共查询到19条相似文献，搜索用时 827 毫秒
1.
小班化教育改革在美国 总被引：1，自引：0，他引：1
郭荣球 《安徽教育学院学报》2004,22(1):111-112
伴随20世纪80年代美国新一轮教育改革,小班化教育已成为美国政府和民众所青睐的教育改革新措施.但改革也带来不少问题,因此,人们也开始关注小班化之外的其它教育改革措施. 相似文献
2.
美国自20世纪80年代以来进行缩小班级规模教育改革,从1999学年度开始,启动全国范围内的"缩小班级规模计划".美国的小班化教育实验对我国进行小班化教育改革具有重要启示,我们应为小班化教育改革提供稳定支持的政策环境,立足在小学低年级逐步推行小班化,因地制宜地采取适合我国国情的小班化班级规模,优化校内资源配置,加强教师职业培训. 相似文献
3.
20世纪70年代以来,小班化教育就成为了美国政府和民众青睐的教育改革新措施之一。大家都认为,既然小班化改革减小了班级的规模,增加了师生比,教师就能够对每个学生倾注更多的心力,这看起来似乎合乎逻辑。然而,最近美国关于学生学业成就的一系列报告指出,30多年的小班化改革并没有达到人们预期的效果。因此,有些美国学者转向思考学校规模的问题,形成了小型学校运动。那么,到底减小班级规模对提高学生学业成就的作用大还是减小学校规模的作用大呢?美国的教育界掀起了一场小班化与小学校化教育改革的论争。 相似文献
4.
美国是小班化教育的发源地,20世纪70年代开始,由于美国中小学入学人口回升,班级人数增加,因而引起了小班化研究,目的在于缩小班级规模,提高每一个学生接受教育的充分程度,积极培养学生的个性。1999年,美国政府拨款12亿美元,计划聘用10万名教师,把一年级至三年级的学生从每班22人减至18人;2000年拨款增加到14亿美元,以确保小班化计划的实施。美国的小班化教育已经作为一项富有价值的改革措施而被广泛加以研究和实验,并取得较为丰硕的成果。我国从20世纪末开始引进小班化教育,而我国的小班化教育实验的起因主要是入学人数的回落,因为入学人数… 相似文献
5.
秦莉 《通化师范学院学报》2006,27(5):127-129
“小班化教育”是当今美国所实施的最热门、最有争议的一项教育改革措施，被称为“教学领域的一场革命”。我国当前也正积极探寻小班化教育改革理论与实践。虽然两国在经济文化各方面存在差异．但在小班化教育改革中有许多值得比较研究之处。也产生了一些令人关注的问题，分析与思考这些问题．对我国小班化教育的开展具有一定的积极意义。 相似文献
6.
美国是小班化教育的发源地,从20世纪70年代开始,由于美国中小学入学人口回升,班级人数增加,因而引起了小班化研究,目的在于缩小班级规模,提高每一个学生接受教育的充分程度,积极培养学生的个性。1999年,美国政府拨款12亿美元,计划聘用10万名教师,把一年级至三年级的学生从每班20人减至18人;2000年,拨款增加到14亿美元,以确保小班化计划的实施。美国小班化教育已经作为一项富有价值的改革措施而被广泛加以研究和完善,并取得了较为丰硕的成果。我国从20纪末开始引进小班化教育,而我国的小班化教育实验的起因主要是入学人数的回落,因为入学回落… 相似文献
7.
美国加利福尼亚州小班化教育改革的经验与教训 总被引：2，自引：0，他引：2
美国加利福亚州小班化教育改革在全州范围内广泛地开展，涉及到数百万名学生，十几万个班级，与此同时，美国加利福尼亚州小班化教育改革也产生了一些令人关注的问题，分析与思考这些问题，对于我国小班化教育的开展具有一定的积极意义。 相似文献
8.
9.
20世纪80年代，美国已经开始进行小班化教育改革。这次改革取得了一系列成效但也引发了一些不容忽视的问题。通过分析与思考这些问题，对我国进行小班化教育改革有重要启示。 相似文献
10.
中美两国小班化教育改革之比较 总被引：6，自引：0，他引：6
欧阳美梅 《四川教育学院学报》2003,19(7):3-5,22
小班化教育作为一种改革的举措，符合国际教育发展趋势，适应了社会的变化和需要。美国和中国都在进行小班化教育的改革，虽然两国在经济文化各方面存在差异，但在小班化教育改革中有许多值得比较研究之处。 相似文献
11.
《Journal of Education for Students Placed at Risk》2013,18(3-4):255-277
Comprehensive school reform (CSR) is only as effective as its implementation. By using data collected for the National Longitudinal Evaluation of Comprehensive School Reform (NLECSR), this article explores the factors that predict CSR model implementation and the ways that CSR model implementation varies. We found little difference in the fidelity of implementation between schools implementing a CSR program and their matched comparison schools, but we found vast differences in the fidelity of implementation between different CSR program implementation keys (the normative guidelines received from CSR program developers on which we based our implementation measures). The fidelity of implementation is predicted by multiple factors, including the CSR program implementation keys, the principal's instructional leadership, the measure of teachers' professional community, and the usefulness of the CSR developers' assistance. The change in implementation is associated with positive change in principal's instructional leadership and usefulness of the CSR developers' assistance. 相似文献
12.
《Journal of Education for Students Placed at Risk》2013,18(1):87-99
In the current context of standards-based reform and heightened accountability for school performance, state education agencies (SEAs) have an important, but not yet well-articulated, role to play in local school improvement efforts. This article starts to articulate such a role by examining the variety of approaches and strategies used by 7 SEAs to support schools and districts applying for and ultimately implementing the federal Comprehensive School Reform (CSR) program. Building from the assertion that SEAs can and do make choices about how to best implement federal programs, we explore the choices that the studied SEAs have made around (a) the integration of the CSR program with other state and federal initiatives, (b) the different levels of funding provided to schools, (c) the continuity of SEA leadership around CSR, and (d) the variety of support strategies provided to participating schools. Although these SEAs have supported CSR in different ways, we conclude that the most important state strategy for leveraging systemic advantage from CSR involves the extent to which SEA staff have stayed with the program and thus gained in-depth knowledge of the program necessary to improve CSR in their states. 相似文献
13.
美国加利福尼亚州CSR项目——小班化教育改革的案例分析 总被引：3，自引：0，他引：3
美国加利福尼亚州CSR项目 (小班化教育改革 )涉及到数百万名学生、十几万个班级 ,在全州范围内广泛地开展 ,引起了美国社会的强烈反响。但与此同时 ,美国加利福尼亚州CSR项目也产生了一些令人关注的问题 ,分析与思考这些问题 ,对我国小班化教育的开展具有一定的积极意义 相似文献
14.
Kitae Sohn 《School Effectiveness & School Improvement》2016,27(2):116-134
Understanding the effects of class size reduction (CSR) has been an enduring issue in education. For the past 3 decades, Project STAR has stimulated research and policy discussions regarding the effects of CSR on a variety of outcomes. Schanzenbach (2007) reviewed STAR studies and concluded that small classes improved student academic outcomes. Since her review, however, some research has challenged this conclusion. This paper reviews these recent challenges, comparing past and recent studies. This review is considered together with studies on large-scale CSR policies in the US and CSR studies outside the US. We conclude by suggesting a direction for future research. 相似文献
15.
《Journal of Education for Students Placed at Risk》2013,18(1):35-51
Elementary school principals who received a Comprehensive School Reform (CSR) award in January or August 2002 (n = 21) were invited to be interviewed in the late spring and summer of 2003. A total of 19 principals consented to audiotaped interviews. The interviews focused on several CSR dimensions, including principals' beliefs about the extent to which schoolwide achievement would increase with CSR implementation, where achievement gains were most likely to occur, and the degree of teacher support for the program. In this article, our focus is on principals' perceptions of their relationship with the Arizona State Department of Education (ADE). In summary, principals perceived the relationship between ADE and CSR schools to be one of benign neglect. The state was only a vehicle for transferring funds and did not provide guidance or oversight after funds were awarded. Hence, federal CSR policies, as mediated by the ADE, resulted in single-school reform, not district or state reform. 相似文献
16.
Marco A. Muñoz Steven M. Ross Aaron J. McDonald 《Journal of Education for Students Placed at Risk》2013,18(2):167-183
Comprehensive school reform (CSR), a federally funded program, is designed to raise student achievement via the implementation of whole school reforms. Unfortunately, although close to 400 CSR models have been adopted by schools nationally, there is relatively limited empirical evidence from rigorous research studies regarding the effectiveness of CSR in general or of specific models in particular. Of additional importance is the extent to which CSR models can demonstrate positive effects over time. The purpose of this study is to evaluate the effects on student achievement and attendance, in an urban school district in Kentucky, of the Year 3 implementation of the Different Ways of Knowing (DWoK) for the Middle Grades model. Results indicated that achievement results on both the Comprehensive Test of Basic Skills and Kentucky Core Content Test were significantly superior for the DWoK schools relative to matched control schools; no positive impacts on student attendance occurred for Year 3. The implications of the study lies in revealing that learner-centered CSR models that integrate the arts with the core curriculum can produce observable achievement gains in both normed- and criterion-referenced tests. 相似文献
17.
张婧 《黄河科技大学学报》2014,(2):115-118
从"数据包络分析(DEA)"模型,采用2011年披露《本科教学质量报告》的"985工程"高校的数据,对该类高校本科教育效率进行评价,结果显示:样本高校中只有31.58%达到了投入产出的总效率最优状态,其他高校在技术效率和规模效率方面仍有改进空间。因此,提高高等教育质量,推动高等教育从规模扩张的外延式发展向质量提升的内涵式发展转变将是未来高等教育发展的方向。 相似文献
18.
《Journal of Education for Students Placed at Risk》2013,18(1):115-138
The purpose of this article is to examine how the relationship between comprehensive school reform (CSR) and state accountability systems helps or hinders school improvement efforts. This article draws on case study data collected in schools in 3 states that received funding to implement reforms through the federal CSR program. Findings show that the 3 states all had high-stakes accountability systems in place (albeit of varying levels of maturity) and these accountability systems often had much more of an impact on teacher practice than the CSR models themselves. In some cases, there was synergy between the models and the states' own reform agendas, but in other cases, teachers felt as if they were being asked to achieve 2 independent goals. The states varied in their levels of support of schools' CSR efforts, depending on the primacy of CSR in the state reform picture and the political will and experience of the individuals in charge of CSR at the state level. Implications for the policy and practice of states, reform design teams, and district and school educators are discussed. 相似文献