The Politics of Higher Education:

This article uses the parallel political marketplace conceptualization to analyze the political environment in which colleges and universities operate. How the marketing decisions of the college or university as a political actor can be affected by the political activities of citizen/consumer groups is addressed. Other political actors such as advocacy organizations are considered as are the flows of favors and threats in a political system. The political roles that can be served by marketing are identifies and cooperation between marketing and public affairs for the achievement of a college or university's legislative and regulatory goals is discussed.     

赞比亚教育发展中的民主化进程

本土化和民主化是非洲国家教育发展的基本目标,但由于政治、经济、社会和文化等因素的影响,这一发展目标在许多非洲国家都面临着困境。赞比亚在独立后,无论是联合民族独立党(UNIP)政府,还是多党民主运动(MMD)政府执政时期,都对教育的民主化进程采取了积极的政策,教育民主化促进了赞比亚教育体制的变革,并对赞比亚教育体系的本土化进程产生了深远的影响,但赞比亚要实现教育民主化的目标还需要经历一个长期的过程。     

Voices in Education: Politics and Teacher Education

Abstract

This research examined the legal climate regarding admissions and retention in teacher preparation programs as well as the current practices of selected programs. The study utilized legal/archival research and an on‐line survey of 27 universities. Findings indicated that the legal parameters regarding admission and retention fall under the expectations established for other types of professional training. University officials have great latitude to make professional judgments. The survey found that most institutions have formal admission and retention policies, though the admission policies are more fully developed. Many universities reported having formal policies to consider student dispositions for teaching, though no single policy is used by more than one third of the universities surveyed (most employ informal means). Conclusions include that teacher preparation programs have more legal latitude than is being employed for admission and retention decisions, and it is recommended that the field establish professional norms for retention policies and assessing student dispositions for teaching.     

The Politics of Education Policy Borrowing

Cross-national policy borrowing rarely has much to do with the success, however, defined, of the institutional realisation of particular policies in their countries of origin; rather, it has much more to do with legitimating other related policies. On the other hand, active policy borrowing involving the appropriation of identifiable aspects of another country's policy solutions, including ways of implementing and administering them, is more likely when there is some synchrony between the characteristics of the different education systems involved and the dominant political ideologies promoting reform within them.     

Distance Teaching and Higher Education in Zambia

Abstract

This article looks at the educational problems facing Zambia when it became independent and outlines the reasons and background for the introduction of distance teaching methods which provide access to the range of courses that have been established.     

现代思想政治教育中情感教育的机制和规律

情感教育机制是指情感教育运行过程中各构成要素按一定的组合方式而形成的机理和运行方式。情感教育规律是情感教育过程中诸要素之间的本质联系及其矛盾运动的必然趋势。情感教育的运行机制主要包括体验机制、生活机制、情境机制、情感认同机制。情感教育的实施规律主要有情感互动规律和情理交融规律。     

关于“十五”期间进一步推进特殊教育改革和发展的意见

改革开放以来,我国特殊教育事业的发展取得了显著的成就,教育教学改革进一步深化,初步探索出一条具有中国特色的特殊教育发展途径,形成了特殊教育体系的基本框架,为今后的改革和发展奠定了基础.但目前我国特殊教育的发展还不能满足残疾人日益增长的教育需求.     

高校思政课程与“课程思政”协同教育研究

伴随我国高等教育改革的进一步开展,高职院校的各个专业都能设立较为齐全的课程体系,其中就包括高校思想政治理论课。习近平总书记指出,应将思想政治工作融入教学全过程,使专业课程与思想政治课程同向同行。但是部分高校在教学过程中依然不能很好地将专业课程与思想政治课程有机结合,尚未形成协同效应。文章将对这一问题开展调查,并探索构建“课程思政”与思想政治课程相协同的育人体系。     

美国双语教育的社会政治背景

国内有关双语教育的文献中,许多都论及国外双语教育的情况,包括美国的双语教育(如冯新增、海淑英1998;胡壮麟2004;等),对美国双语教育的讨论,主要侧重于其历史沿革、教学模式等.近年也有一些文献(如冯小钉2004;吴剑丽2004;郑新容2005;等)论及到了美国双语教育的政治性.本文试图介绍和探讨美国双语教育政策形成的社会政治背景,着重分析在美国错综复杂的种族政治中,美国的政治人物、政府机构和司法体系催生美国双语教育政策的过程,尤其强调美国双语教育这一教育问题的政治性,希望有助于加深我们对美国双语教育的认识.     

文化领导权和思想政治教育

葛兰西认为文化领导权对于社会秩序的维持或变革起着重要的作用。雏护和发展文化领导权的主要活动就是思想政治教育。通过研究二者之间的内在关联,有助于从一个新颖的角度来认识思想政治教育在社会中的重要作用。     

思想政治课教学的德育渗透

素质教育本质上强调的是人的全面发展 ,德育是素质教育的灵魂。因此 ,在思想政治课的教学中应该从学生的现状出发 ,从教学要求出发 ,从学校教育、家庭教育和社会教育三者的结合 ,做好德育工作。