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1.
自《科尔曼报告》公布至今已经过去了半个世纪,但对于学生学业成绩来说,学校投入与家庭投入哪个更重要的问题在国内外学术界依然没有达成共识。本文利用我国东部和中部5省16个城市中小学校大规模测评数据,采用广义教育生产函数方法,运用两水平线性模型,分析了学校投入和家庭投入要素对教育产出(以学生学业成绩为代理变量)的影响效应。同时,采用Shapley值和Owen值分解技术,识别出对学校教育产出有较大影响的投入要素,得出以下4个方面结论:第一,除生师比之外,办学条件和教师质量等学校投入要素对教育产出结果有显著的正效应。第二,父母参与、父母教育期望等家庭投入要素对教育产出结果有显著的正效应。第三,对于小学平均学业成绩而言,来自家庭的相关投入更重要;对于初中平均学业成绩而言,则是来自学校的相关投入更为重要。第四,相比学校办学条件,教师质量对中小学校平均学业成绩变异的贡献度更大;而且,相比小学,教师质量对初中学校平均学业成绩变异的贡献度更大。基于实证研究结论,提出提高我国中小学教育生产效率的5点建议:一是调整义务教育资源配置结构,优先保障初中阶段学校教育投入;二是改善义务教育阶段教师的工资待遇和工作环境,以吸引更多高素质人才投入义务教育事业;三是通过校外教师专业发展培训、校本教研合作等途径切实提高教师队伍的教学策略水平,尤其要重视提高初中教师的教学策略水平;四是政府和相关部门应尽快出台有关家庭教育的制度规范,强化父母在家庭教育中的主体责任,督促父母积极参与子女教育生产过程;五是学校和社区应广泛开展家庭教育讲座和家庭教育实践培训活动,引导家长树立正确的家庭教育观,掌握科学的养育子女的方法,以提高学校教育和家庭教育联合生产的效率。 相似文献
2.
Michael Furtado 《International Journal of Inclusive Education》2013,17(4):431-448
The Australian Senate Employment, Workplace Relations and Education References Committee has been asked to examine the principles of Commonwealth Funding for schools, with particular emphasis on how these principles apply in meeting the current future needs of government and non‐government schools and whether they ensure efficiency in the allocation of school funding. The Committee will also investigate accountability arrangements including and through the Ministerial Council on Education, Employment, Training and Youth Affairs. This paper provides a critical discourse analysis of recent developments, tracking two themes: the construction of ‘efficiency and effectiveness’ in the allocation of school funding in Australia, and the impact of such a construction on a discourse of inclusive education for all schools in Australia. Through this analysis, it is argued that the current enquiry creates an opportunity for a substantial shift in focus — from funding government and non‐government schools in relation to government schools, to both government and non‐government schools — within a framework of presumptive equality and inclusion. It is also argued that extant policy, removing the substantial Catholic sector from its hitherto hybridized and separate funding position and bringing government and non‐government schools into sector‐specific funding competition with each other, realigns and rearticulates federal involvement in school funding policy areas that have been the traditional preserve of state governments and territories. In the process, responsibility for instilling and supporting inclusive educational practices is currently solely that of the states and territories where, in many cases, funding as well as inclusive education policies and programmes have been determined at local levels. The endorsement by the federal government of new principles in funding, as proposed here, linked with renewed requirements in relation to school access and participation, creates a space that potentially enables new strategies for inclusive education to be conjoined with funding allocation policy in Australian schools, to the economic and social benefits of all schools as well as the polity. 相似文献
3.
Lauri Johnson Stephen L. Jacobson Kam Cheung Wong 《Scandinavian Journal of Educational Research》2013,57(4):407-422
This article provides a cross‐national perspective on successful school principalship in three countries derived from an analysis of case studies in the International Successful School Principalship Project (ISSPP). The ISSPP aims to investigate the characteristics, processes and effects of successful school leadership across eight countries (i.e. Australia, Canada, England, the United States, China, Denmark, Sweden and Norway). Examples from the USA, Norway and China (Shanghai) were selected to illustrate cross‐national differences related to the societal purposes of education, the structure and funding of different national educational systems and the influence of particular governmental educational policies (i.e. accountability‐oriented policies) on the leadership practices of individual school principals. Variations in selection criteria and research procedures were also noted. Recommendations for further research using a cultural framework include analysing multiethnic schools to identify culturally specific leadership practices as well as developing further ISSPP case studies in non‐Western contexts. 相似文献
4.
Despite recent evidence that students in public schools significantly outperform their private school counterparts, private schooling continues to account for approximately 40% of secondary school enrolments in Indonesia. In an effort to explain this sustained demand, we combine analyses of PISA data with in-country interviews and school visits. Ultimately, we find that although government dependent private schools are underfunded with a high proportion of uncertified, underpaid teachers (with limited access to training and professional development), demand remains high due to their focus on religious training and education, as well as their ability to increase educational access for low-income families. 相似文献
5.
Keith M. Lewin 《International Journal of Educational Development》1996,16(4):367-378
This research is concerned with the problems that may arise in paying for the costs of secondary school places in developing countries, which have experienced a rapid increase in primary school enrolments since the World Conference on Education for All at Jomtien. Many, but not all, of these countries are in sub-Saharan Africa. Case studies are being conducted six African and Asian countries. The basic argument is that cost structures, which may have been appropriate for systems that had low gross enrolment ratios and modest transition rates from primary to secondary are unlikely to be sustainable as enrolments become universalised. The challenge is to identify opportunities to expand quality secondary schooling to meet new needs while reducing costs to levels which can be afforded. Access to and quality of secondary schooling is likely to dominate the educational planning agenda in many developing countries in the early part of the twenty-first century. 相似文献
6.
Rosemary Morgan 《Journal of educational administration and history》2013,45(1):84-109
Market principles now dominate the education and social policies of many Anglophone countries, including Australia, but articulate differentially within specific contexts. Existing historical legacies, local economic and social conditions, and geographical settings interact with federal and state funding and transport policies to shape the nature of regional education markets and the choices families make in a rural school market in Australia. Through two school case studies, this article explores the effects of policy shifts on parental choice and student movement within a regional Victorian community. Informed by policy sociology, the article views the policy as a dynamic, often ad hoc process with contradictory effects. It indicates how an ensemble of federal and state funding and conveyancing policies enable some schools to develop marketing practices that reconstruct the local education market to their advantage through the introduction of transport and flexi-boarding policies. It demonstrates that education markets are not confined to urban settings and that while choice is not a new phenomenon in this rural area, federal and state funding and transport policies have reconfigured local markets and intensified the market work undertaken by schools and parents with, in this instance, unequal effects on the provision of schooling in a rural region. 相似文献
7.
F. Howard Nelson 《The Urban Review》1984,16(4):195-208
This essay focuses on the incentives and disincentives for local school districts created by state bilingual education funding policies. The programmatic and management concerns important to assessing the effects of funding formulas include: (1) student eligibility for bilingual education, (2) the minimum number of eligible students in a school building or school district for which the state mandates programs, (3) appropriateness of the educational program, (4) student transition into regular classrooms, (5) instructional unit size, (6) record keeping requirements, and (7) program and fiscal planning effects. Through efforts to efficiently and equitably utilize scarce resources, account for their use, and control costs, however, policy makers necessarily confront many unresolved research questions and policy issues. The relationship between funding and bilingual education controversies centering around measuring language proficiency, establishing entrance and exit criteria, and determining effective instructional strategies are reviewed. 相似文献
8.
Edward Gould 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1993,39(4):319-332
Successful planning in educational administration is highly dependent on accurate student numbers. An interactive enrolment projection model is described which begins with pre-school age children to project the expected number of first grade entrants. These cohorts are then progressed through the school system. The model described can be implemented on a microcomputer and uses an interactive technique which enables human intervention in order to take full account of local knowledge in predicting the numbers in each year group. Control is maintained by allowing groups of schools to be amalgamated and then by applying to these larger groups the same techniques used to obtain the initial individual school enrolments. Adjustments to individual school enrolments are then possible following the reconciliation of larger group figures with known demographic statistics. This counteracts the effects of student mobility across wider areas and overcomes many of the problems associated with simple aggregation of individual school projections. The model provides a valuable planning tool when enrolment figures are needed for decision making. 相似文献
9.
面对全球化、知识经济、移民问题等的挑战,美国力图通过改革来解决公立中小学教育的质量问题以提高未来劳动力素质和全球竞争力。改革的主导观念与制度涵盖教育质量、教育标准、问责制、择校制、入学能力、支付能力等方面。奥巴马政府主导下的美国教育改革呈现五大趋势:从强调公平转变到更加强调质量;从强调改革转变到改革与投入并重;从鼓励各州发挥灵活性转变到更加注重发挥联邦政府的协调作用;从把教师作为改革对象转变到作为改革同盟军;从注重标准测验结果转变到更加注重教师、课程、教学,注重改革测验方式,努力改善教学效果。 相似文献
10.
Lawrence J. O'Shea Dorothy J. O'Shea Bob Algozzine 《International Journal of Disability, Development & Education》1989,36(1):5-14
A NEW THRUST for the integration of students with a mild disability has been initiated by special education scholars and Federal government officials in the U.S. The “regular education initiative” is based upon the assumption that mildly disabled students’ educational and social needs can be better served in regular education settings. Proponents of the regular education initiative are seeking “waivers for performance” that would allow school districts to experiment with alternative service delivery models and the allocation of resources without being Financially penalized under the current funding systems. Critics argue that the strength of the research base used to support REI is insufficient to warrant wholesale changes in current service delivery systems. They are sceptical of the argument that REI type programs can eliminate the effects of labeling by better integrating students who need supplemental educational resources. An analysis of the REI proposals and their conceptual relevance to the Australian context is presented. 相似文献
11.
论择校与教育公平的追求——从择校政策的演变看我国公立学校体制变革的时代走向 总被引：4，自引：0，他引：4
本文以我国政府在基础教育择校问题上的认识及政策演变作为切入口,同时对过去十年中始终纠缠在教育投入不足与治理教育乱收费的中小学择校政策进行全面而深入的审视,以期能在此基础上就新的思维框架提出若干新的建议与对策。 相似文献
12.
This is an exploratory study about pupil selection. Admission regulations are central to understanding issues of school mix, segregation and educational justice. In Chile, student selection has been intensively discussed but scarcely studied. Using a questionnaire for headteachers (N = 581), we explore how school admission processes are organised and implemented within a market-based educational system with a high-stakes testing regime where schools are pushed to use selection practices. Despite the existence of a national (although weak) legal prohibition at the time the survey was conducted, half of the headteachers state that they use some mechanism to select students (play sessions, student testing, or interviews with parents) even when they do not face demand pressures. Exploratory data suggest higher levels of selectivity in subsidised private schools. Regression analysis shows a strong association between ‘selectivity’ and homogeneous academic intake and social composition. Presumably, the widespread use of selection procedures responds to the structuring force of a double system of educational accountability; strong pressure on performance within a testing regime and where funding depends on enrolments makes selection a fundamental strategy for schools, but which is seriously affecting equality goals. 相似文献
13.
The public-private division of responsibility for education 总被引：1，自引：0，他引：1
In this chapter “private” schools are defined as those that were privately founded and are privately managed; they usually have some private funding, although in some cases considerable funding and control come from the government. The size and nature of the private sector is viewed as stemming from excess demand for education due to limited public spending (i.e., these are students who would prefer to use the public schools but are involuntarily excluded and pushed into the private sector); differentiated demand due primarily to cultural heterogeneity (i.e., these are students whose differentiated tastes along religious, linguistic or ethnic lines lead them voluntarily to choose the private sector even if a public school place is available); and the supply of non-profit educational entrepreneurship (e.g., founders who start schools to maximize religious faith or believers, rather than profits) by competing religious organizations. The impact of public policies, including public educational spending and private subsidies, is also considered. 相似文献
14.
Ryan Wells 《Globalisation, Societies & Education》2006,4(3):371-391
Utilising a globalisation framework this study contributes to discussions concerning inequality, education, and development by re‐examining the effects of educational and economic variables on income inequality. This research shows that the effects of education on income inequality are affected by the level of economic freedom in a country, and specifically that more economic liberalisation may limit the equalising effects of secondary enrolments. These findings imply that the level of economic freedom must be considered when creating policies to reduce inequality and that complex relationships must be considered for further research in this area. 相似文献
15.
The present study explores Greek parents’ views on parental educational involvement and its impact on adolescent scholastic and social development. Specifically, aspects of parental involvement such as the achieved objectives of current parent–school communication, the psychological climate dominating teacher–parent interactions and parents’ suggestions for improvement of current policies and practices are examined. Four hundred and seventy‐five parents participated in the study. Findings showed that family–school communication is believed to be insufficient in Greece, despite the fact that parents tend to: (1) regard their cooperation with teachers as determinative of adolescent academic and psychosocial development; (2) consider teachers to be friendly and caring; and (3) believe that secondary school provides some opportunities for constructive parental involvement. These paradoxes are discussed and explained as a result of radical changes in current social and educational values, principles and objectives. 相似文献
16.
Beth Hatt 《The Urban Review》2011,43(4):476-490
The US has one of the most inequitably funded school systems and the largest prison population in the industrialized world.
These two factors help to construct what is known as the school to prison pipeline. The past 30 years has included punitive
policies within schools and the criminal justice system that have resulted in a disproportionate number of Latino and African–American
youth being suspended from school, dropping out, and/or incarcerated. In this article, the lived experiences of incarcerated
youth framed by institutional policies within prisons and schools are discussed. In total, fifteen interviews with incarcerated
youth who spontaneously discussed drug trafficking were analyzed using criminological theory. A key theme for many youth was
how a lack of educational opportunity and success shifted their focus to attaining economic opportunities through drug trafficking.
Policy implications are discussed relating to school and corrections funding along with the costs to society. 相似文献
17.
The government has made great strides in redressing past imbalances in education through the National Norms and Standards for School Funding (NNSSF) policy that focuses on equity in school funding. This NNSSF model compels the state to fund public schools according to a poverty quintile system, where poor schools are allocated much more funding for resources than affluent schools. Using qualitative research, school management teams, school governing bodies and principals of six public schools located within the Gauteng West District were interviewed to determine their views of how the NNSSF policy had been implemented. One of the findings revealed that equity in public schools has not been fully achieved since funding provided by the state is insufficient to address the backlog in educational resources. It is recommended that the state abandons the policy of funding schools according to quintile rankings but instead, fund schools based on resource needs. 相似文献
18.
Martin E. Orland∗∗ 《教育政策杂志》2013,28(5):167-179
This chapter tracks the early effects of the 1988 amendments to the federal Chapter One programme on the policies and practices of four large urban districts (Atlanta, Chicago, Dade County and Dallas). Specifically, the article analyses reform efforts in the areas of programme co‐ordination, parental involvement, school‐wide projects and school performance accountability. Drawing on an historical analysis of the evolution of relations between the federal government and local school districts since the programme's inception in the 1960s, the authors argue that the apparently only modest impact of the 1988 reforms on the practice of Chapter One programmes to date is a result of a basic conflict between the intent of the reforms (to enhance educational effectiveness) and the political context as it occurs at the local level (an orientation toward bureaucratic and regulatory compliance). 相似文献
19.
Gordon L. Ulrey Karen Alexander Bruce Bender Howard Gillis 《Psychology in the schools》1982,19(2):238-242
A study was conducted to assess the effects of changing the length and regularity of the kindergarten school day on prereading skills, attending skills, and parental opinion of the program. Two rural Colorado school systems were studied in a matched control-comparison design, with the experimental groups attending a full-day, every-other-day program. Results indicated there were no significant differences between the groups on measures of school achievement and behavior. However, parental dissatisfaction appeared to increase in the experimental program. There is a need for further studies of altering the length of school days for establishing policies for kindergarten schedules. 相似文献
20.
Jill Blackmore 《International Journal of Inclusive Education》2013,17(5):499-515
Parental involvement in schools, generally seen to be a good thing, is now closely linked through policy to the educational achievement of their children. In this Victorian case study, teacher and parent responses to policies advocating parental involvement are examined. It explores the intersections of gender and class in the context of changing home/school relationships characterised by policies and processes of institutionalisation, familialisation and individualisation that are shaping parental involvement. It suggests that the current discursive construction of parent/school relationships around partnerships for student learning fail to recognise the complexity of parent/teacher relations and its gendered nature. Feminist critical policy analysis framed by the sociology of the family inform our understandings of the ways changing discourses and practices currently are informing parental involvement in a culturally and socio‐economically diverse school. 相似文献