Constructs of teacher professionalism within a changing literacy landscape

This paper argues that the work of teachers in England's primary schools has been reconstructed. It is proposed that the literacy curriculum has been a major factor in this reconstruction. The paper suggests that the purposes of literacy today have been determined by policy makers, and that the nature of policy texts has changed, hardened, into specific requirements. It argues that the role of the policy driver has been fundamental in this era, influential in the contexts of policy making, policy text production and teacher training. The paper develops by proposing that there is an emerging model of professionalism today largely determined by two key figures: the Policy Driver, and the Practice Driver, or Headteacher. These two figures are at the meeting place of policy and practice and assume the mantle of ‘reality definers’ for the process of literacy education in English primary schools.     

论基础教育课程文本的价值倾向与课程权力配置

通过分析基础教育课程文本,发现存在着有悖于课程改革初衷的城市化、学术化与精英化的价值倾向。解决这一问题的重要策略是推动课程权力配置多极化。具体要求是政府和专家要增强课程权力的代表性,增强公民社会对主导权力的制约性以及建立顺畅有效的课程诉求机制。     

教育政策意义探析

科学的教育政策的制定必然是多方利益博弈的结果,而政策一旦形成,又为各利益主体提供了依此获利的制度空间,并引导和规范人们的行为,最终对教育发展产生深刻的影响。教育政策的重要意义主要体现在节约教育交易成本、提升教育效率、促进教育发展三个方面。     

试论中国媒介素养教育课程模型的建构

媒介素养教育已成为近年来国内外传播学界新的学术增长点,国际上已有许多国家把媒介素养教育列为学校正式课程。在中国,尽管人们对媒介素养教育日益关注,但深入的理论研究依然较为缺乏,对于课程的探讨更为罕见。本文依据课程研制理论的有关原理以及媒介研究的相关理论,提出和论证了媒介素养教育课程模型,为媒介素养教育课程研制提供了新的思路。     

我国基础教育课程改革理论研究的创新

我国基础教育新课程体系中许多新的课程观点冲击着人们旧有的课程认知,进而引发了人们对诸多课程理论问题的研究。这些问题从课程改革自身的合理性与合法性到课程政策研究范式的科学性,从课程开发的基本理论问题到课程实施中的诸要素,覆盖了课程理论研究的完整领域,将我国的基础教育课程理论研究推向前所未有的新阶段。     

School‐based curriculum development: the Hong Kong experience

ABSTRACT

The purpose of this article is to analyse the nature of the School‐based Curriculum Project Scheme (SBCPS), which was introduced into the Hong Kong education system in 1988. The aims of the scheme were to promote school‐based curriculum development (SBCD) designed to meet the learning needs of pupils and to encourage teachers to solve curriculum problems. Overall, the article provides insights into the characteristics of the SBCPS which was introduced into a highly centralized context and was initiated through a highly centralized mechanism, and describes how it was implemented into Hong Kong schools. This underlines the need both to view curriculum policies critically and to recognize the impact that the prevailing culture in schools has on attempts at curriculum innovations.     

Curriculum capacity and citizenship education: a comparative analysis of four democracies

Governments, international organizations and academics have, in recent decades, expressed a sense of crisis in the practice of democracy based largely upon increasing levels of disengagement by citizens from even the most basic elements of civic life. One response has been to devise civics and citizenship education curricula for schools with the concomitant expectations of enhanced civic practice. Our examination of citizenship education programs has revealed considerable variation from country to country in the degree of success achieved in the design, development and implementation of programs. This paper examines recent developments in citizenship education in four leading Western democracies – Australia, Canada, England and the USA; each one with its own particular successes and shortcomings. It identifies several factors associated with the successful building of curriculum capacity for citizenship education and argues that these are fundamental for countries wishing to move beyond rhetoric and toward substance in citizenship education.     

Professional development for teachers: a world of change

As the industrialised world shifted to an interdependent and global society, formal schooling was quickly recognised as a major factor in achieving a knowledge society of lifelong learners capable of transforming and revitalising organisations. Teachers were encouraged to engage in learning together to improve teaching and, by extension, improve learning for the children in their care. This article identifies three emerging trends intended to broaden teachers' learning and enhance their practices through continuous professional development: glocalisation, mentoring, and re‐thinking teacher evaluation. The body of the article indicates how these three trends are unfolding in Australia, England, Latvia, the Republic of Ireland, Scotland, Taiwan, and the USA.

However, teachers cannot bring about necessary changes without organisational and systemic change; namely, collaboration with governmental agencies and other institutions. The authors suggest that transforming schooling in the twenty‐first century depends on education policies being supported by expanded teacher participation in education policy‐making, more coherent governmental policies across agencies, and collaborative, differentiated models for career‐long continuing professional development.     

21世纪以来我国教育公平研究的回顾与反思

21世纪以来我国教育公平研究是在"社会转型与民族复兴"这一社会背景之下进行的,与我国这一时期的教育政策和教育发展状况有着密切的联系。教育公平研究的内容主要有教育公平本质论、教育公平领域论、教育公平条件知识化、教育公平发展论。我国教育公平研究,既有特点也有不足。目前我国教育公平研究亟待解决的问题是:由论起式研究走向命题式研究;进一步构建教育公平的概念体系,由注重宏观层面的研究转向注重微观层面的研究;注重理论思辨与实证研究的有机结合;关注其他利益群体的教育公平问题的研究。     

论党的教育方针

教育方针具有主体性、历史性、目的性和指导性特征.依据教育方针的特征,党的教育方针历经变迁,始终是党的教育意志与愿意的理性表达,始终坚持了“两个必须”的指导思想和正确的人才培养目标.积极回应在理解党的教育方针上的不同观点,正确把握党的教育方针精神实质,才能推进党的人才培养目标落到实处,取得实效.     

我国基础教育课程改革理论研究的创新

我国基础教育新课程体系中许多新的课程观点冲击着人们旧有的课程认知,进而引发了人们对诸多课程理论问题的研究。这些问题从课程改革自身的合理性与合法性到课程政策研究范式的科学性,从课程开发的基本理论问题到课程实施中的诸要素,覆盖了课程理论研究的完整领域,将我国的基础教育课程理论研究推向前所未有的新阶段。     

An analysis of the GCE A* grade

The General Certificate of Education (GCE) A* grade was first awarded to students in 2010. It was introduced to assist higher education institutions in differentiating between the highest performing students and to promote and reward greater stretch and challenge. This paper, based on a synthesis of key policy documents, an analysis of quantitative data and a review of existing research, provides an analysis of the GCE A* grade. The paper begins by introducing the historical and political context that led to the introduction of the A* grade, drawing together policy documents and research carried out by the awarding bodies. The paper then presents an analysis of 2011 A-level data, considering the characteristics of students who achieve the grade and addressing concerns around equality and fairness. A further line of evidence concerns public confidence in the new grade, especially in relation to whether it is fulfilling its purposes. The paper concludes by identifying a number of policy lessons for the future of the GCE A* grade. Forthcoming reforms to the A-level will necessitate a reappraisal of the way A* is calculated: this paper will be a useful source of evidence with which to consider the issues.