民族地区高校师专学报身份认同危机与发展对策探析

民族地区高校师专学报面临着期刊评议认同危机、社会认同危机、校内认同危机等多重危机,给其生存与发展带来了前所未有的困境。民族地区高校师专学报应找准定位,明确办刊思路;优化栏目设置,打造特色栏目;全方位、多渠道拓展稿源;增强忧患意识,强化编辑队伍建设,以应对其生存发展的困境,积极探寻新的发展出路。     

职技高师供给侧改革:走特色创新发展之路北大核心

职业技术师范教育承载着为职业教育发展培养专业师资的使命。职技高师正面临发展的困境。但随着中高等职业教育内涵发展对高水平师资需求趋旺等,仍有继续适度发展职业技术师范教育的必要性。在加快发展现代职业教育的背景下,职技高师面临着新的发展机遇,但在发展中需要正确定位、谋划新的发展思路,加强师资培养、培训和社会服务功能;彰显人才培养特色、模式特色和管理特色,以改革创新促发展。     

论县域经济发展的基础性困境及其未来趋势

县域经济是宏观行政经济和微观市场经济的统一体;目前我国县域经济发展面临着两大基础性困境：结构性困境和进程性困境;从基础性困境中突围出来,促进集群经济、培育优势特色经济、规划生态主体功能经济区将成为未来我国县域经济发展的必然选择趋势。     

湖南高考生源变化背景下地方高职院校招生策略研究

招生工作是地方高职院校科学发展的一项基础性工作.一所高校如果没有稳定的学生规模,其事业发展必将受到严重的制约.由于高考人数的逐年下降,各高校尤其是高职高专将面临着空前未有的生源压力,一些办学特色不明显、地域优势不明显的地方高职或将面临发展困境.从特色建设、模式创新、品牌宣传和政策保障四个方面提出了地方高职院校破解招生困境的具体对策.     

地方高校教学团队生态化发展的困境与策略——以嘉应学院大学英语课程教学团队建设为例

教学团队生态化发展指高校通过优化教学团队生态系统让教师群体及个体不断学习与实践,形成教学共同体,使团队不断提高教学能力、教学学术水平和社会服务能力,提高教学质量、实现共同愿景的过程。地方高校教学团队生态化发展面临着观念困境、制度困境、管理困境和文化困境。要进一步推进地方高校教学团队生态化发展就必须在实践策略着力:转变教学团队建设观念,主动作为;发挥群体效应,构建教学共同体;明确团队生态位,打造区域教学特色;采用"滚动优化制",保障可持续发展。     

中国特色社会主义文化建设的哲学依据及可能路径

在全球化的冲击下,中国特色社会主义文化建设面临着多重困境.为此,在理论上,中国特色社会主义文化建设应以马克思哲学为指导,遵循文化自身的规律.在现实路径上,文化建设应注重文化发展的现代转型,文化理论的发展,文化自觉意识的培养和文化实践的落实.     

地方行业特色型高校专业建设的困境与突破

地方行业特色型高校依托行业需求而生、面向区域需求而发展,兼具行业性与区域性的双重身份标识,赋予学校建设一流专业、培养特色人才的独特优势。但是仍面临着服务面向的诉求张力、专业结构布局的战略两难、人才培养的特色稀释等困境,究其原因在于学校服务面向的外部环境变化、结构布局的政策逻辑模糊、专业内涵建设的力度欠缺等。坚持人才培养定位行业特色、靶向施策优化专业格局、多措并举夯实专业内涵等是突破困境的关键所在。     

通识教育课程建设的困境与出路

目前,有三大困境制约着我国高校通识课程的建设和发展。其一是对通识教育课程在大学中的定位不清,通识课程发展空间受到公共必修课制约;其二,通识选修课面临内容杂、结构乱、质量差、地位低的困境,难以担负通识教育重任;其三,通识课程建设与管理受到现行大学组织制度的制约。解决了这些困境也就找到了通识教育课程建设的出路。     

特色民族文化在小学中的传承与发展之我见

本文主要通过对特色民族文化在小学中的传承与发展的现状的调研,根据特色民族文化的内涵与现状,对特色民族文化传承与发展面临的一系列问题进行深入的思考,由于特色民族文化面临着消失或衰退的困境与瓶颈,为了可以发展和延伸特色民族文化特征,完善中华文化,尝试性在小学中探索、构建一个传承和弘扬特色民族文化的教育之路,提升小学生特色民族文化的责任感和使命感。     

论社科学术期刊的困境和出路

近年来,社科学术期刊的发展与进步有目共睹,但目前的市场经济大环境对传统的社科学术期刊运作产生了极大的冲击,社科学术期刊在新的历史时期面临着诸多的困境。社科学术期刊要走出目前的困境,需要坚持质量第一,实施精品办刊的战略；创造特色与品牌；加强编辑队伍建设；拓展筹资渠道。     

Who is More Free? A Comparison of the Decision-Making of Private and Public School Principals

While substantial school choice research focuses on student achievement outcomes, little has explored the mechanisms involved in producing such outcomes. We present a comparative analysis of private and public school principals using data from the School and Staffing Survey (SASS) 2011–2012. We add to the literature by examining the differences in private and public school principals’ abilities to influence important decisions at their schools from a nationally representative sample of 9,230 school principals. Results indicate that private school leadership exhibits more autonomy in influencing school level policies, perhaps explaining private school advantages.     

School size and student achievement: a longitudinal analysis

Numerous initiatives by private philanthropies and the US government have supported school size reduction policies as an educational reform intended to improve student outcomes. Empirical evidence to support these claims, however, is underdeveloped. In this article, we draw on information from a longitudinal dataset provided by the Northwest Evaluation Association covering more than 1 million students in 4 US states. Employing a student fixed effects strategy, we estimate how a student’s achievement changes as (s)he moves between schools of different sizes. We find evidence that students’ academic achievement in math and reading declines as school size increases. The negative effects of large schools appear to matter most in higher grades, which is also when schools tend to be the largest.     

International determinants of private school attendance

The current study uses Programme for International Student Assessment (PISA) 2006 data to investigate international determinants of private school attendance. In particular, we seek to understand whether student achievement and home background factors such as socioeconomic status (SES) or motivational and goal-oriented factors are more predictive of private school attendance – in line with the concept of “cream-skimming’. Using baseline category logit models for nominal responses, our findings indicate that SES, rather than achievement or attitude, is the strongest, most consistent international predictor of attending a school managed or funded in large part by the private sector. Instead of traditional cream-skimming, our analysis suggests that a sorting effect of another kind exists – private schools (managed or funded) tend to lure students from better socioeconomic backgrounds, while public schools tend to attract the most engaged students.     

Developing and validating an instrument measuring school leadership

In this study, we developed and validated an instrument that researchers can use to measure the collective effort of principals and teachers who excise their own unique leadership to generate (integrated) school leadership. Based on 644 teachers, we found sound psychometric properties of the scales of the instrument and the instrument as a whole. We also explored the predictive properties of the instrument in predicting student achievement at the school level. Based on 53 schools, we found that the instrument can indeed measure the kind of school leadership that really matters to student achievement. When predicting student achievement (at the school level), the instrument tends to be more sensitive to more difficult school subjects (e.g. mathematics), implying that improvement in school leadership would lead to larger improvement in student achievement (at the school level) in more difficult school subjects.     

Can educational engagement prevent Early School Leaving? Unpacking the school’s effect on educational success

There is growing evidence that school engagement, or more specifically disengagement, is a key indicator for predicting Early School Leaving. The aim of this article is to explore the impact of secondary schools in student (dis)engagement and subsequent opportunities to succeed in school. Drawing on data from a qualitative study in five secondary schools in Barcelona, the article discusses the role of school context in inhibiting or facilitating school engagement by exploring compositional effects, organisational and pedagogical practices, and teachers’ expectations. To do so a twofold perspective is adopted: firstly, we look at the main school features and their impact on students’ educational opportunities; and secondly, a systematic analysis of the dimensions of school engagement (behavioural, emotional and cognitive) is carried out. As a result, the article contributes to the identification of the most significant variables at school level that influence student engagement and their opportunities for school success.     

学生参与学校变革的策略探析

学生参与学校变革的理念已深入人心,但其实践进展却相当滞后。尊重学生参与学校变革的权利、发现和提升学生参与学校变革的能力、建立学生参与学校变革的运行机制是当前推进学生参与学校变革实践的重要策略。     

公、私立学校学生学习动力的比较研究

目的:了解公、私立学校学生学习动力的差异。方法:通过问卷对梅州市随机抽取的443名公立学校和私立学校高一学生进行调查,考察公、私立学校学生学习动力的差异。结果表明:公、私立高一学生学习动力水平一般,平均等级为中等及偏下,高一学生表现出考试焦虑程度较高,学习热情偏低,学习毅力水平较强的特点;公、私立高一学生在考试焦虑因素上达到显著差异,总体上公立学校学生的动力水平高于私立学校学生。结论:公、私立学生在考试焦虑上达到显著水平,其他因素没有显著差异。     

论学校经营

在经营视野下分析民办学校、国有民营、合作办学、学校集团等学校经营实践形态的基础上,提出构建学校经营理论及其运作模式的必要性;对与学校经营相关的研究进行简要述评;在现代经营涵义把握的基础上,构建了以学校经营、学校产品经营、学校资产经营、学校资本经营为主要理论形态,以学校合作经营、学校连锁经营、学校特色经营、学校租赁经营等为主要运作模式的学校经营理论及其运作模式的初步框架;对如何根据所构建理论及其运作模式实施学校经营提出了思路和建议.     

A look at creativity in public and private schools

This research study investigated the perspectives of teachers on student creativity. A group of 15 teachers from public schools and 24 teachers from private schools completed an Early Childhood Creativity Rating Scale (ECCRS) on four of their students. A total of 156 students were rated on this ECCRS. The major question asked in this study was: How do teacher perspectives of student creativity differ in public and private schools, between kindergarten and grade 3, and are these perspectives influenced by teacher characteristics. Results found that private school teachers rated their students higher on creativity, third grade students were rated lowest on creativity, and teachers who perceived themselves as most creative also rated their students as most creative.     

Do Charters Pose a Threat to Private Schools? Evidence from Nationally Representative Surveys of U.S. Parents

Charter schools increasingly challenge both district and private schools for student enrollments in the United States. With more parents able to choose among the sectors, the success of each in attracting students will turn in part on the levels of satisfaction provided to families who enroll. We analyze data from two nationally representative surveys of parental perceptions. Private school parents are the most satisfied with the climate, student behavior, and school-to-parent communications in their child’s school, but the gap between private school parents and charter parents is much less than the one between private school parents and those in district schools. We find little difference across sectors in satisfaction with school infrastructure and in school–parent communications about student behavior. Because charters, like district schools, are free, this narrowing of the satisfaction gap between the tuition-based and free school sectors may erode the size of the private sector.