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1.
美国全国教育协会是美国最具影响力的教育社团之一,中外学界曾对其给予一定的关注。就已有的研究成果来看,国内学者尚未深究全国教育协会与重大联邦教育立法《国防教育法》之间的关系。通过梳理《国防教育法》的出台过程以及全国教育协会争取联邦资助教育的历程,可以发现,全国教育协会将《国防教育法》的通过视为实现自身诉求的"垫脚石"。对于协会而言,1958年《国防教育法》的通过是一次"复杂的胜利"。法案背后承载的是全国教育协会与政策制定者的对弈。 相似文献
2.
黄湖滨 《岳阳职业技术学院学报》2008,23(2):46-50
在实施成功教育中加强价值观教育的基本途径大致有九:课程教学;专题讲座;渗透教育;个别辅导;媒体宣传;环境渲染;校园活动;模拟训练;社会实践.在实施成功教育中加强价值观教育的基本方法大致有八:系统教育法;专题教育法;渗透教育法;个别教育法;案例教育法;活动教育法;实践教育法;示范教育法. 相似文献
3.
本文以法制精神为主轴,以重要教育举措为横轴,以"每个孩子都很重要"为教育价值取向,审视了英国从1944年到2008年过去半个多世纪颁布的几部影响着英国基础教育格局和走向的法律,如1944年的教育改革法,1988年教育改革法,1993年的教育法和2006年教育检查法等,以及发展基础教育的六大举措:如统一国家课程标准,发展自我管理学校,监控教育服务和质量,打造特色学校等。文章最后对我国教育可以借鉴的方面提出了建议。 相似文献
4.
Annie Crombie 《牛津教育评论》2013,39(2-3):173-186
This article looks at the controversy surrounding the 1902 Education Act in Staffordshire, and the role of the Education Committee and its first Director, Graham Balfour, during the first ten years of the implementation of the Act. The 1902 Education Act has often been seen as a watershed in the conflict between Nonconformist and Established Church educationalists. This study shows that while religious controversy dominated the months surrounding the passing of the Act and continued to preoccupy certain interest groups for many years, the new bureaucracy created in 1902 changed the central issues in elementary education. Religious priorities were replaced by financial and organisational priorities. Balfour's success in dealing with these new priorities provided elementary education in Staffordshire with a unity and stability notably absent during the 19th century. This article assesses Balfour's perspective, the attitudes and expectations of religious and educational groups, and the reality of elementary education in Staffordshire after the implementation of the 1902 Education Act. 相似文献
5.
Stephen Hayes 《British Journal of Special Education》1991,18(2):48-51
Stephen Hayes, educational psychologist in the London Borough of Camden, shares the previous writer's view that Section 19 of 1988 Education Reform Act may be viewed negatively. It is, he says, suspected of working against both the integration aims of the 1981 Education Act and the Warnock model of school-based assessment. However he argues that there is potential compatibility between the curricular integration thrust of the 1981 Act and the introduction of the National Curriculum for all pupils in the 1988 Act. Conflict is more likely to arise within the 1988 Act itself, with the market forces thrust of local management of schools calling into question the continuation of rigorously conducted, school-based assessment. 相似文献
6.
《British Journal of Special Education》1988,15(2):50-53
In the wake of the Education Act 1981, the Department of Education and Science commissioned three major research studies. These were concerned respectively with: in-service training (Manchester University and Huddersfield Polytechnic); the implementation of the Act (London University Institute of Education); and support for the ordinary school (National Foundation for Educational Research). All the studies were completed by 1986, and numerous publications have resulted from them. Dr Seamus Hegarty, deputy director at the Foundation, summarises findings from the NFER study. 相似文献
7.
《British Journal of Special Education》1992,19(4):131-133
Recent decisions in the courts about the interpretation of the 1981 Education Act are one of the key factors underlying the government's proposals for amending the law on special educational needs. Jack Rabinowicz, chairman of the Education Law Association and a partner in a firm of London solicitors, summarises the main legal developments relating to the 1981 Act and comments on possible trends in the future. 相似文献
8.
Wendy Robinson 《牛津教育评论》2013,39(2-3):159-172
This paper offers an overview of the 20th century historiography of the 1902 Education Act. The Act and its educational consequences have been systematically reflected upon by historians of education in every decade since the 1950s. Eaglesham's ground-breaking and detailed study of the Act roughly marked its half-centenary. In the mid-1970s, its three-quarters centenary was marked by an important debate within the annual conference proceedings of the British History of Education Society, between Simon and Cruickshank. In the 1980s, the work of Reeder pushed this debate forward and later in the 1990s, Daglish offered new insights into the political background of the period. This article is concerned with how the story of the 1902 Education Act has been told by historians of education, how this story differs, and whether, in the light of more recent research, any new versions of the story might contribute a further dimension to our historical understanding. 相似文献
9.
Geoffrey Walford 《Educational studies》2000,26(2):247-262
This paper examines the implementation of that part of the 1993 Education Act for England and Wales that concerned sponsored grant-maintained schools. The 1993 Education Act for England and Wales introduced changes that allowed the expansion of the supply side of the quasi-market of schools. As a result of that Act, since April 1994, it has been possible for groups of parents or independent sponsors to apply to the Secretary of State for Education and Employment in England or the Secretary of State for Wales to establish their own grant-maintained schools. Additionally, existing faith-based or other private schools could apply to become re-established as grant-maintained schools. This paper gives an account of the results of this 'policy adventure', and suggests that insights can be gained about the nature of the policy process through a consideration of 'policy as text' and 'policy as discourse'. 相似文献
10.
Court cases, Office of Civil Rights enforcement activities, and Department of Education policy statements have signaled new interpretations of Section 504 of the Rehabilitation Act of 1973. A summary of those portions of Section 504 most pertinent to school psychological practice is provided. Special attention is given to the similarities and differences between 504 and the Individuals with Disabilities Education Act regarding school responsibilities to students with special needs. Implications of 504 for school psychological practice are discussed. 相似文献
11.
Seamus Hegarty 《International Journal of Disability, Development & Education》1990,37(3):181-189
ALL CHILDREN of school age in the United Kingdom are the responsibility of the Education Authority and must be offered educational provision. About 1.3% of pupils attend special schools; other pupils with special educational needs receive support of various kinds in ordinary schools. The Education Act 1981 is the main legislative instrument concerned with special education: it defined special educational needs, established integration as a key principle guiding service provision and laid down detailed procedures for conducting assessments. Special educational provision is likely to be affected significantly by the general Education Act introduced in 1988 but the precise implications are not yet clear. 相似文献
12.
C. J. Hodder 《Interchange》1984,15(3):44-53
Conclusion The Education Amendment Act, 1980, is significant special education legislation for which there exists popular support across Ontario. Issues in relation to implementation have been identified and are being addressed through multi-year planning and a co-ordinated approach to the in-service training needs of teachers working with exceptional children. Although attitudes and professional competence cannot be legislated, the Education Amendment Act provides important protections for exceptional pupils and for the involvement of parents in ensuring that their children's entitlement to an appropriate education be realized. 相似文献
13.
美国个别化教育计划的立法演进与发展 总被引：1，自引：1，他引：0
1975年,美国颁布的<所有残疾儿童教育法>首次提出要为每位接受特殊教育的特殊儿童制订个别化教育计划(简称IEP).随后,该法案经过了几次修订.每次法案修订时都根据当时的问题或需要调整IEP的要求,然而,这些要求的实现要受到多种因素的影响.本文回顾了30多年来美国IEP相关立法的演变进程,分析了IEP随之发生的变化以及对提供有效的特殊教育及相关服务的影响. 相似文献
14.
《British Journal of Special Education》1983,10(1):6-7
A discordant view of the Education Act about to come into effect next month is voiced educational psychologist, City of Salford Education Department, and part time tutor, Open University Course 'Soecial Educational Needs' 相似文献
15.
《British Journal of Special Education》1981,8(4):6-7
The Education Act 1981 received Royal Assent in October. Rolf Hermelin director of parliamentary affairs for MENCAP and president of the National Council for Special Education, summarises its provisions and discusses some of its implications 相似文献
16.
中美两国《国防教育法》比较 总被引：1，自引：0，他引：1
中美两国《国防教育法》在立法背景、目的、内容、地位、经费保障、影响范围等方面存在较大差异,研究二者的差异对加强我国的教育和国防教育工作有较大的借鉴意义. 相似文献
17.
终身教育法作为终身教育体系的一个重要组成部分,保障并促进了其发展和完善。通过分析保证生命存在的尊严、保障获得生存技能和完善生活目标,并结合各国终身教育法的发展现状,来探析终身教育法的人本哲学基础,促进终身教育法的建设和终身教育体系的完善。 相似文献
18.
Chester E. Finn Jr. 《Journal of School Choice》2017,11(1):5-8
The principal opportunities awaiting the Trump administration in K–12 education are only loosely related to the candidate’s campaign comments about advancing school choice and reducing the federal Education Department. Recent passage of the Every Student Succeeds Act signals that Congress will be loath to re-open the major federal K-12 programs for amendment. Bright opportunities away in connection with the Perkins Act, special education and the Institute of Education Sciences (IES), as well as various domains--beginning with the Office for Civil Rights--that beg for strategic deregulation. 相似文献
19.
《British Journal of Special Education》1993,20(3):103-104
The Code of Practice on special educational needs, foreshadowed in the 1993 Education Act which received Royal Assent on July 27, will shortly be circulated in draft form for wide-ranging consultation by the Department for Education (DFE). 相似文献
20.
Hsiao-Yuh Ku 《History of education》2013,42(5):578-597
Fred Clarke (1880–1952), an English educationist, emerged as a leading figure with his liberal approach alongside such key figures as R. H. Tawney and Cyril Norwood in the reform leading to the 1944 Education Act. Many of his reform proposals, which were provided by the new Act, reflected his ideals of liberal democracy. Nevertheless, his contribution to the process of the legislation has not been examined thoroughly. Therefore, this paper explores his positions on educational issues in various debates and his approaches towards the reform. It also evaluates the extent to which the 1944 Education Act was in line with Clarke’s ideals and proposals so that a comprehensive assessment of Clarke’s contribution to the legislation can be made. 相似文献