职前数学教师如何应对学生的概率错误

概率是中国中小学课程的重要组成部分.学生对概率的学习往往存在诸多困难,这也使得教师面临许多挑战.教师要学会诊断和利用学生在不同情境中出现的错误,帮助学生更好地认识和理解概率.通过设计一个有关概率的情境问题,对48名职前数学教师的数学教学知识进行了测试,结果表明:(1)尽管职前教师都能求出情境中的概率,但是仅有少数能真正解释学生的错误;(2)职前教师对学生错误的解释,会直接影响他们教学设计的水平.     

Seeing Merit as a Vehicle for Opportunity and Equity: Youth Respond to School Choice Policy

The Urban Review - School choice policy is ubiquitous in urban school districts. Evidence suggests that it has not fully delivered on its proponents’ promises of equitable educational...     

全球化、市场力量与学校选择政策

在全球范围内,全球化带来的经济、科技和社会力量正在对文化的传统与价值、国家的边界以及各种社会制度提出挑战.公立教育显然是正在受到挑战的制度之一.许多教育家担心,诸如市场化、私有化、选择性和多样化将危及公立教育已经培育起来的民主和公平的价值观.因此,我们需要对我们所感受的外部压力加以审视,考虑如何才能把全球化、市场力量等等作为重新检视我们教育体系背后的价值观的动力,以便积极地适应这种变化的环境,而不是让其成为推动我们所不希望的变化的力量.     

School Choice as a Civil Right: District Responses to Competition and Equal Educational Opportunity

Using geographic representations to examine choice policies and patterns in a major urban area, this analysis considers how districts in a metropolitan area are responding to competitive incentives in arranging options for African American students. The findings demonstrate that the distribution of districts' school choice policies exclude poorer students of color from the more preferred school options. The decision of districts to open or close their boundaries to non-residents is tied to both the physical proximity of districts to poorer communities, and to their relative status within the local market hierarchy. Thus, rather than seeing districts compete to attract students (and per-pupil funding) from failing schools, we are instead witnessing a process of districts targeting more preferred students—effectively ignoring the potentially lucrative pool of dissatisfied families (and per-pupil funding) in failing districts. This suggests that districts are responding to a set of incentives quite different from the ones envisioned by reformers, so that although choice is opening up school options, better choices are less available for poor students and students of color.     

Consumerism and Gender in an Era of School Choice: A look at US Charter Schools

This article concerns gendered dimensions of parental involvement in two US charter schools. Drawing on the narratives of parents who have founded charter schools, and on conversations with school administrators and parents in the main public school district, it presents an analysis of the way parent-teacher interactions are being reframed in the context of school choice. The author argues that in a context in which parents are being asked both to produce and consume new educational programs, parents-practically speaking, mothers-who involve themselves in organizing charter schools run the risk of being seen as stepping out of their roles as consumers and caregivers. The implications of mothers' involvement in charter schools for parent-teacher interactions and for the trajectory of school reform are explored.     

旅行社如何赢得市场竞争

本文旨在就当前旅行社市场存在的恶性价格竞争现象,及其导致的恶性经营后果进行深入分析。针对目前激烈的旅行社市场竞争局面,旅行社经营者如何避免采取恶性价格竞争,维护消费者利益和旅游市场的健康发展,提出一些建议。     

组合形体的解读与绘制方法

组合体的投影作图,一直是学生在学习画法几何和工程制图当中的一大问题,本文通过切割、组合等方式,并结合立体图使学生可形象、直观地掌握组合体的解读和绘制的方法.     

农村薄弱学校如何应对教育竞争

近年来,在教育均衡发展理念的支配下,农村学校的教育得到了较快的发展.但由于各种主客观因素的影响,农村学校在办学理念、学校管理、办学质量等方面与先进学校仍存在着较大的差距.在危机与挑战面前,作为一所农村薄弱学校,应主动改革,扬长避短,增强竞争意识,在实现学校高效管理、提升教师专业水平、有效提高教学质量、创建学校办学特色等方面加强自身的竞争力已经刻不容缓.     

Competitive Incentives and the Education Market: How Charter Schools Define Themselves in Metropolitan Detroit

Policymakers often advance charter schools as an education reform model that can offer more diverse educational alternatives for families. Yet, as these schools compete for students, questions arise about how they respond to the competitive incentives in differentiating themselves through marketing distinct options for learners. The way these schools promote themselves to their anticipated clientele—as opposed to how they are defined by their competitors—speaks to how schools engage and thus arrange themselves in the local education market. In that regard, school mission statements can offer critical information on the intended organizational purposes that differentiate each organization. Yet there is little empirical research on what these statements contain, and thus how schools respond to incentives in engaging local markets. This study looks at the content of mission statements—which are largely consistent with the schools’ charters themselves—developed by each charter school in one of the most competitive charter school markets in the country: the Detroit metropolitan area. This study finds a notable level of isomorphism in charter school mission statements, indicating a tendency to replicate rather than innovate. This uniformity of mission statements suggests that charter schools are not fulfilling their potential in diversifying school markets.     

Examining Variation Within the Charter School Sector: Academic Achievement in Suburban,Urban, and Rural Charter Schools

ABSTRACT

To date, there is a paucity of research that examines differences between charter schools that operate in suburban and nonsuburban contexts. This article examines whether students in suburban charter schools perform better or worse than their counterparts in traditional public schools or students in urban charter schools. Boasting the largest and most diverse charter school population in the United States, California offers a fertile urban-suburban context for the study of geographically differentiated charter school impacts and, thus, serves as the focus of our study. The student achievement data (2009–2010, 2010–2011 and 2011–2012 school years) for this study come from the California Department of Education. Using propensity score matching and virtual control records, our findings show that suburban charter schools do not improve academic achievement relative to the matched comparison group of traditional public schools. Suburban charter schools (namely, charters in high-income areas) are largely ineffective and appear to leave their students’ achievement unchanged or diminished. This study adds to the existing literature by examining the effects of charter schools on the neighborhoods in which they operate. Methodologically, another important contribution of this study is that it supplements traditional selection criteria for suburban charters (NCES classification) with census-based neighborhood factors. Finally, this study provides evidence of the broader implications of school choice policies in a suburban setting.     

浅议医院药房如何应对医改后的市场竞争

医药分开核算、分别管理的医革措施迫使药房工作由单纯供应型向技术服务型转变,这不仅要求药师从事调剂、药品管理、提供药品,更重要的是应用其专业优势,以病人为中心,从事药学保健,以确保所服务病人用药的有效性、安全性及经济性。     

How Central Office Leaders Influence School Leaders’ Decision-Making: Unpacking Power Dynamics in Two School-Based Decision-Making Systems

ABSTRACT

While past studies on school district decentralization found that central office leaders can limit school leaders’ decision-making power, the studies did not examine how they do so. We investigated this in eight elementary schools in two large urban school systems with official policies of school site-based decision-making. We found that even though school leaders had legal authority over most instructional decisions, they overwhelmingly made decisions consistent with central office preferences. The question is why. By examining the micro process of interaction between central office and school leaders, we found that central office leaders in both districts used a range of persuasive strategies to influence school-level decisions. Specifically, they linked their suggestions to institutionalized norms, rules, and shared understandings in the district and profession. By doing so, central office leaders pushed against their decentralization policies. Differences in the combination of strategies that central office leaders used and the amount of interaction they had with school leaders led to (a) greater variability in the degree to which school leaders in one district made decisions aligned with central office preferences; and (b) greater feelings of coercion among school leaders in the second. These findings unpack the dynamics among local education leaders as they implement and sometimes alter the rules within policies through their daily practice.     

The Chimera of Choice: Gentrification,School Choice,and Community

This study investigates school choice in a gentrified urban context and examines the ways in which school choice as rhetoric creates false perceptions, how school-choice policies can betray the very principle they espouse, and how choice (while sought after by many) can undermine community. As school choice continues to expand and gain traction politically, it is increasingly important to understand the effects it has on a variety of populations and how the rhetoric surrounding the policy does not correspond with the lived realities on the ground. This research borrows the concept from psychology and economics of “the paradox of choice” (Schwartz, 2004 Schwartz, B. (2004). The paradox of choice: Why more is less. New York, NY: Ecco. [Google Scholar]) and applies it to school choice to demonstrate some of the negative influences of choice on parents and their views of schooling. This research calls into question one of the major arguments for the expansion of school choice—that it provides all parents the opportunity to choose the best fit for their child—by demonstrating that in actual practice choice does not meet parents’ expectation that they are in control of their child’s educational options, regardless of their class background. In this case study the choice system results in a lack of agency, anger and hostility, discontent with schooling options, and an undermining of community connections. Although a number of families do believe they had a choice and were satisfied with their child's school options, or became staunch advocates for their local district schools, the choice landscape still creates tensions.     

美国特许学校政策:论争与走向

从诞生之日起,美国特许学校就处在不同利益集团的博弈中,两大对立利益集团就特许学校的效能、责任和公平性等方面展开了针锋相对的论争。博弈使特许学校的发展呈现出许多不确定性。但基于美国政府的有力支持、特许学校法的修订和利益集团间的对话等理由,美国特许学校将会有一个比较好的发展前景。     

地市党报如何适应市场化竞争

地市党报面临市场化的冲击。党报的适度市场化，可从建立经营化理念、完善新闻策划、版面安排及整体联动和突破自费订户四个方面来着手。     

How Middle School Students Represent Phase Change and Interpret Textbook Representations: a Comparison of Student and Textbook Representations

Research in Science Education - The purposes of this study were to identify middle school student representations of phase change, explore how they interpret textbook representations, and compare...     

Tangles and Glimmers: How African Immigrant Students in an Urban Charter School Describe Congruencies and Disconnections in Caring Between Home and School

The Urban Review - Misalignments in caring between home and school can often be a source of alienation for minoritized students. This study explores how African immigrant middle school students at...     

美国特许学校:尝试把教育作为真正的公共品

教育富有正外部性即公共品属性,公立教育应具有强烈的公共品属性,真正的公共品生产是政府与市场机制恰到好处的结合.美国特许学校实际上是市场经济条件下的一种公共品生产形式,从其实践看,这种学校较好地使政府机制与市场机制进行了有效的结合.它具有更为极端的正外部性,并与国家、政府形成一种良性的发展关系,而且这种关系更直接.     

Learn to Lead: Mapping Workplace Learning of School Leaders

In recent years policy makers’ interest in the professional development of school leaders has grown considerably. Although we know some aspect of formal educational programs for school leaders, little is known about school leaders’ incidental and non-formal learning in the workplace. This study aims to grasp what workplace learning activities school leaders value most, what work-related questions incite them to learn, what outcomes they achieve through workplace learning and what conditions support workplace learning of school leaders. In order to generate answers to the research questions, we conducted semi-structured interviews with 20 Dutch school leaders in secondary education, which also served as a form of reflection for the respondents. Results show that school leaders mostly value workplace learning through working on improvement and innovation and through reflection. In addition to outcomes for the school leader, working on improvement and innovation also leads to learning outcomes for teachers, and seems to provide opportunities for teachers to influence changes in the school. On the other hand, teachers take little or no part in reflection. Here, school leaders find peace and stability to reflect with fellow school leaders. If adjusted to a specific context, the methods used in this study might be transferred to other contexts, to study workplace learning of all kinds of leaders.