为什么奥巴马很难玩转美国

作为美国第一位黑人总统,奥巴马巨大的感召力在3年后几乎消磨殆尽。美国有线电视新闻网和欧维希公司的共同民调显示,55%的美国人不满奥巴马的表现,这是自卡特总统以来最低支持率水平。奥巴马为什么很难玩转美国?     

Exploring educational use of blogs in U.S. education

As one of the Web 2.0 tools, blogs are widely used in US education. This paper gives a brief overview of blogs such as advantages, disadvantages, and major software for creating blogs, and then it reviews some EduBlogs, its usage, and examples in US education. The purpose is to motivate more educators to use blogs in teaching and research as well as introduce blogs as useful educational tools and its great potentials.     

布什为什么能连任美国总统

美国现任总统布什在国内反对之声高涨、选前支持率与民主党候选人非常接近的情况下,以选民票和选举人票的双赢成功连任总统,其原因在于布什树立了坚定的个人形象,适时利用了保守主义回潮,转移了民众关注焦点以及确立了正确的个人策略等。不论是共和党候选人还是民主党候选人当选总统,美国选举民主的虚伪性都是不会改变的。     

State educational performance reporting policies in the U.S.: Accountability's many faces

The purpose of this study was to examine continuity and change in state-level performance reporting (PR) policies in the United States, particularly their relationship to education reform. The authors conclude that PR has become deeply imbedded in state educational policy systems, due to pressures for increasing accountability. However, numerous impediments have prevented PR from being an important driver of education reform in many states. Typically PR has not yet become fully integrated into a system of coherent state education reform policies. The authors call attention to five issues surrounding state PR which require clearer articulation.     

美国为何如此关注人民币汇率——从《2011货币汇率监督改革法案》谈起

人民币是否应该升值的问题一直是中美贸易关系中一个十分热门的争论。2011年10月11日,美国国会参议院以63票赞成,35票反对的投票结果通过了《2011货币汇率监督改革法案》,使人民币汇率问题再次成为人们关注的焦点。文章从经济和政治两个角度,探究推动美国参议院通过此法案的现实因素。     

美国社区学院的历史及其教育职能的历史转变

美国的社区学院诞生于19世纪后期,一百多年来它为美国的经济发展、高等教育大众化进程作出了巨大的贡献。本文考察了社区学院发展的四个历史阶段,并探究了它的教育职能在不同历史阶段的变化,希望能为我国建设社区学院提供思路。     

Why a Child Needs a Critical Eye,and Why the Art Classroom is Central in Developing it

It is a common acceptance that contemporary schoolchildren live in a world that is intensely visual and commercially motivated, where what is imagined and what is experienced intermingle. Because of this, contemporary education should encourage a child to make reference to, and connection with their ‘out‐of‐school’ life. The core critical underpinnings of curriculum‐based arts appreciation and theory hinge on educators and students taking a historical look at the ways artists have engaged with, and made comment upon, their contemporary societies. My article uses this premise to argue for the need to persist with pushing for critique of/through the visual, that it be delivered as an active process via the arts classroom rather than as visual literacy, here regarded as a more passive process for interpreting and understanding visual material. The article asserts that visual arts lessons are best placed to provide fully students with such critique because they help students to develop a ‘critical eye’, an interpretive lens often used by artists to view, analyse and independently navigate and respond to contemporary society.     

Masculinity,educational achievement and social status: a social network analysis

This study utilises a quantitative case study social network approach to explore the connection between masculinity and scholastic achievement in two secondary, all-boys schools in Australia. In both schools two social networks representing social status are explored: the friendship network as a measure of status that includes emotional investment, and the influence network as a measure of status without emotion. Results demonstrate that for both schools the friendship network is not associated with academic achievement, though boys with similar levels of academic application cluster together. However, for the influence network there are effects related to achievement, application and attitudes toward an anti-academic/masculinity connection, as too toward ethno-cultural background. The results differ by school and show the importance of local context. However, similarities in the schools show that masculine identities may be engaged in the social interactions of students, ones which engage masculine stereotypes in public but not in private.     

Childhood adversity, educational trajectories, and self-reported health in later life among U.S. women and men at the turn of the century

A major objective of current life course research is to specify the processes linking early childhood conditions to subsequent life course statuses that span educational, occupational, familial, and health domains across the life span. This study confronts at least two persistent challenges to the rigorous specification of the relationships among these variables. The first is that the point-in-time measurement of education as “years of schooling” masks considerable heterogeneity in the timing and curricular tracks of schooling and obscures our understanding of how and when education matters for life-course inequality. The second challenge involves interdependencies between aspects of life-course inequality, including educational achievement and health. The intertwining of these variables across the life course, and their usual conceptualization and measurement, limit the interpretation of their relationship and its generalizability across studies. We use data from three waves of the National Survey of Families and Households between 1987–1988 and 2001–2002 to explore trajectories of self-reported health, applying latent class cluster analysis (finite mixture models) to deal directly with these measurement and specification issues. Generally, we find mediating effects of education in mid- to late-life health demonstrating the pivotal role of education in life course processes. Women’s childhood backgrounds are more heterogeneous and temporally complex educational careers affect their self-assessed health more than men’s. Late degrees are linked to poor health trajectories among women, but not men. Also, marital history, number of births and health behaviors are associated in expected ways with women’s and men’s health trajectories at midlife.     

The note of discord: Examining educational perspectives between teachers and Korean parents in the U. S.

This study examined and compared the educational perspectives of Korean parents of elementary school students and their teachers. 430 parents and 143 teachers in the New York metropolitan area participated in the survey and 16 teachers, administrators, and parents were interviewed. The findings indicated that the teachers not only misunderstood the parents' perspectives on the goals of schooling, but also underestimated the parents' ways of supporting their children's education. Regarding the current school/teacher practices, the two groups also expressed different perspectives. We discussed the urgency of educators' critical reflection on diverse cultures and the considerations for increasing parents' school involvement.     

Competition, economic rationalization, increased surveillance, and attacks on diversity: Neo-liberalism and the transformation of teacher education in the U.S.

This paper discusses recent developments in U.S. teacher education that are tied to the global neo-liberal project. The focus is on how changes experienced throughout the world have played out in the U.S. Three areas are addressed in particular: the commodification of teacher education, hyperrationality and increased accountability, and attacks on multicultural education. The paper closes with a look at the future for teacher education in the U.S.     

美国、苏俄兴衰的历史经验教训及启示

美苏两国在20世纪的崛起、强大和1991年苏联的解体与美国全球霸权主义的开始衰落,是世界现代史上影响深远的事件。探讨两国兴衰成败的经验教训并从中获得启示具有重要意义。本文运用历史比较方法,对两国发展的历程作某种梳理,力求从中获得一些带规律性的认识。     

美国现代基金会与美国政府的关系

对20世纪美国社会的稳定和发展而言，美国现代公益基金会扮演着重要角色。本文从美国现代基金会发挥的社会功能出发，通过对基全会的行业组织和主管部门的考察．探讨现代基金会与美国政府的关系，从而呈现出美国政府如何对基金会进行有效的管理。通过这三方面的考察。揭示了美国政府的政策和治理方式对美国现代基金会的发展的巨大影响，对于一些发展中国家日益发展的慈善事业的规范和管理具有理论价值争现实意义。     

Why we all want it to work: towards a culturally based model for technology and educational change

This paper explores reasons why the use of technology in education may be so attractive to so many people. Two emerging perspectives—memetics, and the social history of technology—are explored, and a typology of technology‐as‐cultural‐tool is presented. Finally, implications of these ideas for educational change are considered.     

美、澳、英专业博士教育模式浅论

通过介绍美国、澳大利亚和英国现代专业博士教育模式,揭示三个国家在专业博士教育模式方面的特色,提出这三个国家专业博士教育模式对我国开展专业博士教育的启示。     

英国现行的教育督导制度及其启示

本研究了英国教育督导制度的发展历史，重点阐述了其现行的督导法规、督导队伍、督导职责、督导方式、督导过程、督导机构等方面的内容，并结合我国教育督导制度的发展现状，提出了一些建设性的意见与完善措施，以促进我国教育督导制度更好地发展。