The Welfare to Work Transition in the United States: Implications for Work-Related Learning

This paper summarizes the legislation upon which the current welfare-to-work transition in the United States is based and describes characteristics of the former welfare population from which various tiers of employment options have emerged: unsubsidized-employed workers, subsidized-employed workers, subsidized-unemployed recipients, and unsubsidized-unemployed individuals. It also discusses current program emphases, and presents a format for directions for future program development which includes academic programs, situated cognition programs, integrated literacy/occupational skills programs, and integrated literacy/soft skills training.     

看美国企业做公益

在美国,志愿服务一直被认为是人们在自由时间参与协助或援助他人的一种社会责任。本文以对美国两家企业做公益的实际考察,分析其特点和值得借鉴的地方,并提出在我国开展企业做公益的建议。     

美国教师教育机构转型的历史经验及其启示

二战之后，美国的教师教育体制逐步由半开放走向全面的开放，传统的专门师范院校也逐渐升格转型为综合性大学。转型为学校创造了发展的机遇，但也为教师培养带来了一系列问题。本对此略作展开分析，并结合当下我国师范院校的境遇，提出相关的转型策略。     

美国的社会工作教育

慈善组织协会与《社会保障法》是直接推动美国社会工作教育诞生和发展的两大力量。社会工作教育委员会是负责制订与修改教育标准、评估各类学校的主要机构。不同层次的社会工作教育定位于不同的目标与功能。社会工作教育思想和模式随美国经济、社会的发展而发展,并将产生进一步的变化以更好地体现社会工作的基本价值,为美国社会服务。     

Curriculum Profiling in Australia and United Kingdom: Some Implications for Performance-Based Assessment in the United States

An important development in the context of recent moves toward alternative, performance-based assessment has been the emergence of curriculum profiles. These profiles are assessment tools that allow teachers to make judgments about student achievement with reference to key curriculum outcomes in different subject areas. In this article, six dimensions of curriculum profiles are identified: function-purpose, curriculum coverage, criterion referencing, validity-reliability. manageability, and interpretability. The extent to which each dimension is present in three recently developed curriculum profiling systems—the Australian National Profiles, the Victoria (Australia) Profiles, and the National Curriculum Assessment in England and Wales—is examined. This article highlights the fact that tensions exist among many of these dimensions and examines how the tensions have been addressed within each of the systems. The article concludes with a consideration of the implications of international research on curriculum profiles for the development and implementation of performance-based assessments in the United States.     

美国高校社会创业教育发展轨迹与经验

侧重社会价值创造而非商业价值创造的社会创业是一种重要的创业形态.美国高校的社会创业教育起步较早,在提高公众社会创业意识、增加社会创业者的技能以及孕育新一代社会创业者等方面扮演了重要角色.20世纪80年代以来,美国高校社会创业教育经历了个人推动、社会拉动和产学互动三个不同的发展阶段,取得了一些有益经验.其中,社会创业教育依据社会创业者的实际需要设计教学内容,综合运用多样化的教学方法以提高转化能力,重视运用实践性与体验性的培养方式,以商学院为核心开展跨学科、跨学院培养,将周边社会创业社区整合到教学过程,可供我国高校社会创业教育借鉴.     

Special education and the law in the United States: Implications for Australian educators

Recent legislation in the United States aims to revolutionize educational services for handicapped pupils. The principles of this Act, Public Law 94‐142, are examined and possible implications are discussed. The point is made that legal solutions to educational problems can pose many additional problems. However the implementation of this Law warrants the close attention of Australian educators.     

美军院校心理服务工作现状及其启示

美军院校经过两百多年的发展,形成了比较完善的心理服务工作体系。文章介绍了美军院校心理服务工作的主体、主要内容和特点,总结了美军院校的心理服务工作对我军院校开展心理服务工作的启示。     

论美国师范教育的转型

师范教育理念的转变是导致美国师范教育机构转型的重要起因。美国师范教育体制形成于19世纪上半叶,其历经了从师范学校到师范学院层次提高性质的转型,又从师范学院到综合性大学教育学院师范教育机构的整体转型。从某种意义上说,美国师范教育理念的变迁反映了美国师范教育机构两次转型的历史轨迹。     

美国的成人教育及启示

美国是世界上成人教育最发达的国家之一，成人教育在美国经济社会发展中和个人生活方面发挥了巨大作用，在成人教育的目的、任务、内容、师资培训、管理体制、办学机制等方面，从法律上作出了全面且系统的规定。对我国开展成人教育具有借鉴和启示。     

Deliberate Practice in Medicine: The Motivation to Engage in Work-Related Learning and Its Contribution to Expertise

This study examined physicians’ motivation to engage in work-related learning and its contribution to expertise development beyond work experience. Based on deliberate practice theory, semi-structured interviews were conducted with 17 residents and 28 experienced physicians in internal medicine, focusing on the activities they engaged in during work that might contribute to professional development and the goals underlying this behavior. Learning motivation was also measured using a goal orientation questionnaire. Expertise was measured by a case test derived from the Medical Knowledge Self Assessment Program (MKSAP). The interviews showed that participants’ learning was largely embedded in everyday work; most of their learning activities were inherent to the job rather than motivated by competence improvement goals. The problems encountered in patient care played a key role in prompting learning. Role, work experience and work situation affected the type of activities engaged in, as well as the intensity of practice. Deliberate engagement in work-related learning activities was related neither to goal orientations nor to case test performance, except activities by the experienced physicians to keep up-to-date. Work experience, in contrast, showed a clear positive relationship with the performance of residents. Two main conclusions can be drawn from this study: (1) patient care induced relevant learning activities aimed at performance improvement for the patient’s sake; (2) deliberate investments in learning can be enhanced to promote expertise development. Self-regulated learning by physicians needs to be strengthened and the organization for which they work should facilitate and encourage learning in daily practice.     

Revisiting emotional geographies: Implications for family engagement and education policy in the United States

From 2000 to 2001, Andy Hargreaves produced a series of publications introducing the concept of distinctive emotional geographies of teaching. The concept addressed how teacher emotions are situated within the context of their work and influence interactions with students, colleagues, administrators, and families. Hargreaves contended that understanding the emotional geographies of teachers would help build stronger relationships among stakeholders. He also predicted that educational policies centered on accountability that fail to develop commitments from families and communities threatened to exacerbate preexisting tensions. Ten years later, Hargreaves’ prescient observations provide important insights on the challenges encountered by the No Child Left Behind Act and implications for policy proposals being entertained during the reauthorization of the Elementary and Secondary Education Act in the United States. This article revisits the concept of emotional geographies, utilizes its conceptual framework to examine policy efforts focused on the issue of family engagement, and offers recommendations for new directions in educational policy.     

美国特许学校政策演变及启示

特许学校作为美国近10年发展起来的一种新型公立学校形式。以其灵活的办学形式、高效的办学绩效极大地促进了美国教育的公平。对这一办学形式产生背景、内在特性的分析以及与我国基础教育公平程度现状的比较,可以发现我国在促进教育公平的进程中可积极实施分类特许学校制度。引入绩效考评机制、逐步改变教育投资重心,明确国家责任,从而形成一个全社会重视基础教育公平建设的氛围。