Progressivism,Decentralisation and Recentralisation: Local Education Authorities and the primary curriculum, 1902-2002

This paper traces local authority engagement with development of the primary curriculum across the century from 1902. It aims to extend an understanding of the LEA contribution to curriculum development, its benefits and its deficits, throughout the processes of decentralisation and centralisation which have characterised government policy over the course of a century following the 1902 Education Act. It argues that historical perspectives are needed to inform the pursuit of solutions to a fundamental dilemma: how best to engage teachers in curriculum development on a local scale at the same time as maintaining equal access to curriculum opportunities on a national scale. Drawing on the educational press as a primary source, it focuses on three key dates at 25-year intervals seeking to identify some of the leading issues and arguments, and references are also made to oral history evidence.     

A European research on women and Engineering Education (2001-2002)

Preoccupied by the fact that the number of women involved in Engineering in Europe is increasing too slowly, a consortium (teams from seven countries) was created in 2001 with the aims to understand why is this the case, and to study means which exist and are effective in attracting women into Engineering training. In particular, an hypothesis was tested: does a significant percentage of Human and Social Sciences included in the training make a difference? Case studies in the different countries involved in the project and in four different technical fields were chosen. Interviews and questionnaires were used in order to have the point of view of academics and employers about women engineers, their training and their career. The report was presented to the EU in September 2002. Based on the study, conclusions and recommendations have been written, and are presented in the paper.     

Towards Inclusion? Models of Behaviour Support in Secondary Schools in One Education Authority in Scotland

This article draws on data emerging from an evaluation of behaviour support strategies in secondary schools in an education authority in Scotland. The authors all work at the University of Glasgow. Jean Kane has research and teaching interests in the area of special educational needs; she offers consultancy to local authorities in the development of inclusive policies and practices in schools. Dr George Head has research and teaching interests in the area of social, emotional and behavioural difficulties and social inclusion; he is also an experienced teacher. Both Jean Kane and George Head are lecturers in the Faculty of Education. Nicola Cogan is a researcher at the Strathclyde Centre for Disability Research and has a background as a research psychologist in the health sector.
In Scotland, the growth of behaviour support provision is closely related to broader policy on social inclusion. It is argued in this article that new models of behaviour support can be developed in the light of previous and related experience in the development of inclusive support systems in schools. The authors present a typology of behaviour support, drawing upon their evaluation of provision, and discuss the characteristics of the types of support that emerge. Using data from exclusion statistics, pupil case studies and interviews with teachers, managers, pupils and parents, Jean Kane, George Head and Nicola Cogan explore the implications of their work for future developments in support for pupils who present difficult behaviours.     

《教育与经济》2002年总目录

教育与经济热点问题探讨我们需要什么样的“高等教育大众化 ?”　———评马丁·特罗的高等教育大众化理论　郭孝文　蔡连玉 (1.17)…………………………高校扩招是中国缩小贫富差距的起点吗 ?　徐晓军 (1.2 1)……………………………………研究生教育成本实行个人分担与补偿的     

美国高等网络教育:从边缘到半壁江山的历史性跨越——来自史隆联盟五年调查报告的分析

史隆联盟是一个南史隆基金会赞助的,致力于提高网络教育质量、规模和应用范围的组织.该组织在2002-2007年间对全美高等教育中的网络教育状况进行了系统调查,已形成了一系列的研究报告.本论文在对每年的研究报告进行综述的基础上总结了美国高等网络教育发展的现状和问题,以期对我国网络教育的发展有所启发和借鉴.     

我国科学教育研究的内容分析:2002-2007年

通过对我国2002-2007年间公开发表的598篇科学教育论文进行内容分析,从科学教育的整体趋势、研究范围、研究人员地区分布和机构来源以及研究方法四个维度阐述了我国科学教育研究的发展趋势,提出了我国发展科学教育研究的对策与建议。     

Wellbeing and Education: Issues of Culture and Authority

The idea that education should equip people to lead flourishing lives and help others to do so is now becoming salient in policy-making circles. Philosophy of education can help here by clarifying what flourishing consists in. This essay examines one aspect of this. It rejects the view that wellbeing goods are derivable from human nature, as in the theories of Howard Gardner and Edmond Holmes. It locates them, rather, as cultural products, but not culturally-relative ones, drawing attention to the proliferating forms they have taken over the past three or four centuries. It looks to aesthetics and art criticism as a guide to a philosophical treatment of wellbeing goods more generally. It also takes off from aesthetics and art criticism in seeking to identify reliable authorities on the flourishing life. On this, it rejects elitist conceptions in favour of a more democratic model, emphasising its importance in education for citizenship.     

Authority and Authority Relations in Mathematics Education: A View from an 8th Grade Classroom

Compared to studies in general education, authority has received little attention in mathematics education, despite an increasing interest in sociological perspectives in mathematics classroom research. The subject of authority is particularly important in mathematics education, on the one hand, because of the immense authority mathematics itself seems to possess and pass on to its practitioners, but also, on the other hand, because of the anti-authoritarianism present, to some degree, in many trends in mathematics education such as cooperative learning approaches and constructivist pedagogies. Such an anti-authoritarian stance appears justified by data from an 8th grade mathematics classroom (supplemented with data from a second 8th grade classroom) which suggest that teachers possess immense authority in the eyes of the students and that this and other authority relations are strongly evident in the students non-reflective ways of interacting not only with their teachers but also among themselves. However, theoretical considerations on authority show that the problem may not be authority per se but the way one conceives the notion of authority, that there exist kinds of authority, such as Bennes anthropogogical authority, which can encourage reflective and also fruitful collaborative work.     

美、英、澳教育领导理论十年(1993-2002)进展述要

在最近的10年中,美、英、澳的教育领导理论研究取得了令人瞩目的新进展。“道德领导”理论的问世是教育领导理论步入独创阶段的标志,随后的“教学领导”、“分布式领导”和“知识社会领导”理论更注重研究基础的构筑以及对教育现实环境的回应。同时,这些理论也为身处变革时代的我国广大中小学校长带来了若干可资借鉴的领导理念。     

我国师范生免费制度考略(1902年-1949年)

1902年壬寅学制建立以来,我国学制曲折发展,经历了不断的调整过程。考据壬寅学制以来的师范生免费政策以及毕业后的服务义务的历史文本,总结1902—1949年我国师范生免费制度经历的植根、滋长、摧残、重建以及扩展五个阶段及各个阶段的特点,基于对我国师范生免费制度的考据,提出了近代师范生免费制度对当前我国师范生免费制度建设的启示。     

权威分裂、价值冲突、反控制——高等教育政策制订中的主要问题分析

权威、价值和控制是影响教育政策制订的基本要素。本文通过政策文本分析以及对教育部官员与大学校长的访谈,分析了高等教育政策制订中存在的权威分裂、价值冲突和反控制等主要问题。这些问题反映的是高等教育发展中的基本关系,需要我们予以充分的关注。完善政策制订过程,也是深化高等教育体制改革的一项重要任务。     

《临床语言学与临床语音学》杂志分析（2002-2007）

本文运用数理方法对《临床语言学和临床语音学》杂志2002-2007年期间发表的文章进行分析研究,从一个侧面考察临床语言学和临床语音学的研究方向、研究方法的变化及其历史沿革,阐释了该期刊在临床语言学研究领域的重要性和影响力,并对临床语言学和临床语音学的研究和该期刊未来发展做了趋势分析。