南京市基础教育设施空间结构及其演化

针对传统的基础教育设施研究偏重数量和静态视角的现状,以2006-2015年南京市8区基础教育设施为研究对象,采用平均最邻近距离法分析空间集聚性、采用核密度法分析空间热点演化、采用社会网络分析方法与拟合模型探讨教育设施分布及联系网络特征,采用重心椭圆方法分析教育质量的变化。结果表明：幼儿园和小学空间集聚性增强,初中和高中则减弱,除初中外平均邻近距离均下降;除高中外各设施高密度区域范围显著扩大,小学大致呈单核结构扩张,初中呈双核向三核转变的趋势,幼儿园在江宁区形成新极核;名校设立分校的教育联系网络发展的空间差异总体呈先升后降趋势,优质教育设施区位选择受行政界线制约的程度先增后减;教育质量的重心总体先向北后向西移动,高质区域总体呈扩大趋势,但主要仍集中于鼓楼区。基于以上研究结论,提出完善教育设施规划的建议。     

黑社会的制衡

在校园，黑社会，以及国际事务中，一些组织总是试图用武力从其他组织手中掠夺财物。当他们拥有绝对的实力优势时，便会肆无忌惮地进行攻击，目标是获取财富。有时，个人或组织也会联合起来，组成一个临时聪盟以获取财富或阻止对手的进攻。     

A theoretical analysis of the role of social networks in entrepreneurship

Entrepreneurship involves innovation and uncertainty. We outline a theory of entrepreneurship, which highlights the importance of social networks in promoting innovation and reducing uncertainty. Our findings suggest that this “social” aspect of entrepreneurship increases the probability of entrepreneurial success. The results also lend credence to theories of entrepreneurship that suggest that entrepreneurial opportunities are formed endogenously by the entrepreneurs who create them. We also consider the public policy implications of our findings.     

Supervised Teaching Practice as a Partnership Process: Novice and experienced student-teachers' perceptions

The article examines the views trainee teachers on a Postgraduate Diploma in Education Course have about their Supervised Teaching Practice (STP). Data obtained through quantitative and qualitative methods revealed that in general the trainees held a positive view of the STP. A closer examination indicated some differences between novice and experienced trainees in their perception of the role of the STP and its impact on their teaching and learning. Experienced trainees tended to evaluate the STP from a pedagogical perspective, perceiving it as a valuable mechanism for facilitating their teaching. But novice trainees tended to be more concerned with the contextual and technical aspects of the STP being less ready to contemplate its impact on their teaching. Results suggested that trainees' years of teaching experience is an important factor to be considered when conducting the STP. Implications are drawn about the role of the supervisor in helping novice trainees overcome their concerns associated with the early stages of professional development; clarifying the role of the supervisor; the need for involving a school mentor in the STP, and strengthening the existing school-university partnership in teacher education.     

'My attitude,my responsibility‘ Investigating the attitudes and intentions of pre-service teachers toward inclusive education between teacher preparation cohorts in Melbourne and Pretoria

This study explored the attitudes and intentions of pre-service teachers towards inclusive education, across two teacher preparation institutions in Australia and South Africa. There were multiple aims to the study: among these was a need to explore the impact of contextual factors on pre-service teacher attitudes towards inclusive education, and to investigate factors that may impact on their intention to include students with additional learning needs into regular classrooms. The study utilised a published survey as a measuring instrument. One-way analyses of variance were used to establish whether statistically significant relationships existed between specific demographic variables and respondent attitudes towards inclusive education. This paper presents the findings of this investigation.     

PISA and its consequences: Shaping education policies through international comparisons

As the field of education has become a highly internationalised policy field in the last decade, international organisations such as the OECD play an ever more decisive role in the dissemination of knowledge, monitoring of outcomes, and research in education policy. Although the OECD lacks any binding governance instruments to put coercion on States or to provide material incentive, it has successively expanded its competences in this field. OECD advanced its status as an expert organisation in the field of education mainly by designing and conducting the international comparative PISA study. With PISA, the OECD was able to greatly influence national education systems. Basically, States were faced with external advice based on sound empirical data that challenged existing domestic policies, politics, and ideas. One prominent case for the impact of PISA is Germany. PISA was a decisive watershed in German education policy‐making. Almost instantly after the PISA results were publicised in late 2001, a comprehensive education reform agenda was put forward in Germany. The experienced reform dynamic was highly surprising because the traditional German education system and politics were characterised by deep‐rooted historical legacies, many involved stakeholders at different levels, and reform‐hampering institutions. Hence, a backlog of grand education reforms have prevailed in Germany since the 1970s. The external pressure exerted by PISA completely changed that situation.