与公立学校合作:美国“在家上学”趋向研究

在美国,“在家上学”是在学校教育制度充分发展的基础之上出现的一种教育形式,是家长依据自己的教育意愿兼顾孩子成长需求的一种自主选择.20世纪90年代中期“在家上学”在全美实现合法化后,这种形式获得了更多的生长资源,特别是与公立学校的合作不断增加,促使“在家在校”教育类型的出现.虽然争议不断,许多家长也在自力更生与融合发展之间进行着艰苦地抉择,但“在家上学”与公立学校之间的合作会继续下去,“在家在校”教育类型也彰显出成长的活力,这体现出教育部门对“在家上学”的关注,反映了“在家上学”的成长路径不断开阔.     

An Assessment of Arguments for Teaching Religion in Public Schools in the United States

After evaluating arguments for teaching a religion course in public schools, and finding the most common ones less than convincing, I provide a justification rooted in the unique mission of public education. I then suggest that two types of courses, Bible Literature and World Religion, could, if properly taught, serve this mission in a unique way. I also provide a set of minimum guidelines for teachers if religion courses are to be appropriate for public schools.     

Shifting The Burden: Public and Private Financing of Higher Education in the United States and Implications for Europe

Over the last two decades, there has been a significant change in the financing of higher education in the United States. A decrease in student and institutional support in real terms, tuition increases at all types of institutions, along with the view that students are the primary beneficiaries of higher education has resulted in policies that reduce the proportion of higher education costs borne by the federal and state governments. This paper will describe this financing shift in the United States, and analyse its impact on college participation with a particular focus on equity and opportunity. It will also provide an analysis of some questions that European countries should address as they implement their own policies that shift the burden of paying for college from the government to individuals, and as they consider various forms of financial assistance to help students pay for college.     

Spiritual Development in Public and Religious Schools: A Case Study

This article addresses teachers' understanding of spiritual development in public and religious schools in Boston and Chicago. It examines how teachers define spiritual development in different educational contexts and looks at the way they relate spirituality to a number of factors including community, identity, and character. The data from the research indicates that teachers understood spiritual development within the specific environment of their school but that they all located the need for spirituality within education as part of the reaction against the perceived negative side effects of modern society.     

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。     

美国KIPP学校发展的成效与启示

KIPP学校在长期的发展中形成了自身的特点,它以提高学生的学业成绩、发展学生的个性品质为使命,以高期望、卓越承诺书、超长的学习时间、强有力的领导和注重绩效为支柱,以高素养的师资、自主的学校管理为保障,在美国获得了快速发展。借鉴美国KIPP学校发展的成功经验,可以从学校办学模式和自主管理、促进教育公平等方面为我国普通学校...     

美国警察公共关系建设的历程、特点与启示

警察公共关系在现代警务活动中发挥着内强素质、外塑形象的关键作用,为此美国警方较早地开展了警察公共关系建设,并取得了一定成绩。美国警察公共关系建设倡导警民良性互动的理念,强调以社区公共关系为有效载体,具有切实可行的操作性。美国通过警察公共关系活动的开展,提高了公众对警务工作的满意度和公共安全管理水平。因此,美国警察公共关系建设的理念和经验对我国正在开展的警察公共关系建设具有启示意义,值得研究和借鉴。     

美国私立中小学财政资助政策合法化过程透析

政府对私立教育的财政资助问题是各国教育政策的一个重要内容。20世纪30年代以来,伴随美国政府对私立中小学进行财政资助的政策尝试,逐步开启法院对该类政策的合法性审查。在近百年的财政资助诉讼史中,美国联邦最高法院对该类政策的态度经历了完全禁止—开始允许—严格限制—摇摆不定—积极资助的发展轨迹,逐渐形成了以“莱蒙检验”为框架、以“中立性”准则为重心、以“儿童受益”准则和“支持检验”为辅助的多元审查体系。其“以学生为中心”、尊重家长“教育选择”和“平等”的价值理念,以及资助的内容和实现方式均具有重要的启示意义。     

美国专业发展学校(PDS)标准评析

美国专业发展学校（PDS）是由大学教育学院与一所或多所中小学合作，融教师职前培养、在职培训和学校改革为一体的学校形式，正逐渐成为美国教师教育改革的一大趋势。2001年11月16日，全美师范资格审查委员会发布了美国第一个《专业发展学校标准》，为PDS的进一步发展提出了一系列指导性的办学思想和原则性的指标体系及分级评估标准。本文对这一标准的产生背景、主要思想和目标体系进行了介绍和分析。     

美国农村中小学合并程序评析

为了保证农村学校或学区合并的顺利进行,美国大多数州都会以法令的形式加强对农村学校合并过程的控制,并按照规定的公正性程序推进农村中小学合并,即初步考虑-可行性研究-向公众宣传-评估公众支持-合并正式实施。美国通过构建农村中小学合并决策的公正性程序,科学地制定合并程序的指导方针,力图确保合并决策过程的理性化运作。目前,我国还缺少农村中小学合并决策的法律依据,因此,需要根据美国的经验,结合我国实际,构建公正性的农村中小学合并程序。     

Public Funding for Religious Schools: Difficulties and dangers in a pluralistic society

In the United States, payment of public tax money to religious institutions— including religious educational institutions—has traditionally been subject to rigorous restraints. Interpreting the First Amendment to the United States Constitution, the Supreme Court has long held that state-mandated financial support of religious institutions tends to corrupt both religion and government, and is a violation of conscience for those who must fund religions with which they may bitterly disagree. Recently, advocates of state aid for religious education have attacked these principles, arguing that they fail to recognise the religious tolerance that American society has achieved. This article defends the traditional restraints. It argues that Americans in fact embrace a limited form of religious diversity, one that tends to be tolerant of familiar, mainstream religious groups, but is distinctly intolerant of others. Indeed, recent polls indicate that the equal funding of all religious groups—as the Constitution's principle of equality would demand—is highly controversial and supported by few Americans. It is argued that traditional restraints on public funding of religious institutions in the USA are rooted in a fundamental truth: that religious differences in pluralistic societies are often deep, divisive, and volatile, and that the financial enmeshment of religion and government serves neither religion, government, nor the atmosphere of tolerance upon which diverse societies depend.     

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.     

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。     

特朗普政府新移民政策对美国高校留学生教育的潜在影响与争论

特朗普政府拟实施的新移民政策包括驱逐非法移民,减少移民数量;鼓励"优质移民",取消"链接移民",废除绿卡抽签制,采用积分制等.这项新移民政策引发了美国高等教育界的激烈争论,而严苛的移民政策或将影响学生留美意愿,工作签证改革或将导致高素质国际人才流失,繁琐的入学申请程序或将影响留学生教育质量,理工科专业优先政策或将影响美国高校学科平衡.特朗普政府新移民政策的实施不仅将影响美国高校留学生教育发展,也将改变国际高等教育竞争格局.     

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.     

The Usefulness of the University in the United States to the Whole Education System and its Potential for Programme Innovation

This article provides a conceptual assessment of the changing and potential uses of the American university to the national education system and to the development of the so‐called learning society. The author argues that the role played by American universities over the past fifty years in the domain of research and development gave rise to interuniversity competition that has been marked by a high level of innovation and change. Moreover, the university will continue to be a source of new ideas during the current trend of reduced budgets, increased accountability, and a more diversified and fragmented educational system. In spite of political constraints, examples exist of programmes within the university system that are both financially feasible and progressive in regard to the aims of the learning society. An example of an innovative programme, the Interactive Electronic Classroom of the New School for Social Research (New York City) is provided.