Short Reports

Government legislation over two decades has brought about major changes in the management and governance of schools. School governing bodies have been awarded far more power and influence than ever before and are now required to make important decisions affecting the quality of education provision for the nation's children. With an estimated 60,000 governors assuming their responsibilities for the very first time, questions about their preparedness for such a substantial task are bound to be asked. The significance of training for governors has increased as the extent of governing body responsibilities has expanded. Whereas the importance of training was recognized by the 1986 Education Act which gave the local education authority a statutory duty to provide the training it thinks necessary for governors to carry out their duties effectively, it remains optional. This small‐scale research project set out to investigate the induction needs of governors newly appointed to a local authority's schools. The project, undertaken in the autumn term 1996 and spring term 1997, made use of two different but complementary research tools. The first was a questionnaire survey of 314 new governors which attracted a response rate of just over 65 per cent. In addition, follow‐up telephone interviews were conducted with a small sample in order to gather extended responses to those given in the questionnaires. The research concluded that the new governors surveyed: ? had received little or no formal training for their role as school governors

? identified as their future training needs the following topics: roles and responsibilities of governors; local management of schools (LMS); and recruitment and selection procedures

? identified the need for a comprehensive programme of induction made up of a combination of centrally run and school‐based courses, briefings, information and guidance materials, videos, helplines and updates.

     

Reports on Books

OfSTED's criteria for inspection are published and available to all. However, it is quite possible that there will be a mismatch between schools' interpretations of what OfSTED means by good practice in primary mathematics and those of the inspectors who come to inspect them. The research reported here focuses on the responses of a small set of primary schools to the inspection of their mathematics: their anticipation of issues, their expectations of what would be found and their views of how the inspection would contribute to the development of good practice. Inspectors' reports seemed frequently to match the expectations of the schools. Interpretations appeared to coincide, but in some cases there appeared to be mismatch and disagreement which raised questions about expertise or interpretations of both inspector and mathematics co-ordinator and might, in turn, affect the development of mathematics following inspection.     

Reports on Books

This paper offers a case study of Rhyddings School as it rethinks its approach to school planning. It provides a critique of existing practice before outlining and developing a new framework for planning in the school. In evaluating a new model of planning, it provides a set of 'implications for schools' as a means of reviewing key aspects of the new model.     

关于“介入式报道”的思考

"介入式报道"是当下新闻媒体经常采用的报道方式,也是颇受争议的报道方式.在新闻实践中它的社会价值总体上是正面的而在学理上却缺乏依据.正确认识这种报道形式,研究并规范它们,对于新闻实践来说十分重要.     

深度报道文体论

辛亥革命前后，我国已经出现了深度报道。但是由于历史的原因，深度报道一直被划分在通讯的范围之内。1980年代以后，特别是1987年以后，深度报道开始兴盛。但是文体划分标准的不同以及文体和报道方式之争，使得深度报道与通讯的界限一直模糊不清。深度报道作为一种文体长期未被实务界和理论界重视．应以新的文体划分标准来重新确立深度报道的文体地位。以期能划清深度报道和通讯界限。