社区教育研究的原创性与子课题的研究工作(二)     

李继星 《职业技术教育》2003,24(1):48-51

子课题研究工作是否具有原创性，主要取决于两大要素：一是科学精神，二是科学方法。所谓科学精神，主要包含下列一些内容：  相似文献   

浅论高校体育资源共享   总被引：1，自引：0，他引：1  

张强 《阿坝师范高等专科学校学报》2005,22(3):112-114

高等院校具有人才、场地和教育功能等方面优势。本文结合小康社会的建设进程和我国城市社区体育发展的实践,阐述了高校体育资源在促进社区体育发展,向社区体育延伸,完善社区功能,促进全民健身等方面的作用。  相似文献   

浅谈高职院校学生社团特色建设   总被引：2，自引：0，他引：2  

李玉杰  申长崴 《鸡西大学学报》2005,5(6):16-17

随着高职院校学生社团的迅速发展壮大，如何建设高职院校学生社团、怎样形成特色的问题日益受到重视。本文围绕高职院校学生社团特色建设的必要性和高职院校学生社团特色建设途径两方面论述了高职院校学生社团特色建设问题，力图指导高职院校学生社团特色建设实践。  相似文献   

城镇化战略中社区教育的应对与调适     

杨向群 《职业技术教育》2003,24(25):61-63

城镇化是我国的重大发展战略，它是新社区形成的“造市”过程，也是教育资源集聚的过程。社区教育要用价值观引导、构建城镇的文化品位，积淀城镇可持续发展的深厚底蕴；用人本观陶冶、培育一代新市民，形成城镇可持续发展的不竭动力；用系统观重组、整合成相适结构，成为城镇可持续发展的智力支撑。  相似文献   

美国社区学院热门专业管窥   总被引：3，自引：0，他引：3  

黄春麟 《比较教育研究》2003,24(7):23-25

本文结合美国社区学院协会对2000年热门专业的调查，分析了学生、社会对各类学科、专业的兴趣，从中反映出美国社会需求与学院专业建设的热点。  相似文献   

Participatory action research and the challenges of knowledge democracy     

Thomas Stern 《Educational Action Research》2019,27(3):435-451

ABSTRACT

Participatory action research investigates the living and working conditions of people by actively involving them in the research process and thus broadening their horizons and empowering them to improve their situation. The radical idea of knowledge democracy is to recognize and respect the existing knowledge and epistemologies of traditional communities, ethnic tribes, socially marginalized groups and grass roots movements as valuable resources, essential for the comprehensive understanding required to find solutions to complex local as well as global problems. Nevertheless, the question arises whether science and alternative knowledges really are compatible and on an equal footing? Is science not superior to all other knowledge systems? On the other hand, is science and its exclusive claim to rationality and universalism not the back side of the colonial project of ‘epistemicide’ – the subjugation and eradication of all traditional knowledges worldwide? Do not some of these knowledges offer ways of thinking that are valuable and eye-opening but inaccessible to science? Well known examples of a fruitful dialogue between different epistemologies are ethnobotany, complementary medicine and ethnomathematics. Knowledge democracy means appreciative exchange of different perspectives which through collaboration and partnership between local people and researchers can lead to sustainable solutions of complex problems, more self-consciousness and emancipation from social constraints.  相似文献   

北京城市学院教育定位的实践与认识   总被引：1，自引：0，他引：1  

陈宝瑜 《黄河科技大学学报》2005,7(1):17-20

北京城市学院(原海淀走读大学)的创立和发展得益于科学定位。科学定位的实现，要解决办学理念、教育评价、资源配置、市场运作、培养模式、师资建设、实训基地等一系列问题。要处理好坚守定位与发展提高的关系，在高职教育中，有些专业需要开展四年制本科教育，其培养模式既可从高中后直接建立，也可从高职毕业生中选优续立。  相似文献   

How Communities Can Use Research to Hold School Systems Accountable     

Baum  Howell S. 《The Urban Review》2004,36(1):37-59

This article examines how community organizations can use research to identify community education interests and influence school systems to serve those interests. A case study of the Southeast Education Task Force in Baltimore, Maryland, analyzes the organization's efforts to develop a school facility plan and persuade the school system to adopt and implement it. The organization combined formal research on school facilities, political research on allies and decision-makers, and informal collection of local knowledge. It used this research to develop short-term and long-range facility and capital improvement plans. With the research, the organization persuaded the school system to repair school facilities and assisted the system in persuading State decision-makers to approve a new neighborhood school. The article identifies conditions under which community organizations are likely to conduct and use research, as well as conditions under which they may use research influentially with a school system. The case illustrates ways community organizations can use research to hold school systems accountable for responding to community agendas.  相似文献   

Does community poverty reduce children’s school attendance more at primary education than at secondary education? Evidence from post-conflict Sierra Leone     

Mamusu Kamanda 《Compare》2016,46(3):435-456

In Sierra Leone, the number of primary schools is almost seven times more than junior-secondary schools (JSS). Living in a poor community has been shown to reduce children’s school attendance because of lower access and poorer quality of education in these communities. However, it is unclear whether living in a poor community reduces attendance at primary school more than at JSS, given the wide disparities in school supply between the two educational tiers. Random effects logistic regression models are applied to the 2008 Sierra Leone Demographic and Health Survey for analyses. The results show that living in a poor community reduces primary school attendance but increases attendance at JSS. These results reflect post-war reconstruction in Sierra Leone where: (1) primary schools were rapidly reconstructed without inspection, leading to poor-quality schools; and (2) the redevelopment of JSS was concentrated in war-torn areas, which had minimal access to post-primary education in the pre-war era.  相似文献   

Pre-service educators and anti-oppressive pedagogy: interrupting and challenging LGBTQ oppression in schools     

Jennifer Mitton-Kukner  Laura-Lee Kearns  Joanne Tompkins 《Asia-Pacific Journal of Teacher Education》2016,44(1):20-34

There are increasing calls for pre-service educators to be responsive and responsible for anti-homophobic education. This research builds on the ongoing efforts to integrate Positive Space training in our two-year Bachelor of Education programme. We found through a series of focus group and individual interviews that pre-service teachers were aware of Lesbian, Gay, Bisexual, Transgendered, and Queering/Questioning (LGBTQ) oppression, witnessed it in schools, employed a range of strategies, but also experienced challenges due to power dynamics in schools, and may not have recognised the power of their interruptions. Our findings suggest that Positive Space training is valuable and necessary and needs to continue to be explicitly embedded in core courses so that all pre-service teachers, regardless of their discipline, develop the skills and attitudes necessary to be advocates for LGBTQ individuals.  相似文献