The Scottish educational crisis of 2000: an analysis of the policy process of unification

The ‘exam results debacle’ of August 2000 provoked a crisis of confidence in Scottish education and appeared to reveal widespread discontent with the current Higher Still reform of post-16 education. For a time the political future of the reform seemed to hang in the balance. This is surprising because the reform incorporated the views of the consensus that emerged from the Howie debates of the early 1990s, and its development involved consultation on a wide scale. Subsequent debates blamed the leadership style of those, especially the Inspectorate, who steered the reform process; some commentators invoked Humes' (1986) analysis of the ‘leadership class’ of Scottish education. This paper argues that a full explanation must take account of Higher Still's character as a flexible, unified system. Compared with other types of reform, the introduction of a flexible unified system tends to involve more conflict between educational interests, and a policy process that is relatively centralized, ‘top-down’ and linear. An analysis of this process must take account of horizontal as well as vertical lines of conflict in education, and of the political weaknesses which prevented the leadership from articulating clear principles and priorities as a basis for conflict resolution. The paper concludes that Humes' analysis should be complemented by McPherson and Raab's (1988) account of Scottish educational policy-making as the interplay of pluralist and corporatist forces.     

地方工科院校实验教学改革探析

实验教学是地方工科院校人才培养的重要途径,进行实验教学改革是推动地方工科院校人才培养模式转变的必由之路。本文从分析地方工科院校的现状入手,针对一些地方工科院校的实际情况,提出了完善实验教学的管理体制;拓宽实验教学改革的途径,优化实验教学资源;革新实验教学的方法和手段,体现实验教学“以人为本”的思想;提高实验队伍整体素质,促进实验教学的可持续发展等实验教学改革的途径。     

词块图式模式在高职英语应用文写作教学中的应用研究

英语应用文写作应该是高职院校培养人才不可或缺的一项教学内容,但是高职英语应用文写作教学存在各种问题使得应用文写作教学效率低下。文章以词块图式模式为依据,通过数据对比和调查问卷,证实了词块图式模式不仅提高了学生英语应用文写作的成绩,同时也在一定程度上改变学生的学习习惯。     

Broadening access to the curriculum through using technology to link home and school: a critical analysis of reforms intended to improve students' educational attainment

This article reports on a UK study identifying innovative practice in the use of ICT to link home and school and its potential for enhancing learning. It is set in the context of recent political tensions and the mismatch between ICT use in the home and traditional educational systems. The theoretical framework draws upon curriculum theories and reviews what is already known about home use of ICT. A survey was administered to schools identified for innovative models of practice in both teaching and learning, and management and administration. From the 115 responses, eight contrasting case-study schools were selected. Three exemplars highlight a shift in practices: a move towards self-directed learning; greater flexibility and autonomy for students; and improved communication between home and school. We argue that technology could support a broader access to the curriculum, but that policy-makers should be aware of the digital divide issues. Young people's home use of technology suggests a rich experience involving exploratory activities, access to knowledge and the opportunity to publish their views. Curriculum reform is essential in order to maximize the potential of technology. It demands a shift away from current curriculum and pedagogy towards critical thinking and knowledge construction.     

Action learning for professionals: a new approach to practice

Following on from the article ‘Building Capacity in Social Care: An Evaluation of a National Programme of Action Learning Facilitator Development’ (Abbott, C., L. Burtney, and C. Wall. 2013. Action Learning: Research & Practice 10 (2): 168–177), this article describes how action learning is being introduced in Cornwall Council, UK and explores the relationship between social work and action learning in practice. In essence social work needs to perform well and achieve positive outcomes for users of its services. Cornwall Council's Children's Social Work and Psychology Services is introducing action learning for professionals as a new approach to practice.     

三丙酮胺对离体大鼠心肌缺血的保护作用

离体大鼠心脏灌流实验表明,三丙酮胺(TAA)能改善缺血心肌的收缩功能,降低缺血心叽中过氧化产物丙二醛(MDA)含量,保护超氧化物歧化酶(SOD)的活性,提高胞浆肌酸磷酸激酶(CPK)含量,并有效地抑制CaCl_2诱导的血小板聚集作用.     

在生物学教学中渗透人格教育

人格对一个人的成长与发展具有重要作用和影响,在生物学教学中渗透学生健全人格的教育,是教师教书育人和培养学生健全人格的重要途径。应在生物学教学中充分挖掘人格教育资源。     

导言

在2005 年题为<对图书馆和信息资源的认知>(Perceptions of Libraries and Information Resources)的环境审视报告导言中我写道:这个报告对我们所了解的图书馆功用、图书馆品牌和日益增长的网络信息服务需求,"证实多于挑战".……