二十世纪六七十年代美国社区学院老年教育研究

美国社区学院老年教育于二十世纪六七十年代兴起并取得了显著的成绩。老年人从被视为社会累赘到社会力量、涉"老"法律从无到有、社区学院生源转向、老年教育研究渐成体系等变化是美国社区学院老年教育的初创背景。当时,美国社区学院老年教育主要包含了老年志愿者组织与培训、退休教育、营养教育、继续教育、老年服务人员培训、社区老龄事业领导等内容。总结该时期美国社区学院老年教育的经验发现,树立"大老年教育观"、以合法性建设为重点、以社区为依托等是我国社区学院老年教育可以借鉴的经验。     

20世纪70年代以来世界义务教育发展的基本特点

20世纪70年代至今,由于各国政府、国际组织的努力,形成了较为理想的国际政策环境,各国义务教育快速发展。发达国家将学前教育纳入义务教育体系,形成了学前和学龄教育一体化趋势。各国高度重视学生的道德教育,增强学生责任意识培养,并妥善处理义务教育规模和质量的关系,强化教育质量监控。     

教育社会学的“学术之味”——关于教育社会学的一个学科自觉

教育社会学的研究与发展需要适切的学科自觉和学科意识。基于当下的生存困境,教育社会学必须重审自身的学科形象,明确自身的学术味道。     

70年代以来西方教师教育中的社会性别问题研究述评

社会性别问题是西方教师教育研究中的一个重要内容，对教师教育的理论与实践有着重要影响。本文梳理了20世纪70年代以来西方学者关于教师教育中社会性别问题研究的基本内容，并对其作出简要评论。     

The Political Arithmetic Tradition in the Sociology of Education

This paper uses birth cohort analysis of a 1991 representative survey of Britain to establish trends in class, gender and ethnic inequalities in educational attainment. The data show some decline in class inequalities (especially at O level), a clear narrowing of gender inequalities and substantial progress among ethnic minorities, where the inequalities among the second generation (who were born and educated in Britain) are a great deal less than those in the first generation (born and educated overseas). However, overall class inequalities remain substantial and are considerably larger than the gender or ethnic inequalities. Given the slow rate at which class inequalities are declining, they are likely to remain a major problem for educational policy for the foreseeable future.     

Expanding higher education: institutional responses in Australia from the post-war era to the 1970s

The history of universities in the twentieth century is, at least from the perspective of growth, a massive success. Australian higher education is no exception. Prior to the Second World War, Australia had six universities and approximately 10,500 students. Now there are in excess of one million students attending 39 institutions. In each phase of student expansion, governments have sought to make universities accessible to new segments of the community, a pattern that informs contemporary social inclusion initiatives. This paper focuses on two successive periods – the 1940s/1950s and the 1960s/1970s – during which university participation expanded. Comparing two universities which were at that time very different from one another – the University of Sydney and the University of New South Wales – I consider the ways both universities approached admissions to understand what each institution hoped to achieve in attracting students beyond the traditional elite. This helps move beyond government strategy and rhetoric to consider what universities believed was at stake as they enabled new students to enter their communities.     

教师分层的教育社会学探究

教师分层是一种普遍的客观的社会现象,是社会分层的一种表现,但学界对此缺乏应有的关注。教师分层是依据教师的学历、教学能力以及与学校其他成员的人际关系来决定教师在学校中的群体等级或类属的一种持久的不平等模式,而适当的教师分层将有利于创造一个合理的、和谐的教育环境,促进学校、教师和学生的发展。     

The Sociology of Education and the National Curriculum

The aim of this paper is to encourage sociologists of the curriculum to contribute more both to curriculum policy advocacy and the curriculum development process. It concludes by suggesting four areas of curriculum policy research around which both sociologists of education and curriculum studies ‘specialists’ could unite and which would go some way towards meeting the demands of the National Curriculum at the level of policy analysis and implementation.

No one should be expected to say all the time, at the same time, everything that is to be said. (Karl Popper[2] [2] Quoted in Schilpp (1974), p. 1167. View all notes)

     

20世纪80年代以来澳大利亚高等教育政策变迁

20世纪80年代以来,在新自由主义、全球化等思潮的外在因素,以及高等教育自身发展的内在因素的双重作用下,澳大利亚连续三届政府强力推出一系列高等教育政策,针对高等教育管理体制、投资体制和办学体制等方面进行大规模改革。在这场被称为"澳大利亚模式"的改革进程中,联邦政府利用政策与拨款的杠杆作用,强化了高等教育领域中的绩效意识与竞争机制。改革在提升高等教育质量与效率、多样性与竞争力的同时,也引发了关于大学功利性的更多担忧。     

The decreased popularity of the teaching sector in the 1970s

In the 1970s, the proportion of male college freshmen who planned to become teachers dropped from 15% to 3%, and that of female freshman from 45% to 12%. In this paper, I use nationally representative survey data on the career plans of college freshmen to look at the roles played by increased access to fertility controls and the unionization of the teaching sector, in the decline in the popularity of the teaching sector during this period. I find that the overall impact of these factors on men was small and insignificant, whereas early legal access to contraceptives increased women’s likelihood of planning to become teachers. Looking at the actual career outcomes of the same cohorts in the census data, I find that access to the pill had a negative impact on the share of men in teaching and positive impact on the share of women. I use information on high school grades and college selectivity in the freshmen surveys to separate students by academic ability in the analysis. I find that unionization had a negative impact on plans to become teachers among high-ability men and low-ability women. Increased access to the pill had a negative impact on the share of low-ability men who planned to teach and a positive impact on the share among low- and medium-ability women.     

美国全纳教育的社会学分析

全纳教育理念的提出得益于社会民主运动的发展,其中又以美国社会民主运动的影响关系最为密切。文章从社会学视角对全纳教育理念的提出、发展和完善,以及全纳教育在儿童观、学校组织范式等方面的变迁进行阐述,以期对我国全纳教育的发展有所启示。     

影响创新教育的教师社会学问题

在创新教育实验研究中 ,学校内部的社会学条件发挥着十分突出的影响和制约作用。学术界早就注意到宏观社会学因素与科学技术创造的关系 ,而对于教师因素这一重要的学校社会学条件则缺乏必要的研究。文章试图从学校社会学和知识社会学角度对影响创新教育的教师因素进行分析。     

The rhetoric of American Indian activism in the 1960s and 1970s 1

Political rhetoric in a democracy is, in at least some sense, educative and constitutive even as it is instrumentally persuasive. For members of ethnic, racial, or cultural groups that lie outside of the dominant culture, the educative processes that underlie policy advocacy require attention to specific cultures, traditions, historical experiences, and group interests. Thus, even though all out‐groups share many common challenges, they all face unique situations as well. This essay explores these rhetorical challenges and some of the strategies designed to meet them through an examination of the political rhetoric of American Indian activists from the 1972 Trail of Broken Treaties through the 1973 siege at Wounded Knee, South Dakota. Particular attention is paid to the question of audience.     

The experience of school in Scotland, 1970s to 1990s

Reforms to secondary schooling in the 20th century are most commonly discussed in relation to structures—the extension of secondary education to all students in the first half of the century, and the ending of selection into different kinds of school after the 1960s. Yet reformers also sought to give students a more satisfactory experience of school. Understanding statistically the changing experience which students had of secondary school following the reforms of the 1960s requires a lengthy time series of survey data collected contemporaneously and the capacity to link that information to evidence on attainment and on demographic factors such as sex and socio-economic status. Data from a unique series of such surveys in Scotland is used to investigate whether secondary schools became more humane in this period, whether students were more engaged with their schooling, and whether they thought that schools prepared them for life after they left. The conclusions are that the long-term aspirations of reformers to make schooling more satisfactory for students were broadly achieved. There were indeed improvements of experience and sentiment of these kinds, and they extended to students at all levels of attainment, to both sexes, and to all levels of socio-economic status.