共查询到20条相似文献，搜索用时 109 毫秒
1.
《华夏少年(简快作文 )》2019,(12)
小学全科教师在国家义务教育政策和《卓越教师培养计划方针》激励下,小学全科教师包班制工作模式在大中型城市推广、完善。但在农村小规模学校全科教师方面,这种包班制教学模式研究较少,文中以×××学校小学全科教师研究对象,调研了全科教师的包班制教学意愿及能力素养要求,探讨农村小学全科教师包班制的必要性和可行性,为宁夏农村小规模学校是否实施"包班制"提供实践经验。 相似文献
2.
应用型高校科研与教学的政策引导作用 总被引：1，自引：0，他引：1
袁建宁 《中国科教创新导刊》2009,(7):7-8
应用型高校中科研与教学之间的某些矛盾和问题已在一定程度上影响了学校的发展和改革进程,对此,提出了从政策的制订层面和相应的激励措施等方面加以解决,使政策的引导功能在科研与教学乃至学校教育发展中发挥其作用,论述了政策对教师发展的影响,以及在本科生中建立导师制或顾问制和实行基于选课制的学分制对学生的学习、综合能力的提高和对今后工作的影响。 相似文献
3.
吴回生 《华南师范大学学报(社会科学版)》2013,(2)
学校在执行教育政策的过程中存在个体选择,主要是教育政策的公共利益与学校利益存在冲突,是学校的自利行为造成的.从教育政策执行的有效性和科学性要求来看,学校执行教育政策的个体选择导致教育政策权威性丧失、主体的道德失范、教育政策失真.减除学校执行教育政策的个体选择,关键在于教育政策制定关注弱势学校的利益诉求,强化学校执行教育政策的指导和管理,加强学校执行教育政策的监督. 相似文献
4.
开设特许学校是美国基础教育改革中的一项重要举措。美国属地方分权制国家,特许学校的教育政策在每个州的情况不尽相同。加州特许学校政策的制定体现了美国教育政策的形成过程。同时,联邦政府虽不是政策的直接制定者,但在其中扮演了举足轻重的角色,为州政策的顺利落实和特许学校的发展发挥了重要的监控作用。 相似文献
5.
<正>2013年11月2日至3日,中国教育学会教育政策与法律研究分会第八届学术年会在华中师范大学召开。本次年会以"建设现代学校制度的教育政策与法律保障研究"为主题,与会者分别从以下几方面展开了热烈的研讨。一、现代学校制度与法制建设教育国家化是公共教育发展的大趋势,构建与现代社会相适应的学校制度及其法律保障体系是建设现代学校制度的必然要求。与会者认为,现代学校制 相似文献
6.
张娟 《湖南师范大学教育科学学报》2012,(4):61-64
由于利益博弈、认知障碍、政策环境、政策方案及政策的复杂性等原因,新课改进程中出现了选择性、形式化、异质化等政策规避行为。课程政策规避的消解对策为:首先,提升执行者的政策执行力,倡导"自下而上"的课程变革;其次,建立与健全学校课程制度,规范学校课程变革的运转;最后,配套与完善课程政策,促进课程政策执行的制度化。 相似文献
7.
“择校”制度是美国教育改革的一个中心议题。在2002年《不让一个孩子落伍》教育改革法和《2002￣2007年美国教育战略规划》实施后,美国目前已基本形成了特许学校、磁石学校、学费券、家庭学校等多种教育形式共同发展的多元化特征。根据美国政府目前的政策,基础教育阶段学校改革将进一步市场化,以达到教育公平与教育质量的提高。与美国的择校制相比,中国的择校在含义、产生基础及对于教育公平的影响方面都有所不同。美国的择校制改革对于中国的教育改革有很大的借鉴作用。 相似文献
8.
择校对国外基础教育改革的影响评析 总被引：1，自引：0，他引：1
西方择校通常被定义(School Choice)为:“家长运用其权利,为子女选择他们认为最合适的学校”,其内涵狭义上是学生家庭对公私立学校的选择,后来逐渐发展到更为广泛的含义,即包括所有旨在减少对学校和学生约束的政策。[1]不仅是家长的教育选择行为,而且是许多国家政府所提倡的。从我们掌握的资料看来,各有关国家出台了一系列择校政策,择校形式亦是不拘一格,如教育券计划、免税制(Voucher plan)(tax、选择制学校、磁石学校、特许deduction)学校、开放入学制等。由此(charter school)给各有关国家基础教育所带来的既有正面影响,又有负面影响,… 相似文献
9.
德国"双元制"职业教育制度及其启示 总被引：22，自引：0，他引：22
本文论述了德国“双元制”职业教育制度的历史发展、内涵及其特征,比较全面地对当前德国实施“双元制”职业教育制度面临的问题进行了探讨,对德国改革“双元制”职业教育进行了深入分析,有针对性地提出了加强政策统筹与指导,引导学校以服务社会为宗旨,以就业导向为准绳,准确定位地改革我省职业教育与培训的建议和对策。 相似文献
10.
义务教育均衡发展的社会资本障碍及其政府治理 总被引：3，自引：0，他引：3
张东娇 《北京师范大学学报(社会科学版)》2008,(2):24-32
以追求教育公平为主旨的义务教育均衡发展既是一种政策取向,也是一种教育实践。目前,人们更关注义务教育的非均衡发展状态、成因及其治理问题。不同时期不同的生产方式、政策选择和制度安排是形成义务教育区域之间、城乡之间和校际之间差异的历史原因和现实原因。义务教育非均衡发展的直接后果是导致非规范性择校行为的发生。在择校过程中,家庭和学校社会资本的力量日益突出,其负向功能被诱发,破坏了就近入学政策,加剧了家庭与家庭之间、学校与学校之间社会资本的分化,损害了教育公平价值。由此,我们提出政府对于消除社会资本障碍的方向性建议:通过合理的政策选择和制度安排,在义务教育学校资源配置均衡的基础上,降低家庭社会资本在教育选择中的作用,建设学校社会资本发挥作用的良性竞争环境,从而治理目前部分家庭、学校社会资本参与择校所引发的社会问题。 相似文献
11.
Sandra Mandic Susan Sandretto Debbie Hopkins Gordon Wilson Antoni Moore Enrique García Bengoechea 《Journal of School Choice》2018,12(1):98-122
New Zealand legislation removing school zones radically reshaped school choice, resulting in increased school stratification from parental choice frequently driven by social factors such as ethnic makeup of the school community. This article considers school choice through the eyes of 1,465 adolescents from 12 secondary schools in Dunedin (New Zealand). The most common reasons for school choice included: preference for a coeducational school, school’s facilities, positive comments from parents/students, and friends’ enrollment. Reasons for school choice differed by who was making the decision. Social factors and school programs/facilities, rather than proximity to home, influenced school choice decisions in Dunedin. 相似文献
12.
James V. Shuls 《Journal of School Choice》2018,12(1):80-97
Enrollment in school choice programs is growing, so is overall support for school choice. Many have analyzed what demographic characteristics impact attitudes towards school choice. This article adds to the literature by exploring the interaction between personal decisions regarding school choice and broader support for school choice programs. Focus groups were conducted in St. Louis and Kansas City with 35 parents of school-age children. Participant responses indicate that school choice programs illicit mixed emotions from parents. Most participants personally support school choice and exercise choice themselves by sending their children to magnet, charter, or private schools. At the same time, they have reservations about broader school choice programs. As Schelling (1978) suggests, these individuals act in their own self-interest despite the impact it might have on the aggregate. More to the point, they are willing to express choice themselves, but deny it to others. 相似文献
13.
周琴 《西南师范大学学报(人文社会科学版)》2009,(5):95-99
“择校”是美国20世纪80年代以来教育改革最具争议性的话题。其现行政策主要有开放入学、特许学校、教育券、教育税减免、家庭学校教育等表现形式。上述择校政策大致可分为公立学校选择和私立学校选择两大类。美国国内对私立学校选择的质疑远远大于对公立学校选择的质疑;公立学校选择实施的范围和力度也远远大于私立学校选择。总的来说,由于择校政策推行的范围和力度相当有限,其是非得失有待进一步的检验与确证。 相似文献
14.
中国的译校问题 总被引：1，自引：0，他引：1
秦行音 《Frontiers of Education in China》2008,3(3):331-345
This article examines school choice, one of the most debated issues in Chinese education beginning in the early 1990s. To
start with, it depicts the origin of school choice. Secondly, the main reasons contributing to school choice are analysed:
the disparity among schools, political and economic changes, the system of promotion to the next stage of school, and historical
and cultural reasons. The reason why schools enrol school choice pupils is also analysed. Then, the reactions of the government
to school choice, insisting on the policy of neighbourhood admissions, supporting weak schools, and encouraging the development
of nongovernment schools, are analysed. Finally, the debate about school choice is discussed. To sum up, school choice in
China is a completely urban phenomenon. It is a demand of social group with high social economic status. While the social
gap widens, school choice is an unavoidable issue in education. Therefore, the problem faced by the government is not simply
to prohibit it, but how to deal with it. 相似文献
15.
We study school choice in England using a new dataset containing the choices of all parents seeking a school place in state secondary schools. We provide new empirical evidence to inform how the school choice market functions, including the number of choices made, whether the nearest school is the first choice and the probability of an offer from the first choice school. These indicators show that school choice is actively used by many households in England. We use the rich data available to describe how choices vary by pupil, school and neighbourhood characteristics and how school choice is used differently by different groups and in different parts of the country. For the first time, we are able to present national data on how the school choices made by parents vary according to pupils’ ethnic group and across urban and rural areas. We show, contrary to some existing literature that has relied on smaller and less representative samples of parents and pupils, that school choices do not vary significantly by social background. We show that parents pro-actively use the choice system and present new evidence on the extent to which the current school admissions criteria that prioritise distance penalise poorer families. 相似文献
16.
The study examined determinants of primary school choice among parents in Malaysia, and the decision maker and social influences in the school choice. It draws on qualitative data from semi-structured interviews with 43 middle-class parents from three ethnic groups (Chinese, Malay, and Indigenous). Results showed that school proximity and ethnicity-related reasons are leading factors influencing parental school choice. Medium of instruction, school academic reputation, and feeder to a preferred secondary school appear to be separate reasons but act as a proxy to ethnicity as the primary factor determining the choice of Chinese- or Malay-medium primary school by parents. The results also showed that mothers are more likely to make school choice decisions than fathers, but the reasons for school choice are similar. The primary social influences on their school choice come from friends and education personnel in preschools and schools. The Indigenous parents tend to be more subject to social pressure in making school choices than the Chinese and Malay parents, who mostly enroll their children in Chinese- and Malay-medium primary schools, respectively. However, these findings on school choice and ethnic segregation are limited to this sample and constrained by the socio-political context of the education system. 相似文献
17.
William Jeynes 《Cambridge Journal of Education》2000,30(2):223-241
This article attempts to address the potential advantages and disadvantages of school choice. The author describes why school choice is attractive to parents, but raises concerns among educators. The extent to which choice programmes in the UK and the US attempt to allay these concerns is addressed. The author asserts that there is a dearth of research material adequately testing the effects of choice on academic achievement. He further claims that the nationwide data sets used by researchers probably fail to test whether school choice really enhances the academic achievement of the participants. While the author has doubts about how widespread an effect school choice can have, he believes further research is necessary before one can objectively evaluate the potential benefits that school choice can produce. 相似文献
18.
This article explores the importance of considering transportation mode when calculating commute time for a child’s school choice options. While proponents of school choice argue that students can attend any school that will provide them the best education, several have argued that commute time is as important for families as a school’s characteristics. However, research to date models commute time using either distance as a proxy or minutes driving. In Philadelphia, a context where most people use public transportation to work and school, the authors argue that commute time to school must be calculated using this mode of transit. Using geospatial network analyses, the authors create choice sets for each neighborhood public high school. They first calculate the commute time between each zoned public high school and each public high school choice in the city by driving and by using public transportation. These two sets of commute times are then evaluated for the differences. The authors then calculate choice sets based on the average commute time in the city based on both modes of transportation. Finally, they compare the choice sets for each service area for spatial equity of public school quality. Findings indicate that the commute times between driving and public transportation are statistically different. Furthermore, public school choice sets within Philadelphia are spatially equitable, although the overall school quality needs improvement. The article concludes with policy implications and recommendations for future research. 相似文献
19.
Vanessa Anthony-Stevens 《Diaspora, Indigenous, and Minority Education》2017,11(2):92-105
Educational reform policies in the United States promote school choice as a central tool to empower low-income and minoritized families in order to close the achievement gap. However, research on school choice rarely reflects the voice of minoritized families and offers little evidence that choice significantly addresses inequities in educational outcomes. This article analyzes the perspectives of Indigenous parents as they navigate school choice options with their children in the southwestern U.S. Through the conceptual lens of enduring struggle and educational survivance, ethnographic data offers insight into factors significant for three families as they select schools from a highly constrained landscape. Deeper analysis of why Indigenous families reject and select schools reveals an educational landscape fraught with persisting inequities, in spite of choice. The continued silencing of issues relevant to Indigenous education, such as the impacts of colonization, tribal sovereignty, and rights to culturally responsive education marginalize Indigenous voices from the school choice debate. This study adds Indigenous voices to the school choice debate, and contributes new dimensions to parent choice behaviors. Implications support scholarly claims that current school choice policy masks the entrenched operations of race, class and deficit discourse which perpetuate unfavorable school outcomes for Indigenous youth. 相似文献
20.
美国的学校选择运动可追溯至建国前追求自由意志的理论构想,之后相继演变为白人逃避种族融合和课程创新的遁词、种族融合的推手.在学校选择运动来临之际,选择性学校又变成追求"优异"的补习机构,直到特许学校重塑了学校选择的名声.在不同历史时期,"学校选择"一词被不同的团体利用和再创造,学校选择运动未能坚守其初衷,而基本呈现为一场"脱轨"的运动. 相似文献