乡村振兴背景下中国乡村小规模学校教师调查报告

在《乡村教师支持计划（2015—2020年）》实施五周年后,对乡村小规模学校教师生活画像、职业境遇、从教心态和留任意愿四个方面展开调查,研究发现：本土化和附近性特征明显、六成教师上班通勤时间在半小时内、任教本校前乡土经历丰富、学历层次变化中有大进步、身份类型多元中有主力军、职称结构提升中有改善空间、职龄成熟度最高、收入增长中有新期待、职业印象变化总体稳定、职业满意度总体良好但有改善刚需、未来留任选择高于城区镇区同类学校教师但存有隐忧、事实流动率高于观念流动率等。建议要持续优先解除乡村小规模学校教师的后顾之忧,塑造他们真正的成就动机和原创价值,使其在乡村振兴的大田野中真正成长为“大先生“”新乡贤”和“人民教育家”。     

福柯：解构传统历史观与知识论的哲学谱系学

福柯的谱系学源于尼采,又有所发展,是其重要的研究方法.谱系学包括两大步骤,即首先追溯事物的出身,其次标出事物的发生.标出事物发生并非寻求普遍规则,而是要寻求构成事物的各个复合要素.这种方法是反形而上学的,表现在历史观上,则是消解线性历史观,质疑传统的理性进步观;表现在知识论上,则是将知识、真理和权力结构放在一起考察.     

Minority Students’ Responses to Racism: The Case of Cyprus

While research has focused on the role of racism in (re)producing ethnic/racial inequalities in education, there is very little research that investigates how variability in minority students’ responses to racism can be explained. By using an ecological approach to integrate existing research on actors’ responses to racism, this study finds that researchers have generally neglected factors and processes situated at the micro- and meso-levels of analysis. Qualitative interview data with Turkish–Cypriot children enrolled in schools in the predominantly Greek-speaking part of the Republic of Cyprus are used to investigate their strategies in response to racism and the factors that explain the observed variability in their responses. The findings suggest the importance of and interactions between factors situated at different levels of analysis, including the level of organizations and social groups and face-to-face interactions in explaining variability in young people’s responses to racism.     

劳伦斯·克雷明的教育史学认识论述评

本文从教育史认识的本性同题、是否存在客观的教育史和教育史认识的主体性与客体性的关系三个方面来阐释劳伦斯·克雷明的教育史学认识论.在克雷明的教育史学认识论文本中,教育史研究显然被视作了一种意义体系.在这个意义体系内,主体与主体的关系并不是孤立存在的二人世界或者多人世界,而是以他们共同拥有的客体世界为前提的.这个客体世界即为当下的教育状况,它是一个网状物,是主体无法超越的,在很大程度上是主体同相互理解和交流的信息平台.     

The making of the dull,deficient and backward pupil in British elementary education 1870–1914

Abstract

Michel Foucault's concept of normalisation is taken as a basis to explore the factors involved in the identification of dull, deficient and backward pupils in British Elementary Education between 1870 and 1914. Normalisation consists of the five processes of comparison, differentiation, hierarchisation, homogenisation and exclusion. These processes operate through dividing practices which distribute groups socially and are supported in this work by scientific ideas. In this instance, the norm of the intellect is the basis of the dividing practices. The empirical focus opens with an examination of the main features of Elementary education. It then moves to consider the deliberations of the Royal Commission on the Blind, Deaf and Dumb, etc (1889) and those of the Departmental Committee on Defective and Epileptic Children (1898). The analysis concludes with a consideration of the consequences of the Elementary Education (Defective and Epileptic Children) Act, 1899, and its effects up until 1914.     

Has democracy led to the demise of racism in South Africa? A search for the answer in Gauteng schools

Abstract

The paper interrogates the misplaced belief that at the time of the framing of the South African Constitution a transition to popular democratic representation would miraculously end racism within the country. Would the first post-apartheid generation be free of the prejudices of the previous generations, or would the legacy of the old disposition be too pervasive to shake off? The author argues that the latter part of the question is more applicable since the effects of apartheid, colonialism, and imperialism are deeply entrenched in most people. He validates this argument by researching whether racism still exists in schools 20 years into democratic rule. The research, qualitative in nature, was based on interviews and questionnaires with school principals and educators in four formerly white schools. The findings indicate that racism persists, leading inductively to identifiable causes, warning signals and strategies to combat it.     

The gift of an interval: Michael Oakeshott's idea of a university education

Abstract

This paper considers the arguments put forward for the closure of small schools in rural areas. The debate, which is firmly rooted in the Plowden Report (1967), has involved both educational and economic arguments. The research on which this paper draws examines these arguments in the light of the implementation of the Local Management of Schools in three local authorities in the UK since 1988 and discusses the impact which this policy has had on resource provision, on the changing role of staff and on the daily functioning of small rural schools.     

西部农村代课教师发展现状调查

本调查报告运用农村学校调查数据,从教师基本特征、专业发展、工作待遇等方面对农村代课教师发展现状进行描述分析,研究发现,农村代课教师年纪轻、教龄短,主要在本村从事教学工作,女性居多;代课教师的专业素质相对偏低,但教学工作尽职尽责,以期能被长期聘用;农村代课教师进修培训机会少,很少参与教学研究;代课教师的工资待遇比公办教师低,而且大多数代课教师工资不能按时发放。合理、公正、有效地解决代课教师问题,是加强农村教师队伍建设,提高农村教育教学质量的重要保证。     

‘What about us?’ Gypsies,Travellers and ‘White racism’ in secondary schools in England

This article examines the concept of ‘White racism’ in relation to the experiences of Gypsy and Traveller groups in England. It is based on ethnographic research conducted in two secondary schools during the years 2006–2009. Interviews were carried out with pupils attending the secondary schools, their mothers and members of the Traveller Education Service. The research reveals that racism experienced by White Gypsy and Traveller groups is understood differently to that experienced by non-White minority ethnic groups. This is further related to how Gypsy and Traveller groups are perceived inside and outside schools, as ‘others’ and ‘outsiders’. The article considers discourses around racism and discrimination and how they might work to disadvantage Gypsy and Traveller groups in schools.     

城乡高中物理教师 TPCK 知识现状的比较研究———以西安市为例简

用自行设计的“高中物理教师TPCK知识现状调查问卷”,对西安市城乡高中物理教师群体TPCK知识现状进行调查并分析其TPCK知识水平和影响因素,探讨教师获得TPCK知识的有效途径.研究表明：城市高中物理教师（简称城市教师）整体上的TPCK知识水平高于农村高中物理教师（简称农村教师）;城乡高中物理教师都重视TPCK知识中的学科知识（CK）,但对物理实验重视不够;农村教师的“教学反思”意识薄弱.     

由萨班斯法案引发的思考

尽管内部控制在西方已有较长的演进历史,且其理论研究比较成熟,但公司欺诈舞弊的行为依然时有发生,资本市场的诚信不断受到挑战。直至《萨班斯法案》出台后,内部控制的发展开始步入一个崭新的监控时代。它使得内部控制的理论得以拓展,内部控制的执行得以有效保障。我国正处于内部控制发展与完善的关键时期,更应密切关注新的控制思想和新的控制理论,并在此基础上结合我国现实情况,以理论研究为支撑,政府组织适度监控为关键,加快推进这项系统工程的建设。     

农村学校布局调整的问题与对策——以高青县赵店镇为例

为实现农村教育资源的优化配置,全面提高中小学校的教育质量,国家自2001年重新调整学校布局,将一些办学条件差、规模小的乡村小学陆续撤并、废除,我国农村教育布局出现重大变化。针对源于学校布局调整产生的问题,提出对策。     

把农村学校建成农村社区的中心

建设社会主义新农村的重大历史任务对农村教育的发展提出了新的更高的要求,如何发挥农村教育在建设社会主义新农村中的基础性、先导性、全局性的作用,如何把社会主义新农村建设与农村学校的建设统筹起来,通过农村学校的建设与发展推动社会主义新农村的建设与发展,思考这样一个重大现实问题,应把农村学校规划建设成农村社区的中心是社会主义新农村的一个突破口、切入点和关键。     

名校推动农村初级中学发展的意义与策略

名校推动农村初级中学发展是一项长期性、全面性的任务。名校推动农村初级中学发展有利于义务教育的均衡发展,有利于教师的专业成长。名校推动农村初级中学发展是有其理论基础、政策基础和实践基础的。当前,名校未能有效推动农村初级中学发展。需要在政策指导、条件营造、项目联动和合作资源建设等多方面着手以推动农村初级中学发展。