社会学制度主义的政治行动逻辑观——"适合性逻辑"探析     

庄德水  王鹏志 《湖南城市学院学报》2007,28(4):1-6

制度与个人行为之间的关系是新制度主义的核心问题,在西方历史上二者之关系曾出现过整体主义、神秘主义、自由主义和行为主义特征。新制度主义通过算计途径和文化途径解决二者关系,前者发展成为结果性逻辑和理性选择新制度主义,主张个人理性和集合制度;后者发展成为适合性逻辑和社会学制度主义,主张集体理性和整合制度。社会学制度主义者认为适合性逻辑是政治行动的基本逻辑,制度既适应环境和集体行为,也改造着环境和个人行为,是消极制度和积极制度的统一。社会秩序是制度分析中的突出主题。从适合性逻辑出发,培养有知识的公民和促进合作及发展社会资本是维持秩序的重要途径。  相似文献   

机构坐庄策略的微分对策分析     

胡一朗 《莆田学院学报》2006,13(5):22-25

应用微分对策理论,在若干假设前提下,通过建立一个定量模型,对机构坐庄策略进行定量分析。得出的结论是:机构坐庄策略可分为操纵股价和不操纵股价两个阶段。  相似文献   

Teachers’ perceptions and concerns about the implementation of the 2005 preschool curriculum in Tanzania     

Ignasia Renatus Mligo 《Early Years: An International Journal of Research and Development》2016,36(4):353-367

The aim of this study was to examine teachers’ perceptions and concerns about the implementation of the preschool curriculum developed over 10 years (2005–2015). This paper reports findings from an interpretive case study design in four preschool settings in Tanzania with 12 teachers and 8 parent participants. Data were generated using interviews and documentation. The research focus was on how teachers have implemented the 2005 preschool curriculum. The findings indicate that the implementation of the curriculum was problematic due to teachers’ lack of knowledge of a child-centred pedagogy. In addition there were no teachers qualified to work with young children, overcrowded classrooms, poor teaching and learning environments, and insufficient teaching and learning materials and facilities. This study recommends that to improve the current situation and attain quality provision of early education, teachers need to develop their professional knowledge through in-service training. The government policy planners need to provide initial teacher education, professional development, and conducive teaching and learning environments with available resources for effective teaching and learning practices.  相似文献   

Orienting Schools Toward Equity: Subgroup Accountability Pressure and School-Level Responses     

Rachel Garver 《The Educational forum》2017,81(2):160-174

Abstract

This article examines school-level responses to subgroup accountability pressure through an ethnographic case study of a school cited for failing to make adequate yearly progress for student subgroups. Concerns about the calculations and measures used to derive the citation and reservations about acting on accountability data delegitimized the citation and rendered the identified subgroups irrelevant to daily practice. Under district guidance, compliance with subgroup accountability was independent of the school's internal efforts to promote equity.  相似文献   

Does Fidelity of Implementation Account for Changes in Teacher–Child Interactions in a Randomized Controlled Trial of Banking Time?     

Jennifer LoCasale-Crouch  Amanda Williford  Jessica Whittaker  Jamie DeCoster  Pilar Alamos 《Journal of research on educational effectiveness》2018,11(1):35-55

This study examined fidelity of implementation in a randomized trial of Banking Time, a classroom-based intervention intended to improve children's behavior, specifically for those at risk for developing externalizing behavior problems, through improving the quality of teacher–child interactions. The study sample comes from a randomized controlled trial that took place over three years and included 183 teachers and 470 preschool children recruited across three sites. Results exploring fidelity of implementation indicated that Banking Time practices were present across treatment and nontreatment groups. In addition, the presence of more Positive Banking Time Practices accounted for improvements in teacher–child interactions while Restricted Banking Time Practices showed inconsistent patterns, relating both to positive and negative teacher–child interactions. Further, random assignment to Banking Time resulted in the presence of more Positive Banking Time Practices and fewer Restricted Banking Time Practices, which accounted for the improved teacher–child interactions. Thus, findings point to the critical need to better account for intervention fidelity across conditions in randomized trials, allowing for better understanding of the mechanism through which interventions lead to intended outcomes.  相似文献   

深化产教融合:理论依据、实践基础与实现机制     

江春华 《宁波职业技术学院学报》2021,(1)

产教融合已经成为国家战略和社会共识,也是教育发展的重要规律。产教融合是教育系统和产业系统互联互通、紧密协作的融合发展过程,是社会各领域要素相互渗透、交叉、协同基础上的异质性、互补性融合。依据教育的内外部关系规律和大学—产业—政府三螺旋创新模型,在社会大融合环境、产业融合、科教融合等广泛社会实践基础影响下,深化产教融合需要通过实施组织治理、协同创新、合作联盟等机制,才能有效推进产教融合纵深发展,服务于创新人才培养和经济社会发展。  相似文献   

我国新型农村合作医疗制度实施中值得关注的几个问题     

林瑛 《云南电大学报》2007,9(2):66-69

新型农村合作医疗制度的试点工作,通过3年多的试点,取得了可喜的成绩,但仍然存在着发展不平衡、资金筹集难度大、管理人员及技术力量薄弱、监管力度不够等问题,如何建立稳定长效的筹资机制,完善地方政府和医疗机构的监管制度,是提高新型合作医疗保障水平的关键所在。  相似文献   

化学实验教学中环境教育目标的确立及实施     

王润梅  王少兵 《喀什师范学院学报》2002,23(6):93-95

通过对化学实验教学中环境教育现状的分析．构建了化学实验教学中环境教育的目标——认知、讨程与方法和情感．最后，结合实际提出了实施这些目标的有效途径．  相似文献   

论中国对外贸易创新体系     

唐海燕 《华东师范大学学报(哲学社会科学版)》2005,37(4):68-75

创新是中国对外贸易发展的根本源泉。中国对外贸易创新是一个复杂的系统，它包括对外贸易创新的动力供给系统、能力生成系统、制度培育系统以及技术支持系统等4个子系统。各子系统之间的相互依存和相互促进，推动了中国对外贸易的不断创新和持续发展。  相似文献   

Common legacy,different paths: the transformation of educational systems in the Czech Republic,Slovakia, Hungary and Poland     

Mikołaj Herbst  Anna Wojciuk 《Compare》2017,47(1):118-132

The goal of this work is to better understand the institutional changes in the educational systems of the Czech Republic, Hungary, Poland and Slovakia. We demonstrate that the educational reforms implemented during the transformation introduced very different institutional arrangements in the four countries, despite the fact that their systems shared many common characteristics at the beginning of the 1990s. Differences between the national approaches to educational reforms are particularly reflected in the modes of education decentralisation, the level of school autonomy, accountability and funding mechanisms. We believe that different institutional arrangements may have contributed to the divergent achievements of the Czech Republic, Slovakia, Hungary and Poland in the PISA programme.  相似文献