家长和社区在日本学校教育中的作用

在日本,人们对家长和社区参与学校教育十分关注。家长和社区对学校教育的传统作用是一种支持。本文分析了日本家长和社区参与学校教育的类型,介绍了日本政府为了提高家长、社区参与学校教育而采取的一系列改革措施,以及这些措施对于完善我国家长、社区参与学校教育的启示和借鉴意义。     

The emergent curriculum: navigating a complex course between unguided learning and planned enculturation

Although systemic reform seems to be a broadly accepted framework for educational change, concrete reform projects still face the uncertainty of how to meet the necessary requirements. This paper considers the case of a curriculum reform process in primary mathematics education that has a focus on the involvement and influence of parents. The data consists of a short address to the parents of first‐graders printed in the teacher’s version of a textbook. In this address, the parents are introduced to the new concept of active‐explorative learning and allocated a specific role within the process of change. By means of discourse analysis and the sociological ideas of exclusion/inclusion, autonomy, and expert/non‐technical discourse, the long‐term consequences of the social role assigned to parents in the programme is discussed.     

国外企业参与职业教育的经验及启示

企业参与职业教育对职业教育发展和企业发展的双重重要作用己成国际上的共识。本文从政府重视并引导企业参与、提供经费支持、参与人才培养全过程、与学校互动培养师资、以及构建终身职业教育和培训方面对国外企业参与职业教育经验进行介绍。结合我国现实,提出通过政府政策支持、需求激励、改革职教课程以及强化实施校企合作和构建开放性职教实训中心,来增强我国企业参与职业教育的积极性。     

Parent involvement: Barriers and opportunities

This article explores the issues of parental involvement in the context of current movements to reform education. It asserts that parent involvement as a voluntary effort may not be effective. It further asserts that in their efforts to reform education businesses and industries are focusing too much attention on school related variables and insufficient importance on work-related variables that might act as reinforcers for parents and adults to get involved in the education of the children. Businesses and industries as well as schools are urged to establish sound and well-integrated policies for parental involvement.     

美国家长参与学校教育管理角色的嬗变

美国家长对学校教育管理的参与经历了从参与学校教育到参与学校管理、从消极被动参与到积极主动参与、从一元管理主体到多元管理主体、由封闭走向开放、由"局外人"向"局内人"角色演变的过程。20世纪80年代以前,家长参与侧重于学校的教学业务性活动,80年代以后,随着美国基础教育的深刻变革,家长参与逐步深入到学校的决策层面,其角色由"局外人"转为"局内人"。作为集决策者、合作者和公共教育购买者于一身的家长,他们以主人翁的身份参与学校决策,积极承担管理责任、履行服务义务,从而形成了富有美国特色的民主开放型的家校合作的教育管理文化。     

论教师的课程意识及其唤醒

与传统课程改革不同,目前在我国兴起的新课程改革,其重要理念是要求教师能够积极主动参与。为此,教师课程意识的觉醒是十分重要的。课程意识是教师对其在课程决策与发展中地位与作用的敏感性、批判性、反思性意识。当前,教师有三种课程意识形态,即天真意识、惯性意识与批判意识。为唤醒教师课程意识,必须赋予教师专业自主权,并通过叙事、合作传记、价值之思等途径来实现。     

教师教育中家庭参与课程的框架设计

家庭参与子女学校教育成为当代国际教育改革的趋势,它将积极促进子女的健康成长与学校教育的良性发展。但是这些积极有效的教育效果是建立在教师具备良好的家庭参与信念和知识技能的前提之上的。家庭参与课程,就是以培养未来教师具备让家长成为学校教育过程中的积极伙伴的知识、技能与情感的课程。本文针对我国教师教育课程方案中家庭参与课程的缺失问题,立足学校教师与家庭伙伴关系的角度,尝试建立新的教师教育专业家庭参与课程的框架,并对该课程的实施提出了一些建议。     

The characteristics and perceptions of teachers engaged in leading professional communities

Following educational reform in Israel, teacher-leaders create and lead professional development communities (PDCs), which are professional learning communities with a focus on in-service professional development and/or improving pedagogical effectiveness. Interviews with 30 teacher-leaders and all four district-level program coordinators revealed that, prior to assuming the role, teacher-leaders developed their professional and leadership skills largely in a self-directed manner. They described their PDCs as cohesive and dedicated, cooperative, involving peer-learning, and as creating a knowledge bank of teaching methods and tools. PDCs enable teachers to advance projects within the school and affect school culture. Principals’ involvement with PDCs varied, with their usually considerable involvement very favorably regarded. This article describes these findings and discusses their implications for the professional development of teachers in the international context.     

A Gendered Look at Educational Reform

This article looks at women teachers' involvement in educational reform from a gendered perspective. Using qualitative data collected in interviews with secondary level educators, the authors show how women teachers' beliefs and actions towards reform efforts were influenced by their gender identity. Socialization of women as nurturers and caretakers created in many women particular notions regarding the appropriate role they should play as teachers. When an educational reform effort 'fitted' with these conceptions, women teachers became advocates for and participated in the reforms. The support and commitment by women teachers in turn facilitated the success of the reforms. However, it was also found that the overrepresentation of women in a reform effort had the potential of creating negative political ramifications. When the character or profile of the reform took on a gendered identity, it ran the risk of facing resistance by men teachers in the school, ultimately thwarting implementation.     

A study of education policy research at the Brookings Institution

This paper reports a study of the education policy research efforts at the Brookings Institution, a leading non-profit public policy research organization (think tank) in the United States. The data for this study was derived from on-site interviews, the Brookings Institution library as well as archival materials. The on-site interviews took place during the summer of 1996, and focused on contextual factors, including a review of research efforts in education policy at Brookings. The data from the interviews and those from the library and archival collections were analyzed in conjunction with each other. The findings of this study show that the Brookings Institution has a long history of involvement in education policy research in the United States. The findings also reveal that a number of factors work together in policy research efforts at Brookings, including a progressive trend of involvement in education policy over time, availability of a critical concentration of scholars with some degree of interest in education reform, and an organizational climate conducive to research on innovative education policies. The latter includes a sense of cohesiveness, and mutual understanding and respect between the scholars and administrators. Strong administrative support, as well as technical support for research and dissemination of research findings, are key factors. These findings should help educational researchers, policy makers and administrators gain a clear picture of the role of a leading public policy research organization in education reform, and provide a basis for researching the role of think tanks in education policy.     

中国公立高校治理中的社会参与

中国公立高校的治理机制形成于计划经济时期,体现了以政府为主导的特征,较少社会参与。计划经济体制向市场经济体制转轨,以及近年来高等教育发展与改革面临的新形势,都要求高等学校治理中必须要有社会参与。为此,政府应转变职能,改变角色定位;吸收社会力量参与政府决策及管理;大力发展和完善各种教育中介组织,发挥其在高等教育管理中的中介及协调作用;积极探索社会力量参与高校决策、管理的新形式,加强高校与企业、行业部门的合作关系;高等学校应建立广泛的社会监督、信息公开制度,加强社会监督。     

论教育督导介入课程改革的有效策略——基于教师参与课程改革的视角

教师是课程实践的主体。从教师参与课程改革的着眼点出发,结合上海市浦东新区发展性教育督导实践,可以看出,教育督导介入课程改革的有效策略需从学校、课堂和学生三个层面着手,教育督导人员应该形成专业意识和敬业精神,不断提高自身的实践智慧,进而提升督学专业化进程。     

2007年法国综合大学改革述评

随着2007年8月《综合大学自由与责任法》的颁布实施,法国高等教育新改革已经启动。针对综合大学的诸多问题,政府出台了旨在推进实施大学自主权的一揽子改革措施,并决定对高等教育和科学研究提供巨额财政投入。本次改革涉及政府角色的根本转变,大学实行优势重组,贯彻教育权利平等和参与原则,实施高等教育国际化等方面,反映了法国综合大学的发展趋势,将为21世纪法国高等教育的发展注入新的活力。     

Variation in teenage mothers' experiences of child care and other components of welfare reform: selection processes and developmental consequences

Developmental evaluations of the current wave of welfare reform programs present challenges with regard to (1) assessing child outcomes; (2) accounting for heterogeneity among low-income families in both baseline characteristics and involvement in self-sufficiency activities and supports, and (3) development of alternatives to experimental approaches to causal inference. This study (N = 1,079) addresses these challenges by examining effects on 4- to 6-year-old children of different patterns of child care, self-sufficiency activities, and other service utilization indicators among experimental-group mothers in a 16-site welfare reform program. Outcomes in areas of cognitive ability and behavior problems were investigated. The study identified seven subgroups of participants engaging in different patterns of service utilization and activity involvement. A two-stage simultaneous equation methodology was used to account for selection, and effects on child cognitive ability of participation in specific patterns of services and activities were found. For example, children of mothers characterized by high levels of involvement in center-based child care, education, and job training showed higher levels of cognitive ability than children of mothers in groups characterized by high involvement in center-based care and education, or center-based care and job training. In addition, children of mothers in groups with high levels of involvement in any of these activities showed higher levels of cognitive ability than those with low levels of involvement. The bulk of selection effects occurred through site-level differences, rather than family-level socio-economic status or maternal depression indicators. Implications for welfare reform program and policy concerns are discussed.     

Technology,teachers, and the search for school reform

Educational technologists have increasingly moved away from direct involvement in the world of the classroom teacher in recent years. The assumptions that technologists and teachers make about educational technology and about teaching now diverge markedly. At the same time, new reform proposals have suggested ways to restructure schools that would enhance the role of teachers as instructional decision-makers and offer them more control over their professional work life. Elements of the reform agenda are characterized, and ways are described in which educational technologists might work together with teachers in pursuit of reform goals. These include: (1) preparation of models for teaching-with-technology; (2) design of intelligent software; (3) creation of technologically based tools to support teachers' professional work and development; and (4) improvement of research about technology in education. Note:An earlier version of this paper was presented at the Annual Conference of the Association for Educational Communications and Technology, Dallas, Texas, February 4, 1989.     

以职业技能竞赛为载体提升高职教师实训指导能力——以温州职业技术学院为例

提高高职教师的实训指导技能是深化高职教育改革的关键。温州职业技术学院建筑工程技术专业的实践证明,教师通过参与大学生职业技能竞赛的指导,既提高了教师理论教学水平,又提升了教师实践教学能力。同时为切实提高教师实训指导能力,指导教师角色转换至关重要。     

电大教学评估再认识

教学评估目的改革要从分等评定到诊断激励；教学评估内容的改革要从重结果到重达到结果的过程，从重知识到重素质、重能力，从与情感无关到与情感相关；教学评估标准的改革要体现多样性。     

Educational reform in teacher preparation: Proposals,reactions, and implementation

The article by Benton and Hoyt provides data that creates an opportunity for a significant discussion concerning the role of educational psychologists in education reform. Education reform in teacher education has three identifiable stages. The first stage is the series of proposals that have been generated by a number of groups implying that education reform efforts will bring about positive change. The second component has been reactions or debates surrounding the proposals and significant changes proposed by national reports. Finally, there have been component parts of the proposals implemented in experimental ways in schools and colleges of education. Clearly, a segment of the educational psychology academic community has been involved in all three phases of education reform, and the need for maintaining a research posture and a demand for documentation of improvement is necessary from all educators—and in particular educational psychologists. The 1980s were the years for proposing and reacting. The years between now and the twenty-first century will be the time of implementation and evaluation of changes. The opportunity is present for active involvement of all interested educational psychologists. The article by Benton and Hoyt is a meaningful article for educational psychologists because it points out our differing opinions and provides some basis for us to understand our differences concerning specific issues in teacher education reform.     

The social composition of students entering the university of Melbourne in 1969 and 1970

The paper contributes to the debate on the implementation of policy reforms developing a typology for implementation based on the initial agreement on means and goals at the time of reform design. It is argued that the volume and nature of knowledge gathering and stakeholder involvement required to gain approval of a policy and avoid the possibility of implementation failure should differ depending on the initial level of agreement, providing thus a more nuanced view on the importance of these factors than previous work. The argument is illustrated through a case study of the 2004 reform of the Mexican Technical Baccalaureate. This case study shows how knowledge gathering and stakeholder involvement affected both the design and implementation of a reform process and how political, social and cultural factors shape reform processes.     

美国家长参与学校教育研究动态综述

家长参与子女的学校教育日益得到社会的普遍重视。文章试图对美国在家长参与子女学校教育方面的研究进行综述，从而探讨美国在家长参与子女教育方面的研究轨迹，以期对我国有一定的借鉴。