Sustainability of educational change: The role of social geographies

The paper examines the conceptual and strategicrole of social geographies in contributing toor undermining sustainable school improvement.It develops a four-fold definition ofsustainability as involving improvement overtime, within available or achievable resourcesthat does not impact negatively on thesurrounding environment and that promotesecological diversity and capacity more widely.A conceptual framework of social geographies isdeveloped along with its implications forsustainability. This analysis is then appliedto a further framework of seven strategicgeographies of educational change whichdeliberately try to arrange, order or exploitspace in particular ways to secure schoolchange. These are market geographies, networkgeographies, virtual geographies, geographiesof scaling up, standardized geographies,differential geographies and geographies ofsocial movements. The paper concludes byreviewing the other contributions to the volumeon the theme of social geographies ofeducational change, and describes the SpencerFoundation funded conference from which theysprang.     

Practical literacy of young adults: educational antecedents and influences

To assess the relative influences of education, social environment, and current activities on the practical literacy of young adults in the United States, data were drawn from the 1985 National Assessment of Educational Progress survey of 3,618 21–25 year olds. Oral and written examinations provided reliable measures of comprehension of written language, documentary and writing skills, pictorial and chart understanding, and numeracy; oral and some additional writing skills were assessed with single-item rating scales. A multidimensional model of literacy distinguished 20 early background characteristics of education, home, and family from 16 literacy-promoting current adult activities—all of which were coded into scales from respondent reports. Regression and canonical analyses showed that both early experience and current activities powerfully influence young-adult literacy.‘Matthew effects,’ however, show early environmental advantages yield subsequent advantages that lead to wide disparities in adult literacy skills.     

Diffusion and implementation: Sources of resistance to educational change

This is the second in a series of articles dealing with the DIFUSION AND IMPLEMENTATION of instructional inovations. The initial introductory article to this series appeared in the April issue. Subsequent articles will deal with various special aspects of planned change in education.     

Enhancing use of learning sciences research in planning for and supporting educational change: Leveraging and building social networks

This paper explores practical ways to engage two areas of educational scholarship—research on science learning and research on social networks—to inform efforts to plan and support implementation of new standards. The standards, the Next Generation Science Standards (NGSS; NGSS Lead States in Next generation science standards: For states, by states. National Academies Press, Washington, DC, 2013), have been adopted by U.S. states serving more than one-quarter of all students, and they are grounded in decades of research on how students learn science. In this paper we discuss efforts to leverage recent research on social networks to inform standards implementation across a set of professional associations and school districts. These efforts are being undertaken by the Research + Practice Collaboratory which is testing a set of conjectures related to how the knowledge base from both research and practice can mutually inform STEM education improvement.     

教育史学科困境及其对策

教育史学科面临发展困境成为学界共识。目前,教育史学科所面临的困境,从外部讲,主要表现为人们对教育史学科存有观念意识的偏见、价值理性受到工具理性的普遍压制和科研队伍的危机。从内部讲,主要表现为学科研究方法和视角缺乏开放性和建设性。而摆脱这种现状应采取相应对策,树立“大教育史观”,整合现有力量,进行联合科研攻关,推动教育史学科的稳步发展。     

如何转变企业教育理念

"他山之石,可以攻玉"。借鉴西方发达国家的企业教育经验,我认为,我国企业教育在知识经济时代到来的新形势下,必须与时俱进,在教育理念上实现六个转变。 由基础教育转变为 创新教育 综观我国企业教育的实践,多注重"掌握知识、提高技能",以尽快适应工作为目的。这种观念适合了我国建国初期存在大量文盲和半文盲、科学技术不发达、经济文化落后的国情,     

教育实习目标：困境、原因及出路

由于未能妥善处理学术取向与实践取向、总目标与具体目标、稳定与变革等三对矛盾关系,目前的教育实习大多在目标缺乏关注度、实效度及清晰度等状况下运行。要优化教育实习目标,则需要从教师专业发展的理论出发,运用课程开发的相关理论来思考如何建构,并在建构目标时有机融合教师教育的理论学习和实践学习,从而真正发挥教育实习的价值和功用。     

Leadership for social change

We have long viewed leadership as a solitary activity, the province of the individual. Now Helen Astin and a working ensemble of student affairs faculty and practitioners have created a new model of leadership for social change—one that celebrates both individuality and collaboration.     

Community organizing and educational change: a reconnaissance

Ten years ago community organizing as a form of educational change had only begun to challenge traditional models of school reform. Yet a decade later, community organizing has led to important changes in school and community relationships that have been documented by scholars in the areas of education, sociology, social work, and political science. Current US President Barack Obama, a former organizer who worked on the South Side of Chicago, has given new visibility to community organizing. The American Educational Research Association (AERA) has approved the creation of a new Special Interest Group (SIG) on the topic of community and youth organizing. This article traces the origins, spread, and impacts of community organizing on educational change, arguing that it provides an important repertoire of practices for change leaders.     

梧玉贵区域一体化政府间合作困境及对策研究

随着国家级桂东承接产业转移示范区的建设,梧玉贵政府间的合作正在形成,在合作进程中遇到的问题也越日益凸显。本文将从梧玉贵三地政府间合作进程中的困境分析其生成原因,并对此提出相关对策建议。     

构建京津大城市带实施经济社会教育一体化发展的对策

北京是中国的首都,是政治文化中心;天津是首都的门户,历来是中国北方经济中心.北京知识经济指数、知识密度、公共领域研发能力居世界先进水平;天津港、滨海新区已具有很大的区位优势和创新特征,京津经济社会教育有着互补合作的传统.解决中国经济“南快北慢”,建设中国沿海经济第三增长极,构建京津“双核”大城市带迫在眉睫.可以通过构建功能齐全便捷的京津交通体系,发挥京津知识经济的领先作用,加速建设滨海新区——第二个“国家综合改革试验区”,实施产业梯度转移,营造世界制造业中心,发挥教育网络作用,加快紧缺人才培养,实行国家统辖、区域规划、政府推动等措施.