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171.
Guanglun Michael Mu Xinrong Zheng Ning Jia Xiaohua Li Shaoyi Wang Yanchuan Chen Ying He Lyn May Merilyn Carter Karen Dooley Adon Berwick Angela Sobyra Carmel Diezmann 《The Australian Educational Researcher》2013,40(3):373-389
The promotion of educational equity and improvement of educational quality in China are contextualised in tenets of Confucianism and policy directives, inspiring educational research and practice. In this paper, we first explore the historical and cultural roots of educational equity and quality through Confucianism and elaborate on the current policy priority that aims to address educational equity and quality. We then present an overview of research on equity and quality in Chinese education. Informed by Confucianism, policy, and research, we pose a framework to structure our investigation and analysis of three illustrative examples, namely the Special Post Teacher Plan, amalgamation of rural schools, and schooling of floating children. Drawing insights from Confucianism, policy, research, and practice, we conclude that the promotion of educational equity through high quality provision of education for disadvantaged groups can help to narrow the gap in educational quality currently existing in China. 相似文献
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Peter Tymms Paul Jones Stephen Albone Brian Henderson 《Educational Assessment, Evaluation and Accountability》2009,21(1):67-80
This paper assesses the cumulative long-term impact of successive years of high quality provision in schools. This was achieved
by looking at the consequences, up to the age of 11 (Year 6), of attending a school where there was high or low value-added
in each of the 7 years of primary education in England. Multi-level models for thousands of pupils were set up in which the
relative contribution of the school was estimated each year, as was the impact of attainment levels reached in each previous
year. The analyses indicated that: relative progress each year was important but progress in the earliest years was the most
important. Good progress in the first year at school was still detectable in the last year of primary schooling. Boosts or
setbacks to progress in one year can be added or subtracted to progress in another. The relative importance of school for
maths and reading were similar but smaller for vocabulary. The analyses suggest that teachers are of key importance when considering
educational effectiveness and the implication for policy makers and school effectiveness researchers are discussed.
相似文献
Peter TymmsEmail: |
176.
Jake Anders Francis Green Morag Henderson Golo Henseke 《British Educational Research Journal》2020,46(5):967-992
For those who grew up in Britain in the latter half of the twentieth century, there is known to be a strong association between social class or family income and attending a private school. However, increasing private school fees and promotion of school choice in the state sector have potential implications for the predictors of participation in private schooling in the twenty-first century. In this article, through analysis of rich, longitudinal data from a recent, representative birth cohort study, we provide new evidence on this issue. Given the high and rising fees required to send a child to private school, one might think that the decision is entirely connected with financial resources. However, while these remain an important factor, we argue that other determinants are also important. In particular, we highlight the importance of parental values and geographical proximity to high-quality state school alternatives: a one standard deviation increase in levels of parental traditional values is associated with a 2.5 percentage point higher probability of their child attending a private school, while each minute of additional travel time to the nearest state school judged ‘Outstanding’ by England’s schools inspectorate is associated with a 0.2 percentage point higher probability of attending a private school. We also examine the characteristics of those who ‘mix and match’ state and private schooling, noting their similarity to private school attendees in terms of their values but lower levels of financial resources. 相似文献
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W.M. Henderson 《Journal of The Franklin Institute》1871,91(3):180-184
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