Science Curricula and the Organization of Secondary Schooling

This paper explores the substance of competence-driven changes in teacher education curricula by testing the possibility of using a framework distinguishing between the German pedagogical culture of Didaktik and the Anglo-Saxon Curriculum culture to describe the substance of these changes. Data about the perceptions of competence-driven changes in teacher education curricula has been collected in 30 in-depth interviews with teacher educators, student teachers, and their school mentors in Serbia, and analysed with the help of qualitative data processing software. The coding procedures involved classification of utterances into five groups relating to the perceptions of (1) teacher evaluation, (2) teacher competence in subject matter, pedagogy, and curriculum, (3) understanding of the education system and contribution to its development, (4) teacher competences in dealing with values and child-rearing, and (5) changes in teacher education curricula related to these groups of competence. The perceptions in each group of utterances were interpreted in terms of their alliance with Didaktik or Curriculum cultures. The findings indicate that the framework cannot be used as a continuum since the utterances aligned with the two cultures co-exist in the individual responses, but could be useful as a reflection tool in teacher education curricula.     

Religiosity and the Impact of Religious Secondary Schooling

Using a nationally representative longitudinal survey and incorporating propensity score matching methods, we follow secondary school students post-graduation to determine how Catholic and private religious schooling impacts religiosity. There is an established literature examining the Catholic school impact on collegiate and labor market outcomes, although many families may choose Catholic or private religious schooling in efforts to instill religiosity. Our results show that Catholic and private religious secondary schooling exhibits relationships related to increasing religious participation shortly after high school graduation, although as time progresses these effects are less consistent. The largest and most robust finding is for male Catholic school attendees.     

中小学校办学理念探析

探讨和分析办学理念的目的是正确认识和科学把握办学理念,引领中小学校走上理性发展之路。办学理念是教育思想的集中反映,是办学理想的特殊表达,是学校精神的“内核”。办学理念来源于办学实践并作用于办学实践,要体现教育的本质要求,应成为学校的灵魂。办学理念必须与时俱进。     

Parents' Involvement in Children's Schooling: A Multidimensional Conceptualization and Motivational Model

This study had 2 goals. The first was to examine a multidimensional conceptualization of parent involvement in children's schooling, defined as the allocation of resources to the child's school endeavors. A second goal was to evaluate a model in which children's motivational resources (i.e., perceived competence, control understanding, and self-regulation) are mediators between parent involvement and children's school performance. 300 11–14-year-old children and their teachers participated. Factor analyses of a set of parent involvement measures supported the hypothesized 3 dimensions of parent involvement: behavior, intellectual/cognitive, and personal. Path analyses revealed indirect effects of mother behavior and intellectual/cognitive involvement on school performance through perceived competence and control understanding, and indirect effects of father behavior on school performance through perceived competence. The results argue against a unidimensional understanding of parent involvement and support the view of the child as an active constructor of his or her school experience.     

The Balance between Vocational Secondary and General Secondary Schooling in France and Australia

Some of the most difficult problems facing governments today are linked to their increasing involvement in the global economy. One of the most pressing problems faced by developed economies is chronically high youth unemployment. As labour markets have tightened, the jobs which have disappeared, and look unlikely to re-emerge as labour markets become more buoyant, are the jobs which young people have traditionally held - unskilled entry level jobs. The creation of the French Baccalauréat Professionnel saw the development of a programme that balanced the needs of a vocational qualification with those of a general education. This paper will look briefly at the background to the debate between general education and vocational education, in particular the low status of vocational education. The paper looks at the manner in which two developed countries in different hemispheres, France and Australia, have attempted to solve an increasingly complex problem: the transition from school to work. It suggests how the McGaw Report [(1997) Shaping Their Future ( Sydney, Department of Training and Education Co-ordination)] tackles this problem of high and low status educational pathways in Australia. The use of 'school-workplace learning' in Australia represents a relatively new specific programme, highlighting the NSW government's direction in school to work transition. In France the Baccalauréat Professionnel (Bac Pro) will be used as an example of a diploma that provides a useful bridge between the vocational and general education streams.     

中高职课程衔接一体化设计

按照湖北省技能高考要求,针对机械类专业,从专业类别、人才培养目标、一体化课程结构设计、课程标准四个方面探讨中高职课程的衔接,提出了按照"2+1"+"2+1"分段模式,将中高职课程结构按文化基础课、专业技能课、拓展课三个模块进行一体化设计的构想。     

Subjectivity and Schooling in a Longitudinal Study of Secondary Students

This article addresses the question of how to interpret the relation between the production of subjectivity and the effects of different forms of schooling. Two kinds of problem are explored. The first is the immediate empirical and historical one of understanding how gender and class subjectivity takes shape and is embodied by Australian secondary-school students. This is investigated through close readings of interviews with two young people who are participants in a qualitative, longitudinal study of Australian secondary-school students—the '12 to 18 Project'. The article thus examines the developmental and longitudinal aspect of identity formation, and addresses the impact of feminism on gender change. The second problem is how to theorise the subjectivity schooling relation, and this is explored through an analysis of the interactions between individual biographies and the aspirations and discursive practices of different schools. After considering some contemporary approaches to subjectivity, the discussion proposes a return to Bourdieu's notions of habitus and social field and, through an analysis of the two case studies, illustrates how habitus is formed over time.     

丹麦中小学教育的特点及未来走向

丹麦的小学和初中教育是一体化的，高中教育则以其灵活、多样而著称。2002年丹麦发布的名为《更好的教育》的政府文件将深刻影响丹麦高中教育的未来走向，同时丹麦福利制度的变革将影响中小学教育的经费。     

中美两国中高职衔接的比较研究

作为职业教育纵向发展的有效路径,中高职衔接成为各国构建现代职业教育体系的重点,中美两国积极采取措施构建了各具特色的中高职衔接模式。但基于两国职业教育发展实际形成的中高职衔接模式存在明显差异,通过比较中美两国的中高职衔接模式在诉求主体、衔接取向、质量保障方面所存在的差异,探寻美国在中高职衔接方面的有益经验,可以进一步改善我国中高职的有效衔接。     

中高职自考衔接的课程衔接与教学模式研究

教育部出台的《教育部关于推进中等和高等职业教育协调发展的指导意见》（教职成[2011]9号）,明确了中等和高等职、Ik衔接发展,为中高职自考衔接指明了方向。对中职学校而言,中高职自考课程体系应体现学生的主体性地位,要符合学生的身心发展规律,并在学习中使其心灵与情感得到升华。中高职自考衔接教育的真正目的应是培养学生养成良好的学习习惯,掌握一定的学习技巧和自学方法,为学生终身学习打下良好的基础。     

科技团体介入中小学科技教育模式的比较研究

中国的科技界与教育界在共同推动中小学科技教育发展中虽有很好的合作传统,但是这种合作尚未“体制化”。科技团体是科技界的重要力量和参与社会活动的主要代表。本文比较了美国科促会、英国皇家学会、中国科协介入中小学科技教育的不同模式,并分析了造成这些差异的社会原因,提出应构建多元资源体系以支持中国科技教育的发展。     

Common Schooling and the Need for Distinction

This paper, while broadly arguing in favour of the common school, nonetheless accepts the possibility of distinct specialist institutions in the later years of secondary schooling. It also argues for a careful distinction between a comprehensive school and a comprehensive classroom; further distinguishing between grouping by reference to alleged overall or all-round ability ('streaming') and grouping by reference to current preparedness for particular studies ('setting'). It favours the latter and is critical of a policy of inclusion that tends towards the placing of students with special needs in the regular classroom. It argues throughout that practice and policy must be based on educational rather than social grounds, should they be in conflict.     

The Enduring Nature of the Tripartite System of Secondary Schooling in Germany: Some Explanations

This paper suggests explanations for the enduring nature of the tripartite system of secondary education in Germany and the failure to develop the comprehensive school (Gesamtschule) over a long period.     

Cultural Coherence and the Schooling for Identity Maintenance

An education for cultural coherence tends to the child's well-being through identity construction and maintenance. Critics charge that this sort of education will not bode well for the future autonomy of children. I will argue that culturally coherent education, provided there is no coercion, can lend itself to eventual autonomy and may assist minority children in countering the negative stereotypes and discrimination they face in the larger society. Further, I will argue that few individuals actually possess an entirely coherent identity; rather, most of us possess hybrid identities that lend themselves to multiple, not necessarily conflicting allegiances.     

面向21世纪世界各国中小学信息技术课程改革综览

一、世界各国面向21世纪的课程行动 美国 美国是世界上信息技术教育起步最早的国家,从60年代中期开始麻省理工学院就以幼儿园儿童为实验对象,进行LOGO语言的教学实验。进入90年代美国对中小学的计算机教育给予了更多的重视和关注。小学电脑教育是实施“电脑认识”计划,它要求小学生“初步了解计算机的应用功能和计算技术     

Schooling and socialization for moral commitment

Central to socialization is the growth of commitment to values and moral rules and the formation of beliefs about society as a moral order. To what extent does schooling influence these processes? In what ways? How might it influence them? Answers to these questions have been rhetorical for the most part because so little is known about the ways that schooling fosters and constrains students' commitments and beliefs. Analyses of schooling as social control and as structured activity should increase this knowledge significantly.     

Schooling for Faith,Citizenship and Social Mobility: Catholic Secondary Education in New Zealand, 1924–1944

The increased demand for secondary schooling, which took place in New Zealand in the years after 1924, had important consequences for the Catholic educational mission. No longer was it sufficient to provide a comprehensive elementary system of education that transmitted a ‘simple faith to a simple people’, and a secondary schooling for the educational advancement and social mobility of the select few. Justified on the basis of the need to protect the faith of the growing number of pupils going on to secondary school, the expanded educational mission was also grounded in a new Catholic identity as ‘moral’ patriotic citizens committed to Catholic family values and successful participation in New Zealand society. Catholic secondary schools offered a utilitarian secondary education, which focussed on success in state‐mandated examinations, to the children of parents ambitious for their social and economic success in the world. Nevertheless, there were tensions in a Catholic educational mission that worked for the social and educational advancement of Catholic pupils while aiming for their ultimate salvation and the protection Catholic religious and cultural values.     

Research into the Social Purposes of Schooling: Personal and Social Education in Secondary Schools in England and Wales

Though the term 'PSE' is used in most secondary schools, it refers to a wide variety of programmes and practices. This is in part inevitable but the situation has been exacerbated by PSE's diverse origins and lack of clarity regarding its relationship to the National Curriculum. Having discussed the expectations of PSE in relation to social issues and the 'anxieties, sensitivities and controversy' that underlie this, the writer goes on to describe a piece of research which sought to survey a number of aspects of PSE nationally. The picture of existing practice, issues and problems of PSE in secondary schools is an illuminating one and provides a clear picture of current practice.     

Time and the Environments of Schooling

In this article, we explore questions related to the meaning and nature of time in schooling environments. Cultural, historical and ecological images inform our thinking, using concepts from postmodern perspectives such as semiotics and critical pedagogy. We begin by reviewing the historical development of conceptions of time and describe what is meant by framing our research and thinking in a postmodern vision of time. We examine ideas about other potential meanings of time using semiotic and critical pedagogical interpretations. As the research and recommendations are of value to professional educators and policy makers, we discuss the value of nurturing intellectual relationships, the value of collaboration, and the importance of developing new ways to give voice to teachers to allow them to articulate their views about what is most meaningful and significant in the organization of learning environments.