共查询到20条相似文献，搜索用时 15 毫秒
1.
Allan C. Ornstein 《The Urban Review》1993,25(2):167-174
The author examines two opposing administrative/policy trends that have simultaneously influenced the size and shape of American school districts. First,consolidation of school districts has dramatically reduced the number of districts from 130,000 in 1930 to 15,500 in 1990. State officials have viewed this as cost-effective approach and a way of reducing overlapping services and expenses. Local school and community people have seen this trend as a means of undercutting their local identity and pride. Second,decentralization has usually taken place in an urban school setting and involves reducing the size of the school district by dividing it into smaller units. This trend reached its peak in 1980, when 91% of the school districts with 100,000 or more students (n=22) reported some form of decentralization. By the 1990s, both school trends had slowed down; nevertheless, 20 questions are delineated for school administrators and school board members to consider in the event they wish to consolidate or decentralize. 相似文献
2.
3.
4.
5.
School Culture,School Effectiveness and School Improvement 总被引：3，自引：0，他引：3
David H. Hargreaves 《School Effectiveness & School Improvement》2013,24(1):23-46
The relevance of the concept of culture to school effectiveness and school improvement is explored. Two typologies are developed. The first proposes four ‘ideal type’ school cultures, based on two underlying domains; the second, a more elaborate and dynamic model, proposes two ‘ideal type’ school cultures, based on five underlying structures. Each is discussed for its heuristic, conceptual, methodological and explanatory potential in research in the fields of school effectiveness and school improvement. In distinguishing collegial cultures from collaborative styles, the article advances recent writing on collaboration. From the theory hypotheses about the relationship between school culture and school effectiveness and improvement can be derived as well as techniques to test such hypotheses. 相似文献
6.
政府·社会·学校--基于校本管理理念的现代学校制度设计 总被引：22，自引：1，他引：22
一、现代学校制度的本质内涵近年来,现代学校制度研究倍受教育理论工作者、教育行政管理部门和学校管理者的关注。教育部《2003-2007教育振兴行动计划》就现代学校制度的建设问题提出了一些方向性的意见,指出要“深化学校内部管理体制改革,探索建立现代学校制度”;“继续深化学校内部管理体制改革,完善法人制度。高等学校要坚持和完善党委领导下的校长负责制,推进依法办学、民主治校、科学决策,健全学校的领导管理体制和民主监督机制。中小学要实行校长负责、党组织发挥政治核心作用、教代会参与管理与监督的制度。职业学校可建立由行业、企… 相似文献
7.
《欧洲教育》2013,45(4):285-306
This lecture was delivered by Margareta Vestin, a staff member of the Swedish National Board of Education, at the Nordic Culture Commission Symposium, held in October 1971 in Copenhagen. It was published in Nordisk Yrkesvägledning. The present translation is an abriged version of the lecture. 相似文献
8.
Anders Lindbom 《Scandinavian Journal of Educational Research》2013,57(6):615-630
This article presents empirical analyses of the effects of independent schools in Sweden. The most important result is that the impact—both the positive and the negative—is relatively marginal. This said, there are now a number of studies that show that when independent schools are established the pupils in municipal schools perform better. Municipal school costs will, however, tend to rise marginally. The effects on school segregation are complex, but the tentative overall result is that independent schools may have added somewhat to the much more significant effect of increasing residential segregation. 相似文献
9.
María Florencia Amigó 《Diaspora, Indigenous, and Minority Education》2017,11(3):148-161
While children remain at the center of families’ decisions to emigrate, the global contexts and technologies that allow diasporas to remain connected to their cultures have influenced families’ aspirations in relation to their children’s education. This article presents data from a qualitative study on how immigrant families negotiate the schooling of their children in Australia. Findings highlight there are incongruencies between immigrant parents’ understanding of education and what the Australian public school system offers. This clash is combined with parents’ determination to reinforce their culture at home, which is usually overridden by schools’ standardization of practices and values. The study suggests there is a need to better understand the range of experiences and expectations that immigrant families bring to schools for educational institutions to be more attuned with an increasingly diverse, mobile, and mediatically interconnected population. 相似文献
10.
11.
12.
Bert P.M. Creemers 《Educational Research and Evaluation》2013,19(4):343-362
School effectiveness and school improvement have different origins: school effectiveness is more directed to finding out “what works” in education and “why”; school improvement is practice and policy oriented and intended to change education in the desired direction. That means that in the orientation on the outcomes, input, processes, and context in education, school effectiveness and school improvement also have much in common. In the project Effective School Improvement (ESI), the merger of the 2 traditions has been pursued. In the theoretical part different orientations have been analysed and combined in a model for effective school improvement. Based on this analysis the framework is developed for the analysis of the case studies on school improvement projects in the participating countries. 相似文献
13.
Kjell Harnqvist 《Scandinavian Journal of Educational Research》2013,57(5):483-500
During a period of about 15 years after World War Two several attempts were made in Sweden to estimate the size of 'begåvningsreserven', i.e. the proportion of the population that did not reach the level of education they were intellectually capable to attain. The research activities engaged both psychologists and statisticians and the results were followed by a lively public discussion. The article concentrates on the methodological problems involved, which gave rise to rather unique contributions. 相似文献
14.
15.
16.
17.
郭法奇 《首都师范大学学报(社会科学版)》2010,(5)
学校教育史是教育史的重要组成部分,也是教育史研究的重要内容之一.学校教育史研究有自己的特点和研究领域.开展学校教育史研究不仅有利于教育史研究,也有利于学校教育改革的进行.学校教育史研究要建立起研究和解释的新框架,打破单纯就学校研究学校的局限. 相似文献
18.
19.
既有的解释我国学校教育制度产生原因的分析视角,或淡化了世界因素的影响,或未能深入地回答"为什么晚清政府选择教育作为回应挑战的重要手段"、"为什么模仿其他国家的教育模式"等问题.它们倾向于将我国学校教育制度的产生,理解为政治自觉的结果.然而,表面上的政治自觉,实则根源于意识不及的文化一认知因素,它与晚清时期世界观的转变深深勾连,正是新的世界观合法化了民族国家模式.而支撑民族国家模式的各种信念又使晚清士大夫相信,建立学校教育制度是造就政治人才,实现国家富强的重要途径. 相似文献