为民主生活做准备——西方学校公民教育探析

西方的公民教育是为未来的成年公民的民主生活做准备。这种准备主要在三个方面,即为民主生活准备相应的知识、技能和经验。这给我国公民教育以极大的启示,我国公民教育应为学生准备有关公共事务的知识,让他们掌握民主生活的技能,积累公民实践的经验。     

‘Much ado about something’ how school leaders affect attitudes towards inclusive education: the case of Oman

The development of inclusive education (IE) is arguably the biggest challenge currently facing school systems in Oman. School leadership (SL) was argued to be a determinant of organisational effectiveness and an antecedent of organisational commitment (OC). The current study investigated how SL affects teachers’ attitudes towards inclusive education (TATIE). A total of 378 teachers from both genders responded to the Principal Leadership Style (PLS), Scale of Teachers’ Attitudes towards Inclusive Classrooms (STATIC), and the Organisational Commitment Questionnaire (OCQ). Using structural modeling, we tested a set of hypotheses drawn from a conceptualised model which we developed from previous research evidence. Results supported our conceptualised model. OC was found to mediate the relationship between PLS and TATIE. Further, different PLSs showed different indirect effects on TATIE through OC. Results are discussed in relation to the context of Oman.     

The zoning decision∗

During a period of intense school reorganization and closure in Reading C. M. S. Sutcliffe was was a member of Berkshire County Council, serving on the Education Committee. He was also a governor of two local schools, one of which was closed during this rationalization. He has addressed a number of academic conferences on the subject of school zoning. He now holds the Northern Society chair in the Department of Economics at the University of Newcastle upon Tyne.

J. L. G. Board is now a member of the Department of Accounting and Finance at the London School of Economics. He has co‐authored a number of papers on the application of modelling techniques to social decisions.

The allocation of children to secondary school is both difficult and contentious. Although a balanced intake is desirable, it is, in practice, often not achieved. This paper discussed the use of goal programming models to achieve these allocation patterns and considers the results of the first large‐scale application of the technique to this problem. The subject of the allocation is Reading, Berkshire, whose allocation scheme proposed in 1978 was the subject of investigation under the Race Relations Act. The results clearly indicate the advantages of the method as a useful tool to help real‐world educational decision‐makers.

     

School leadership for the future: heroic or distributed? Translating international discourses in Norwegian policy documents

School leadership as a key for school reforms has become a dominant theme in education, as demonstrated by a growing body of research during the last 15 years. Still, little attention has been paid to how changing international discourses on school leadership are translated into national public policy documents during the last decade. As such, this study provides additional insight into this field by analysing how Norwegian policy documents translate international discourses and re-contextualise national constructs of school leadership. Inspired by a critical approach, the authors address this issue by identifying discursive shifts in ideas about school leadership roles and practices. Based on an examination of four recent white papers on Norwegian education and school leadership, the authors argue that the policy documents constructed a tension between an international ‘explicit’ principal and a national ‘docile’ principal in 2003–2004, while recent documents construct a consensus-oriented, distributed leadership role for principals through the term ‘facilitating school leaders’. This may lead to contested interpretations as to how to perform school leadership in practice.     

Head teachers’ spirituality and inclusive education: a perspective from critical realism

ABSTRACT

Spiritual leadership gains attention amongst researchers for closing the gap between achieving personal and organisational goals. Despite documentations that spirituality undergirds head teacher’s actions leading inclusive schools, research still remains thin in understanding how spirituality underpins leadership for inclusive education. This paper draws on the philosophy of critical realism to offer a conceptual tool that identifies head teachers’ spiritual actions in their efforts to include ethnic minority students. This is done through multiple qualitative methods collection from an in-depth case study at a multicultural primary school in Cyprus. The critical realist framework helps uncover head teacher’s spiritual actions in a more systematic, structured and holistic way. It reveals that head teachers’ spirituality supports the goals of inclusion and occurs in at least four interrelated and emergent ontological levels (psychological, social, cultural and policy levels) which are set in four scaler levels from microscopic to macroscopic (sub-individual, micro, meso and macro levels). This framework problematises mono-dimensional and reductionist understandings of spirituality in leadership. The paper concludes by suggesting solutions to enrich leadership programmes for inclusive education with fostering leaders’ spirituality at different ontological levels.     

新时期我国公民意识教育的理性思考

为实现全面建成小康社会的奋斗目标,坚持中国特色社会主义政治建设是一个重要内容,而发展社会主义民主政治建设又需要一个坚实的社会基础,这就是一个普遍民众都具有较强公民意识的现代社会。文章在对公民和公民意识进行阐述的基础上,分析了当前我国民众公民意识教育的重要性,及加强公民意识教育的有效途径。     

浅析国际视野下的英国中小学民主公民教育

1998年发布的《科瑞克报告》(Crick Report)将公民教育从2002年开始纳入英国中学必修科目,将公民预备教育也作为小学教育评估的考察内容.无论是老牌民主国家,还是诸如东欧、中欧和拉美等新兴民主国家都认为,民主就其本质而言是脆弱的,它有赖于全体公民的积极参与.本文考察了欧洲及国际视野中的民主公民教育(EDC)背景、英国民主公民教育内涵和英国民主公民教育四大核心主题,分析指出英国民主公民教育所面临的挑战.     

分布式领导对大学教师组织公民行为的影响--以态度因素为中介

随着教育的变革与发展,教师组织公民行为对学校办学目标的实现起着日益重要的作用。如何更有效地激发教师积极主动的行为,成为当前关注的重点,分布式领导为此提供了新的思路。本研究以大学教师为研究对象开展调研分析并构建模型,探讨了分布式领导对大学教师组织公民行为的影响机制,研究发现组织信任、工作满意度与组织承诺在分布式领导与教师组织公民行为之间起着重要的中介作用。建议发展分布式领导的组织文化,使教师拥有充分的专业自主权和对重要事务的参与权,完善学术评价与激励机制,为教师发展提供平台与机会,同时注重对组织信任和工作满意度尤其是组织承诺水平的提升,从而使教师践行更多的组织公民行为,进而提高学术组织绩效、实现发展目标。     

国际公民教育的视界:主动公民身份再造

发轫于古希腊城邦时期的主动公民身份思想,随着近现代亲密性社会的兴起而日渐式微。现代社会普遍存在的民主的赤字、社会资本的销蚀和共享价值的迷失都是主动公民身份消解的后果。为了有效地应对主动公民身份消解带来的危机,西方公民教育界开展了政治性描述、理论性界定和经验性分析三种研究路径。在实践中,以全校策略框架为代表的主动公民身份再造运动更是风起云涌。然而,由于主动公民身份的再造是一个动态性的系统工程,因此其再造之路任重而道远。