Integrating teacher education effectiveness research into educational effectiveness models

The purpose of this article is to review and to connect research about teacher education effectiveness and school effectiveness to arrive at an integrative conceptualization that has the potential of improving empirical research in both fields. Teacher education effectiveness addresses effects of teacher education on outcomes such as teacher knowledge, this knowledge becomes the predictor in teacher effectiveness research with instructional quality and student achievement as outcomes. The two research orientations become united in path-analytic studies. A fuller incorporation leads to an extended educational effectiveness model that enriches a systemic interpretation of key levers of educational effectiveness and opens up black boxes at the system and the classroom level. In such a comprehensive model, teacher policies can be regarded an alternative for educational improvement strategies like school curriculum policies, accountability and evaluation or governance and management. At the same time insights from educational effectiveness research at large suggest inclusion of additional variables in teacher education and teacher effectiveness research, particularly on the institutional level.     

幼儿园“小学化”治理:发展历程、现实问题与对策建议

幼儿园教育“小学化”治理工作是我国学前教育的一项重要工作,经历了态度摇摆、认知重视、规范纠正和全面治理阶段,目前正处于深化加强阶段。为了解“小学化”治理工作的成效与现状,通过对四川省成都市、攀枝花市、凉山彝族自治州等多地的城市、县镇、乡村幼儿园教师的调查发现:“小学化”治理工作取得一定成效,“小学化”现状有所改善。但仍存在如下问题:部分教师对“小学化”治理工作态度消极,思考不全面;教师教学内容存在“小学化”倾向;部分幼儿园游戏活动较少,存在“小学化”管理行为;大班额现象突出,乡村区域环境创设仍待加强;频繁布置家庭作业现象依然存在,评估幼儿方式仍待健全。而造成这些问题的原因可能是城镇乡差异大,治理难度大;部分家长支持小学化,治理工作推进难;优质教育资源的缺失;对教育评价的错误认知以及幼儿园本身课程体系建设不完善等。基于上述问题,应当重视城镇乡差距,有针对性地开展治理工作;保障教育环境质量,控制幼儿园班额;完善教育评价,科学评估幼儿能力;完善幼儿园课程体系建设,推进教学内容转向。     

多样性选择下的大学生思想政治状况研究——大学生关注的热点问题调查报告

随着社会的发展和形势的变化,大学生关注的热点问题呈现出多样性和多变性。调查研究是了解和把握大学生思想动态、增强其思想政治教育针对性和实效性的有效途径。通过对大学生关注的教育领域内的教育质量、教育成本、创业就业等问题的调查分析,了解大学生关注的热点问题,进而把握其思想动态,为进一步加强和改进大学生思想政治教育提供参考和依据。     

我国高考复读现象透视

当前我国高考复读群体已处于一种异态.这种异态现象涉及高考制度的改革、基础教育向高等教育过渡以及二者的关系问题;涉及社会人才消费观和考生职业观、普通教育和职业教育协调发展以及二者的关系问题:也涉及公民受教育权利的保护、公立教育资源的利用效率以及二者的关系等教育领域的重大问题和基本关系.妥善解决高考复读这一问题,需要综合治理,采取渐进和减量式的解决方式,使高考复读群体的数量和质量回归常态.     

Impacts of Globalisation on Higher Education Reform in China: A Trend of Decentralisation and Autonomy

By tracing back the historical context of educational changes, this article explores in detail the impacts of globalisation on China’s higher education reform. A trend of decentralisation in both rights and responsibilities is revealed in terms of structural adjustment, human resource exploitation and retention, curriculum development, and education provision. Also some remaining problems and new challenges from the progress of globalisation are discussed to draw a conclusion that there is a need of combining both centralisation decentralisation approaches in China’s both present and future reforms.     

HIGHER EDUCATION REFORM AND WESTERN ASSISTANCE IN HUNGARY: THE TEMPUS EXPERIENCE

The TEMPUS programme was started in the early 1990's in a unique political climate in eastern European countries. It was a very considerable innovation as a complex and efficient higher education programme, targeted at the real needs of the recipients. As no higher education strategies existed at that time in the region, TEMPUS was not able to support comprehensive structural changes, at least in Hungary, in the university sphere. Its unique success in terms of efficiency can be traced back to the presence of the European dimension, the professional management of the Programme, and the very appropriate emotional challenge it has presented both in the East and the West.     

我国民族教育信息化研究现状与发展对策

教育信息化是国民经济和社会信息化的重要组成部分,是我国民族教育实现跨越式发展、走向教育现代化的必由之路。CNKI1999-2013年收录的有关民族教育信息化相关文献显示,我国民族教育信息化研究文献数量与质量总体上呈逐年递增趋势,研究人群主要为教育技术学领域研究人员,研究形态以理论研究为主,综合研究较少。总的来说,当前我国民族教育信息化存在研究基础差、研究力量弱、研究成果少和发展不均衡等问题。为了加快我国民族教育信息化进程,有关部门应以促进学生的发展为终极目标,注意将信息基础设施建设与升级并举,开发与同步共享优质教育资源,着力进行校长信息化领导力以及骨干教师信息技术能力培训,实现信息技术与教学科研深度融合。     

Education as Transformation: Formalism,Moralism and the Substantivist Alternative

The term ‘transformation’ and its cognates can be found appended to almost every key term in the contemporary educational lexicon. In educational psychology, teachers are urged to adopt the methods of ‘transformational teaching’. In adult education, the theory of ‘transformative learning’ defines the current research paradigm. Social justice educators regularly couch their consciousness-raising efforts in terms of ‘transformative pedagogy’. And in philosophy of education, pragmatists, phenomenologists, neo-Aristotelians and postmodernists alike point to the special transformative quality of education, both in the Anglo-American as well as the German-language discourses. In this essay, we argue that these various conceptions of transformative education can be organised under two theoretical categories, each with its own distinctive understanding of and approach to creating transformative educational experiences: formalism and moralism. In the first two sections, we discuss the characteristic qualities of these two approaches and point to several problems that arise within them. Drawing on recent developments in the philosophy of language and moral psychology, we then advance a ‘substantivist’ alternative to the formalistic and moralistic approaches, which characterises the transformative experience as a process of renarrativation with two experiential moments: articulation and aspiration. Substantivism is an attractive approach to transformative education, we argue in the final section, because it avoids the problems that arise in the formalistic and moralistic conceptions while providing resources for capturing what is essential to transformative experience in the educational process.     

Non‐formal education implementations in Turkey: issues and latest challenges

The aim of this article is to analyse the latest implementations and issues raised in Turkish non‐formal education from a historical perspective in Turkey. The high population rate and lack of adequate educational opportunities for adults and migration from rural areas to urban areas caused many educational, social and cultural problems in non‐formal education. For solving all the problems, Turkey followed the latest developments in the world about the aims and functions of non‐formal adult education and organised several different adult education programs in terms of integration to international bodies such as European Union and so forth. These programs aim to reach a wide range of people from rural and urban settings, the employees, employers, farmers, students, tradesmen, housewives, artisans and many others. The most important educational characteristic of this audience is that they are not regular students. The organisation way of non‐formal education differ from other developed countries in essence. In social terms, the non‐formal education for adults does not only provide professional and technical training; but also provides the learners with basic literacy and helps continue their educational life, contributes to preservation and improvement of national and cultural values, creates an awareness of citizenship and democratic thinking in Turkey.     

我国教师教育课程存在的问题与改革路向

我国现行的教师教育课程存在着基础课程相对薄弱、教育类课程比例偏低、实践课程明显不足、学科课程有待精化等问题。为了调整和优化我国教师教育课程,教师教育正在通过调整课程结构、统合课程内容、重视实践体验以及加大自主课程的比例等措施,构筑"厚基础、高素质、强实践"的教师培养平台,以提高未来教师的综合素质与个性品质。     

Curriculum reform in Turkish teacher education: Attitudes of teacher educators towards change in an EU candidate nation

Educational development is one way through which Turkey enhances progress towards its social goals and prepares itself for European Union membership. A major effort to upgrade the Turkish educational system was made through a multi-phased comprehensive reform of the sector introduced during the 1990s. One part of this reform, perhaps most crucial to the long-term effectiveness of other developments in education, was a transformation of the approach to teacher education. This paper utilizes recently conducted research to assess the nature and extent of that reform as well as identifying the factors which enhanced its effectiveness.     

新课程背景下普通高中学生综合素质评价研究

新课程背景下的教育改革,要求对学生综合素质进行评价,以促进学生的全面发展。目前普通高中学生综合素质评价已经在各地全面开展并取得一些成效,但是存在评价指标不完善、相关培训不到位、诚信问题严重、评价结果的使用不当等问题。这些问题能否解决以及怎样解决,将直接决定学生综合素质评价的质量与效果,并影响我国基础教育课程改革向纵深发展的进程。     

British adolescence: a history in textbooks

Little is in print on the development in Britain of university disciplines including the academic study of education. This paper provides a historical narrative of the study of adolescence from the 1870 Education Act to the contemporary day. Adolescence textbooks are examined in the context of changes in the education system, such as the demand for secondary education and the expansion of teacher education. Changing emphases in adolescence research are traced through various publications to illustrate curriculum developments. The important contributions of Dame Olive Wheeler, Professor W. D. Wall and other leading writers on adolescence are evaluated. It is clear that in over a century of national educational provision British teachers have never faced a great choice of adolescence texts and the paper concludes with some reflections on this observation.     

推动高校艺术教育发展 促进大学生综合素质提升

通过阐述高校艺术教育与大学生综合素质之间的关系,认真分析当前中国高校的学生艺术素质教育方面存在的问题,得出艺术教育对大学生素质教育的重要作用,两者具有同步性、交叉性和互补性的特点。根据目前我国高校艺术教育和素质教育工作的现状,就如何以高校艺术教育来促进大学生素质教育的发展提出了一些可行性建议。     

中国语境下非政府性教育中介组织研究

以正在进行的高教强国建设为标志,我国高等教育又进入了新的历史阶段,在此背景下,教育中介组织未来发展的地位和作用将更加突出。当前中国非政府性中介组织仍然存在着诸多现实困境和理论难题。理论上对非政府性教育中介组织概念的澄清和界定,将有利于指导现阶段教育中介组织管理的创新和发展。     

The Objectives and Structure of Undergraduate Projects — I

The arena in which one may expect to see the broadest number of changes and the highest potential for dramatic demonstration of the effectiveness of educational technology will be in the developing nations of the world. The primary reasons for this suggestion are that the severity of educational problems in these countries — a severity of crisis proportions — and the hypothesis that these nations are not as strongly committed to the old-fashioned paradigms as are the more developed nations. The heavy pressure to increase both the quality and quantity of education, and to increase education's contribution to the nation's growth, are causing many to look hopefully toward educational technology. The technological approach, building on the base which it has developed over the past fifteen years, should be able to demonstrate that it is capable of meeting the challenge. One certainly hopes it will.     

The impact of education reform on the quality assurance system in Japan

International assessment studies have shown since decades that Japanese students score highly on math and science tests. As a consequence, many scholars, education policy officials and journalists outside Japan share the opinion that quality of education is ensured and turn to the Japanese educational system to identify educational effectiveness enhancing factors. Simultaneously, a sense of educational crisis exists within Japan, which resulted into numerous education reforms. In this paper, we describe how quality in education has been ensured in Japan, what changes in the assurance of quality are brought forth by the most recent wave of reform measures as well as the reaction of scholars toward these measures.     

THIRD AGE EDUCATION: QUESTIONS THAT NEED ASKING

In many respects the third age is newly discovered territory, and it is therefore instructive to ask whether our understanding of the problems posed for education in the later years can in any way be aided by current developments in thinking about education in the Third World. In this paper the author, who brings to educational gerontology the experience of several years of specializing in education in developing countries, asserts that there are indeed intriguing and illuminating parallels to be drawn. In particular, education for the third age calls into question the social and economic imperialism of established patterns of formal education, while recent Third World examples of alternative development values suggest ways in which the educational contribution of the later years can be given the recognition that is not only its due but also its responsibility.     

西方儿童本位教育思潮对中国教育的影响

20世纪前后,欧美兴起了以杜威为代表的儿童本位教育思潮.其渊源可追溯至古代希腊、人文主义教育及启蒙学者卢梭.其重要的特点是反对成人本位及预成论、原罪说,要求尊重儿童个性及身心特点,以儿童为主体去安排教育活动.该思潮传入中国后,得到广泛响应,以鲁迅、蔡元培等为首,据此批判了中国传统儿童教育的各种弊端,至今仍具有强烈的现实意义.