基于人与环境匹配理论的高校毕业生职业发展评价体系构建

毕业生职业发展反映了高等教育的职业价值,是衡量高等教育质量的重要依据。基于人与环境匹配理论,评价高校毕业生职业发展质量应从关注外显性指标向人职匹配转变,分析毕业生与职业环境的互动及其对职业发展的影响。具言之,从需求-供给匹配维度评价毕业生职业期望的实现程度,从要求-能力匹配维度评价毕业生对任职要求的回应程度,从一致性匹配维度评价毕业生与工作集体的融洽程度。构建体现人与环境匹配理念的职业发展评价体系,提升在校生职业环境适应性,是发展以服务需求为导向高等教育的重要举措。     

谈高校军训中的思想政治工作

军训具有独特的育人功能,极大地拓展了高校思想政治工作活动的空间,在学生思想政治工作中发挥着重要的作用。但高校军训存在着开展思想政治工作的难题,应总结各高校军训中开展思想政治工作的经验,寻找适合学生特点的思想政治工作的方法。     

大学生思想政治教育工作与就业工作契合研究

大学生思想政治教育工作同大学生就业工作一样,都是高校中的重要工作。本文通过对大学生思想政治教育工作与就业工作契合的必要性和可能性以及方式进行全面细致的分析。本文研究的目的,在于培养符合社会需要的人才,促进学校事业健康有序发展。     

Social Hierarchy and Group Solidarity: The Meanings of Work and Vocation/Profession in the Chinese Context and their Implications for Vocational Education

The Chinese characters for culture, education, profession/vocation and work provide important information on the socio-historical background of the concepts represented by them. Particularly the concepts of work and education have profound implications for the idea of vocational education. Based on an etymological and semantic analysis of the characters, and through the introduction of a typical example of Chinese work organisation, the work unit or danwei, this paper shows correspondences between the past and the present organisation of work. It also shows that semantic analyses, when ignoring the socio-cultural context, may lead to a distorted picture of the society concerned. This is demonstrated by the example of the concepts of "order" and "harmony".     

Corrections Education at the Nexus of Science and Practice: A History of Conscience and Convenience in Achieving Professionalization

Education has long been viewed as a means to professionalize corrections work. Contemporary emphasis on using science to inform evidence-based corrections highlights the need for a professional, highly educated, and experienced workforce. Over time, colleges and universities have served at the nexus of science and practice with higher education helping span the boundaries between research and the implementation of evidence-based practice in corrections. The professionalization of corrections through higher education, however, has not been without serious challenges. Throughout history, the ideals of reformers to professionalize corrections through higher education have been molded to fit the social, economic, and political needs of both universities and corrections organizations, thus diminishing the full potential of education and practice to meet the contemporary demands of evidence-based corrections.     

Special education teachers’ experienced burnout and perceived fit with the professional community: A 5-year follow-up study

In many countries, including in Finland, promoting inclusive school practices supporting pupils’ equal rights for learning is the focus of school development. Special education teachers play a central intermediary role in developing inclusive school and classroom practices by providing support both for pupils and peer teachers. This may increase their risk of experiencing exhaustion, cynicism towards the teacher community and/or inadequacy in pupil–teacher relationships. However, the resources of a school's social working environment experienced as a functional teacher–working environment fit may buffer the risk of developing burnout. This study aims to gain a better understanding of the interrelation between, and development of, special education teachers’ experienced burnout symptoms and perceived teacher–working environment fit across time. The longitudinal study included two measurements (in year 2010, n = 760 and in year 2016, n = 485). The results show that special education teachers’ experienced inadequacy in pupil–teacher relationships predicted teacher exhaustion, cynicism towards the teacher community and inadequacy in pupil–teacher relationships 5 years later. Moreover, a perceived good teacher–working environment fit predicted lower cynicism towards the teacher community 5 years later.     

博士生学业成就影响因素分析及其概念模型研究

博士生教育承担着为党和国家培养高层次人才的重要任务,全球化背景下知识经济竞争的加剧使得博士人才培养的重要性日益凸显。随着我国研究生招生规模的扩大,博士生教育面临的教育质量问题愈发严峻。博士生教育质量体现在博士生的学业成就上,而影响学业成就的因素是多方面的,了解影响因素并揭示相互之间的关联无疑可以帮助博士生顺利完成学业,提升高等教育质量。本研究基于契合理论,扩展了博士生环境契合度的理论框架,创建了更为细致的博士生教育契合度多维框架,包括博士生环境契合度、学生职业契合度和博士生文化契合度三个维度。该分析框架呈现了博士生教育契合度与博士生学业成就之间的关联,对于完善博士人才培养、提升教育质量具有重要作用。     

Educational Research and the Science of Education

This paper argues that educational research has not created a science of education in the sense of amassing the body of knowledge, skills, and values that, once acquired, would certify a candidate as a professional teacher. Educational research has not developed a science of education due to: the rigid boundaries between disciplines, the masculinization of research and the feminization of teaching, and the legacy of the grandmasters, Thorndike, James, and Dewey. The contemporary acceptance of interdisciplinary work, the occupational liberation of women and the advent of computers, and the availability of senior investigators in many different disciplines may make it a propitious time to create a true science of education.     

The OECD and the expansion of PISA: new global modes of governance in education

This paper examines the expansion of the OECD's Programme for International Student Assessment (PISA) and associated growth in the influence of the OECD's education work. PISA has become one of the OECD's most successful ‘products’ and has both strengthened the role of the Directorate for Education within the organization and enhanced the significance of the organization in education globally. We provide an overview of the OECD, including organizational changes in response to globalization and the changing place of the Directorate for Education within the organization, particularly with the development of PISA in the late 1990s. We show how the OECD is expanding PISA by broadening the scope of what is measured; increasing the scale of the assessment to cover more countries, systems and schools; and enhancing its explanatory power to provide policy‐makers with better information. The OECD has also developed the Programme for International Assessment of Adult Competencies (PIAAC) and PISA‐based Tests for Schools, which draw on the PISA template to extend the influence of its education work to new sites. The paper draws on data from 33 interviews with past and present personnel from the OECD, the International Association for the Evaluation of Educational Achievement (IEA) and the English and Australian education systems, as well as analysis of relevant OECD documents. We argue that PISA, and the OECD's education work more broadly, has facilitated new epistemological and infrastructural modes of global governance for the OECD in education.     

Recovering the Lost Métier of Philosophy of Education? Reflections on Educational Thought,Policy and Practice in the UK and Farther Afield

A Special Issue of the Journal of Philosophy of Education in November 2012 explored key aspects of the relationship between philosophy of education and educational policy in the UK. The contributions were generally critical of policy developments in recent decades, highlighting important shortcomings and arguing for more philosophically coherent approaches to educational policy‐making. This article begins by focusing on what the contributions to the Special Issue—particularly two of them—have to say about the relationship between philosophy of education and educational policymaking. It then goes on to argue that this relationship can best be understood through an exploration of education as a practice in its own right (as distinct from a subordinate practice). Such an exploration seeks to shed light on the proper métier of philosophy of education. In the course of the exploration the kind of thinking predominant in recent international patterns in educational policy is contrasted with a different kind of thinking which has yielded rich gains in Finland. Important distinctions are drawn between the inherent and extrinsic benefits of educational practice and between the internal and external politics of practice. These contribute to the articulation of philosophy of education as a distinctive discipline of thought and action which is necessary to the work of practitioners and policymakers alike.     

Environmental education scholarship in a 'marketised' setting: A case study in a university environmental education programme

For more than a decade the traditional roles of universities and the traditional and conventional views of scholarship (academic work) have been called into question. These shifts in the academe have led to the introduction of various forms of practice, which has often resulted in conflicting viewpoints and tensions. Restructuring in higher education in South Africa (as elsewhere) has been linked to global, social and economic trends and a general decrease in revenue for universities from state sources (Jansen, 2001; Mora & Villarreal, 2001). This has forced universities into an entrepreneurial culture which has had far reaching implications for the work of academics. This has led to conflict between intrinsic work motivation and working towards extrinsic reward systems. In this paper we describe a university-based case study which demonstrates how a practice of scholarship in environmental education can be in conflict with conventions related to the construct of scholarship at institutional and broader academic levels in a 'marketised' environment. In terms of our experience we argue for a broader view of scholarship which focuses on more than 'brownie points' and 'bean counts' and includes service rendered to various academic communities as indicators for scholarly practice and scholarship in environmental education.     

Capital,inequality and education in conflict-affected contexts

Abstract

Piketty’s Capital in the Twenty-first Century has brought the issue of inequality to the centre of political debate. This article explores contemporary research on the relationship between education and inequality in conflict-affected contexts with a view to seeing how Piketty’s work speaks to these issues as a field of research and practice. The article provides a critique of Piketty’s approach, arguing for a broader, interdisciplinary and holistic approach to exploring and addressing inequality in education in conflict-affected contexts in their multiple economic, cultural and political dimensions. In doing so the article also lays out an analytical framework inspired by cultural political economy for researching education systems in conflict contexts which seeks to go beyond narrow human capital framings of education and address the multiple potential of education to promote sustainable peace and development in and through education.     

Exploring learning and fit in the transition from higher education to the labour market: A systematic review

The transition from higher education to the labour market is an important period for youngsters, characterised by extensive changes which act as triggers for learning. Furthermore, students’ educational background and the (in)congruence with their work context is important. Accordingly, the aim of this systematic review is to explore the role of learning and fit in the transition process. Results indicate that most emphasis is put on theoretical knowledge, communication, problem-solving, and learning skills. Although the perception on what has to be learned differs for employers, educators, and graduates, each group valued generic competences most. Results show that transfer can be experienced in three ways and the need for learning at work is stressed. Concerning fit, four types of fit are distinguished: vertical, horizontal, competence, and person-environment fit. Several personal background characteristics are shown to influence fit and findings indicate that fit has an influence on career progress and personal resources.     

Out of the Ordinary: incorporating limits with Austin and Derrida

This article seeks to open up a re-examination of the relationship between thought and language by reference to two philosophers: John Austin and Jacques Derrida. While in traditional philosophical terms these thinkers stand far apart, recent work in the philosophy of education has highlighted the importance of Austin’s work in a way that has begun to bridge the philosophical divide. This article seeks to continue the renewed interest in Austin in educational research, yet also take it in new direction by exploring Austin’s wider philosophical concern within the William James Lectures with the nature of language. The significance of the philosophical turn to language has entered the agenda of a number of philosophers of education in recent years. The main aim of this article will be to present, as a starting point for further work, an account of language that does justice to the way language actually operates. The article will argue that Austin’s account of the performative opens up new possibilities in this regard and yet—for reasons that will be made clear—also fails in the final instance to carry these through. By illustrating the way Derrida’s philosophy works, contrastingly, to take these possibilities to their full conclusion, I will argue that Derrida succeeds in bringing a radically new conception of language to the fore. The article will end by pointing towards some of the implications of the initial exploration conducted here to be developed elsewhere—particularly for the ways we think about thinking.     

The joy of learning: Feminist materialist pedagogies and the freedom of education

Abstract

In this article, I trace lines of materialist pedagogies in the history of women workers’ education following feminist interpretations of Spinoza’s assemblage of joyful affects. More particularly, I focus on the notions of laetitia [joy], gaudium [gladness] and hilaritas [cheerfulness] as entanglements of joy and trace their expression in practices and discourses inscribed in archival documents that I have reassembled around the theme of women workers’ education. My reading of Ethics follows a range of feminist thinkers that have engaged with Spinoza’s ‘ethics of joy’ in education and beyond. The article draws on extensive archival work with personal auto/biographical documents and public essays of women workers/educators/writers in Paris and New York that span the period between 1830 and 1950. What I argue is that it is the experience of creative and radical education that has created a platform for workers to re-imagine themselves in the world with others.     

Assessing students’ perceptions of fit between secondary and higher education: a validation study of the SPFQ

ABSTRACT

Supporting first-year students to adjust to their new academic environment is a crucial task in higher education. Investigating students’ perceptions of fit between secondary and higher education could give higher education institutions valuable information for student feedback and support, when captured in a reliable and valid way. This study examines the construct validity, reliability, and criterion-related validity of the Students’ Perceived Fit Questionnaire (SPFQ) by using a longitudinal dataset (N?=?930, first-year students). The results of exploratory and confirmatory factor analysis supported a three-factor structure measuring students’ perceptions of: 1) the extent to which secondary education prepared them for higher education in terms of content knowledge; 2) resemblance in the teaching approach between secondary and higher education, and 3) the need to adapt to their higher education study programme. Concerning the criterion-related validity, it was found that first-year students who experienced similarities in teaching approach are more likely to persist in their studies. Furthermore, our results indicated that first-year students who experienced less need to adapt to their higher education study programme felt more self-efficacious regarding their own learning and, consequently, were more likely to persist in their studies.     

Democracy and Education: Reconstruction of and through Education

While focusing on Democracy and Education, James Campbell attempts in this essay to offer a synthesis of the full range of John Dewey's educational thought. Campbell explores in particular Dewey's understanding of the relationship between democracy and education by considering both his ideas on the reconstruction of education and on the role of education in broader social reconstruction. Throughout his philosophical work, Campbell concludes, Dewey offers us a vision of a society self‐consciously striving to enable its members to live fully educative lives.     

Between work and learning: on pedagogic practice and interstitial space

In this paper I develop a response to a continuing problem in work–learning research, the connections between education, learning and work. These connections are commonly conceived in terms of the concept of transfer, integration or boundary crossing. Thinking these connections in this way, I claim, serves to consolidate a unitary, stable and fixed idea of the relationship between learning in educational institutions and work and inadvertently reduce its complexity. Drawing on empirical data collected over the course of qualitatively exploring the links between a problem-based program of teacher education (‘learning’) and the practice of participants in this program upon initial employment in schools (‘work’), and deploying actor network theory, I trace new sorts of associations between work and learning and propose a relational conception of their connection. Challenging the common counter-positioning of work and learning, empirical analysis reveals their mutual constitution and partial connection in practices, here, of a predominantly pedagogic and spatial/material kind. Practices that occupy interstitial spaces have a particular resonance with regard to challenging this counter-positioning and unsettling the hierarchies of value which often arise from it.     

Race,Education, and Joblessness in the Inner City, 1970–1990

In When Work Disappears, William Julius Wilson argues that the difficulties black inner-city residents face in finding work has more to do with their failure to acquire the kinds of education, skills, and work habits required by changes in the urban labor market than with racial discrimination. In this essay, I argue that this notion tends both to obscure the substantial gains African-Americans have made in education and to discount the degree to which race continues to mediate the relationship between educational achievement and labor market outcomes. Although there is no question that the economic position of those with little education has deteriorated badly over the last two decades, absent policies that address the persistent racial disparities in employment, reforming education by itself will not substantially improve African-American employment opportunities or reduce black joblessness in the inner city.