择校、家长教育观与社会阶层分化

本研究选取中部省会城市A市中心城区W区为个案,通过问卷调查和访谈多种调查方法揭示出初中的教学质量和社会声誉之别背后所体现的社会阶层之分化。依据学校中学生家长所来源的、占主导的社会阶层,学校可以被相应地划分为中产阶级子弟学校、市民学校和贫民学校,不同类别学校家长表现出不同的教育观。家长是否择校的背后是经济资本、社会资本和文化资本的综合权衡与考量,以经济资本为主要基础、以文化资本和社会资本为辅助因素而形成的阶层习性在很大程度上影响了家长的择校行为。     

Exploring the relationship between supplementary schools and ‘cohesive communities’

The number of supplementary schools in England serving minority communities continues to grow. They are popular with the parents of such communities because they often feel their children are disadvantaged in mainstream schools and not afforded the opportunities or the learning environment that is conducive to their children achieving their full potential. Simultaneously, over the past 10 years or so there has been an increasing political focus on local communities and issues of cohesion; both of which were high priorities for the last government. Schools were viewed as key to helping the government deliver these political agendas. The current coalition government also foregrounds the role and responsibilities of communities as part of its ‘Big Society’ concept. This paper explores the positioning of supplementary schools in relation to notions of ‘cohesive communities’. It draws on findings from a study commissioned by the Department for Children, Schools and Families on supplementary schools, which aimed to establish their level and type of provision, impact, and to a lesser degree, their role in the community and the cohesion agenda.     

Measuring the Effectiveness of City and State Takeover as a School Reform Strategy

Social cohesion is understood as the social networks and the norms of reciprocity and trustworthiness that arise from connections among individuals. When students attend higher education institutions, they go through a process of socialization, and it is vital to ensure that they acquire the core values that underpin the social cohesion. This article presents a preliminary understanding of how higher education institutions can influence social cohesion through curriculum content and the culture of their institutions, through fairness to students and faculty, and through procedures available for effective adjudication to members of the school community in order to achieve a consensus over what and how to teach. This article also presents a view on the role of higher education institutions in promoting social cohesion in local communities.     

Blurring Public and Private: The Pragmatic Desegregation Politics of an Elite Private School in Atlanta

The school desegregation narrative often references historically white public schools as sites of massive resistance and historically white private schools as segregationist academies. Yet some historically white elite private schools or independent schools, such as The Westminster Schools (plural in name only), established in 1951 in Atlanta, Georgia, chose to desegregate. Such elite institutions, which have served as one catalyst for the creation and maintenance of social and cultural capital, became more accessible after Brown v. Board of Education through a combination of private and public decisions galvanized by larger social, political, and federal forces. Westminster's 1965 decision to consider all applicants regardless of race was emblematic of the pragmatic desegregation politics of Atlanta's city leaders during the civil rights movement and a national independent school agenda focused on recruiting black students. Drawing on institutional, local, regional, and national archival records and publications, this article examines the import of schools like Westminster to civic and business leaders, to the politics of race and desegregation occurring in large cities, and to the range of educational opportunities available in metropolitan areas. This examination yields an analysis of the leadership and politics of a southern historically white elite private school that black students desegregated in 1967.     

Nationalist narratives,boundaries and social inclusion/exclusion in Palestinian camps in South Lebanon

This article explores how in the contexts of exile and statelessness and in the absence of Palestinian institutions, such as schools, Palestinian youth in south Lebanon construct their identities through nationalist narratives of shared history, kinship, culture and religion. Although these narratives help to construct shared notions of ‘Palestinianess’ for the youth, they also help to produce contestations and internal ‘others’. This has important implications for the lives of Palestinian youth, as group membership gives them a sense of belonging and regulates their access to resources, information, opportunities and power. Moreover, the production of internal ‘others’ also has serious implications for social cohesion, tolerance for internal and external diversity and gender relations in Palestinian society.     

Training Needs Assessment of Heads of Islamabad Model Schools

The professional capacity of managers has always been a crucial factor in enhancing the efficiency and effectiveness of any organization. In the education sector, the education managers working at different administrative levels are responsible for the planning and management of educational institutions toward achieving the goals of the education sector. This article attempts to explore the capacity‐building needs of the heads of Islamabad Model Schools in the context of their job requirements. Data were collected from 50 head teachers of Islamabad Model Schools through questionnaires and focus group discussions. In Islamabad Capital Territory, there is no education management cadre; therefore teachers are appointed as head of schools by virtue of their seniority. These heads usually lack the required management skills to manage an educational institution. Moreover, there are no arrangements for building the capacity of these newly appointed school heads to run these institutions. While managing the educational institutions, head teachers have to perform various important functions for which they need managerial skills. It has been discovered that head teachers needed training in different areas of management, including financial management, office management, personnel management, school improvement, planning, community participation, and computer literacy. The head teachers of Islamabad Model Schools need service management training in various areas of management to enhance the knowledge and skills they need to run educational institutions efficiently and effectively.     

Three Yardsticks

At the closing ceremony of the national educational work conference, Vice Premier Li Ranqing made a point of saying the following: "Nongovernmental schools of all types must implement the educational policy in an overall way and persevere in the socialist direction. … They must not have as their aim the making of profit or money." The Regulations on Nongovernmental Schools (Draft), which it is hoped will soon be made public, stipulate: "Nongovernmental schools are educational institutions for the public good; their aim should not be to make profits." This stipulation defines the nature and aim of nongovernmental schools and is consistent with that stated by Vice Premier Li.     

LES MÉCANISMES DE FORMATION DES ÉLITES DE LA MAISON DE SAVOIE. RECRUTEMENT ET SÉLECTION DANS LES ÉCOLES MILITAIRES DU PIÉMONT AU XVIIIE SIÈCLE

From the 1730s to the 1760s, the Piedmontese state was characterized by an absolutist ideology supported by lawyers and administrators of bourgeois origin. They ruled the state and insisted on the primacy of public administration over private institutions. Gradually a rigid system of selection was set up based on talent and skills (excluding the notions of birth or seniority). The military schools, especially the Schools of Artillery established in 1739, played a very peculiar role as social laboratory. In fact, the whole Piedmontese army was affected by this complex phenomenon of social integration implied by meritocracy. This can even be observed within the institutions which were most concerned with rank prerogatives, such as the Royal Academy. So the military reform of 1775 was the result of a process which had been going on for quite some time in the Army.     

Literacy,schooling and ideology in a multilingual state

In this article I argue that current government policy for teaching literacy in schools in England is part of a broader ideology of homogeneity which is visible in other dominant-culture institutions. Despite the multilingual nature of England and its schools, the dominant discourse is one which values English at the expense of other languages, leading to the ‘misrecognition’ (Bourdieu, 1998b: 131), by majority and minority language speakers alike, of English as the sole language of symbolic capital. While the first part of this article outlines the monolingual ideology of current literacy policy in schools in England, and locates this in the context of a similar ideology evident in discourses beyond education, I also suggest that this process of symbolic domination is not inevitable. Schools need not be sites of social and cultural reproduction. They can challenge existing relations of power in society, and put in place structures and practices which question and even reverse the coercive relations between majority-culture schools and minority-culture communities and their children. I propose some ways forward in the development of structures which can enable schools to become sites of social and cultural transformation, rather than reproduction.     

创新视野下美国高中特色发展经验探究

美国高中特色发展是美国联邦政府基于创新时代背景及美国的多元文化价值观对高中如何创新发展做出的一种高中发展战略与高中改进策略。创新时代以来的美国高中特色发展战略主要体现于联邦政府制定的"新美国高中"计划、为美国未来做准备的"高中倡议计划"和"重新设计美国高中"计划的三大发展战略上。美国高中特色发展的学校改进策略主要体现于以下几方面:重塑高中办学理念,"培养创新人才+为升学或就业做准备";提升高中办学效能,创建并沿用高效的办学模式,重新设计教学组织;优化高中的课程内容与教学方法,提高教学质量;强化教育机构的合作与衔接,推进普职教育的合理、有效融合;增强优质师资建设,关注高中教师的专业性发展。     

“名校集团”建设操作策略及实践效果的个案研究

组建“名校集团”作为促进教育均衡的一种策略和手段,目前被广泛采用,然而,对于组建“名校集团”能否真正持续促进基础教育均衡发展这个问题,目前无论在教育理论界,中小学教育工作者和社会各方面都有争议。为此,文章以成都市为个案,在充分论证成都市“名校集团”建设操作策略及实践效果的基础上,提出对成都市推进“名校集团”建设的原则性认识及优化策略思路。策略包括：进一步明确指导思想,建设“学校发展共同体”;进一步完善和规范“学校共同体”的运行机制;建立龙头学校领先发展的支持机制;建立“共同体”成员学校的进出机制;加快实施普通中学布局调整,促进中学教育整体提升;加强对集团运行机制的研究,以理论支撑名校集团发展。     

School Governors: conceptual and practical problems

ABSTRACT The new role of school governor poses questions about the proper conduct of these new authorities in regard to the professional work of schools. Schools have unique purposes and for that reason metaphors for their governors' conduct from commerce and from democratic decision-making have important limitations as well as some strengths. Schools need to account for their use of public funds, but they are not institutions whose main purpose is profit. They need to respect the popular will, but this cannot mean the handover of all professional functions to governors. The distinction between management and governance is considered and it is suggested that the jury might be a more appropriate model for school governors' activity.     

Stability for Development,Development for Stability: The Relationship Between Regional Organizations and Social Cohesion Through the Lens of the EU and MERCOSUR

Strategies aiming to foster social cohesion seek to enhance predictability and trust among heterogeneous actors. Although undoubtedly nation-states remain the dominant context for examining social cohesion, in Europe and in South America, nation-states have formed regional organizations to support political stability and economic cooperation in a world increasingly shaped by political and economic forces beyond the reach of any single nation-state. The comparative extent to which the regional political bodies of the European Union (EU) and the Southern Common Market (MERCOSUR) impact social cohesion within and across member states relates to their capacity to engender reciprocal patterns of political stability and economic development in the region. This article examines the EU and MERCOSUR's stake in social cohesion and how these organizations impact social cohesion in their respective regions through the establishment of institutionalized standards and norms, the content of specific regional policies, and the processes that accompany institutional governance at the regional level. The article finds that the existence of collective support and trust in the institutions that enable these regional organizations to effectively create desired political and economic conditions has implications for the depth of these integration projects and their ability to foster social cohesion across a region.     

The Kennedy Center: An Integral Component of the Vanderbilt Community

Voluntary organizations exert great influence over how social norms and ethical codes are guided into action. As such, they have a significant impact on societal levels of social cohesion. Although social capital involves generalized trust becoming manifest as spontaneous sociability, social cohesion is determined by how that sociability is translated into autonomous action for the common good. In this model, social capital creates the potential for beneficent behavior through trust, whereas social cohesion is the product of that behavior. Herein, active participation in voluntary organizations often serves as the avenue through which these actions are both shaped and carried out. As such, these organizations can either create or diminish social cohesion through both their functions and their dispositions.     

Kulturelle Bildung an den Schulen in Deutschland

Previous research findings suggest that school types differ in terms of their extracurricular art-aesthetic offers and that at “Gymnasien” (grammar schools) and “Comprehensive Schools” conditions for art-aesthetic education are particularly favorable. Furthermore, at all-day schools they seem to be more favorable than at other schools. To see whether these findings can be confirmed and differences between school types can be found even after controlling for relevant school characteristics, a nationwide representative survey of school leaders at state schools was analyzed. Three dimensions of art-aesthetic education were examined: extracurricular art-aesthetic offers, cooperation with out-of-school cultural institutions and, finally, school profiles. The results allow for a differentiation and complementation of former findings concerning the specific conditions at different school types regarding the advancement of art-aesthetic experiences, because characteristics such as all-day-school organization, school size or resources were considered.     

Accreditations as local management tools

The development of accreditation agencies within the Higher Education sector in order to assess and guarantee the quality of services or product is still a growing phenomenon in Europe. Accreditations are conceived by institutional authors and by authors who directly deal with quality assurance processes as a means of legitimization or a means of differentiation and grading which reduces the uncertainty that characterizes the market of institutions and diplomas. By doing so, such authors do not put the light on the concrete, local and political consequences of the implementation of accreditation processes within the concerned institutions. They thus do not take into account a major effect of the accreditation. Indeed the main consequence of such an implementation is an internal one. By focusing on the implementation of the three main accreditation processes of Business schools and programmes (AACSB, EQUIS and AMBA) within three French “Grandes écoles” and three English Business Schools, I show that accreditations are first and foremost used by the local Deans of the Business Schools where accreditation processes are implemented. They are used as management tools of a special kind; their implementation results in the progressive consolidation of the institutional position of the Deans within their universities.     

The Social Cohesion Role of the Public Sector

Social cohesion, the "glue" that keeps a society together, is influenced by the various sectors or "pillars" of that society-educational institutions, social and religious institutions, business institutions, and government. In this article, the effect of the three branches of government (executive, legislative, and judicial) on social cohesion is explored. In addition, this article also explores the dyadic relationship between government and the other pillars of society. Finally, the role of national symbols, mottoes, pledges, and language on social cohesion is addressed. Examples from both "cohesive" and "balkanized" societies are explored.     

School composition,school culture and socioeconomic inequalities in young people's health: Multi‐level analysis of the Health Behaviour in School‐aged Children (HBSC) survey in Wales

Health inequalities emerge during childhood and youth, before widening in adulthood. Theorising, testing and interrupting the mechanisms through which inequalities are perpetuated and sustained is vital. Schools are viewed as settings through which inequality in young people's health may be addressed, but few studies examine the social processes via which institutional structures reproduce or mitigate health inequalities. Informed by Markham and Aveyard's theory of human functioning and school organisation, including their concept of institutional boundaries, critical theories of marketisation and the concept of micro‐political practices within schools, this paper presents analysis of student survey data (N = 9055) from 82 secondary schools in Wales. It examines the role of socioeconomic composition, social relationships at school and institutional priorities in mitigating or perpetuating health inequality. It finds that affluent schools were most unequal in terms of student health behaviours and subjective wellbeing. In relation to health behaviours, students from affluent families accrue a disproportionate benefit. For wellbeing, students from poorer families reported lower subjective wellbeing where attending more affluent schools. Student–staff relationships appear to be a key mechanism underpinning these effects: poor relationships with staff were predicted by a pupil's position within schools’ socioeconomic hierarchy and associated with worse health outcomes. That is, students from the poorest families reported better relationships with teachers where attending less affluent schools. Universal approaches engaging with these social processes are needed to reduce health inequalities.     

A system within a system: the Philippine schools overseas

The Philippine school system is considered as one of the largest in the world with 41,989 public elementary and secondary schools and 7,790 private schools under the supervision and regulation of the Department of Education [DepEd Fact Sheet, 2005]. On top of this statistics are 40 duly-registered educational institutions called the Philippine Schools Overseas, which operate in nine countries such as Bahrain, China, Greece, Kuwait, Libya, Oman, Qatar, Kingdom of Saudi Arabia, and United Arab Emirates. This paper presents the context and background of the proliferation of Philippine schools, specifically in the Kingdom of Saudi Arabia. To set the limits of the scope, this paper focuses on the strengths and weaknesses of community schools and privately-owned schools. Finally, the paper offers some vital measures relative to the supervision, standards of and support for Philippine Schools Overseas.     

改革县级党校体制促进干部教育事业科学发展

县（市）委党校在党校系统中处于最基层地位,几十年来,为基层干部培训、学历教育、党的政策理论宣传等工作,作出了应有的贡献。现阶段,由于中国社会的发展变化,使县（市）委党校已经不能更好地完成相应的教学任务,从而影响干部教育事业的发展,因此,必须对县（市）委党校体制进行改革,以更好地适应干部教育事业发展的需要,培养出更高素质的基层党员领导干部,更好地推动中国社会向前发展。