century: Gender equality, empowerment, and economic growth (pp. 269-278).The International Bank for Reconstruction and Development. 2. Giles,H.C. (2006). Why should urban educator care about community organizing to reform schools.In Joe L. Kincheloe, et al. (Eds). The Praeger handbook of urban education, V1(pp. 35-46).Greenwood Press. 3. Lenski, S.(2008). Struggling Adolescent Readers: Problems and Possibilities. In Lenski, Susan, & Lewis, Jill (Eds).Reading Success for Struggling Adolescent Learners. New York: Guilford Publications,37. 4. OECD.(2010). PISA 2009 results: What students know and can do: Student performance in reading, mathematics and science (Volume I).OECD. 5. Postiglione, G. A. (Ed). (2006). Education and social change in China: Inequality in a market economy. M.E. Sharpe, Inc. 6. Ryan, R. M. & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78.
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