中小学教育技术扩散动力机制研究

教育技术扩散动力机制反映了教育技术应用促进力量的主要特征。探求并分析教育技术扩散的内、外部动力有助于抓住教育技术应用推广中的关键要素。文章通过对中小学教育技术扩散主体特征的分析,提出了教育技术扩散动力模型,以此对我国中小学教育技术应用推广现状的主要特征进行了分析,最后对提升教育内部动力的思路进行的思考。     

从培训教材看教师教育技术能力结构与层次

目前,中小学教师教育技术能力初级培训第一轮基本完成,中级培训已进行试点,就要全面展开。为切实提高教育技术培训的效果,有必要对教师教育技术能力的结构和层次以及二者之间的关系进行探讨。     

Educational inequality in rural and urban India

This paper presents estimates of educational inequality for the major Indian states. We compute the education Gini index separately for the rural and urban sectors and examine the changes in inequality during past two decades. The estimates show the high extent of educational inequality; though the inequality declined between 1993 and 2009 the Gini index is above 50% in 2009. Using the analysis of Gini (ANOGI), a technique to decompose overall inequality into the inequality within- and between-sectors, we find that a large part of overall educational inequality is accounted for by intra-sector inequality. Further, intra-sector inequality has increased and inter-sector inequality has narrowed during the above period.     

Estimating the relationship between calculated financial need and actual aid received using quarter of birth instruments

When calculating financial need, the FAFSA does not consider the parental income of students who turn 24 years old. This paper uses the student's quarter of birth interacted with the treated cohort to instrument for financial need. Using the interaction mitigates many of the concerns regarding quarter of birth instruments. A dollar increase in financial need is associated with 15 cents in federal grants and 47 cents in loans. However, the relationship between financial need and institutional aid is, on average, small and statistically insignificant. The exception is that institutions with large endowments do allocate more aid to more-needy students.     

考虑愿景的动态多属性群决策共识模型

现实中很多的多属性群决策(MAGDM)问题常常具有以下特征:(1)决策者使用个人属性集和愿景集来评估各自的备选方案集,并且个人属性集和愿景集可以异构。(2)决策者不必就属性集和愿景集达成共识。(3)个人属性集、方案集和愿景集可以动态变化。通过将上述实际情况的特征纳入MAGDM,提出一种考虑愿景的动态多属性群决策共识模型及其解决框架,设计集体解决方案的选择过程和共识达成过程的算法,给出为达成共识对个人属性集、个人方案集、个人偏好和个人愿景集的调整建议,并结合实例加以说明。     

Do you get what you pay for with school-based health programs? Evidence from a child nutrition experiment in rural China

This study uses a randomized controlled trial of a school-based anemia reduction program in rural China to examine how increased school emphasis on health promotion affects academic performance. Although education and health promotion are complementary functions of schools, they do compete for finite school resources. We compare the effects of a traditional program that provided only information about anemia and subsidies to an otherwise identical program that included performance incentives for school principals based on school-level anemia prevalence. By the end of the trial, exam scores among students who were anemic at baseline improved under both versions of the program, but scores among students in the incentive group who were healthy at baseline fell relative to healthy students in the control group. Results suggest that performance incentives to improve student health increase the impact of school-based programs on student health outcomes, but may also lead to reallocation of school resources.     

麦柯尔与中国近代教育实验

麦柯尔是近代西方教育实验理论和方法在中国传播历程中的关键性人物。中国近代测验运动与其有着极大的关联。中国近代教育实验的发展，始终伴随着对麦柯尔教育实验思想的认识与深化。在教育实验本土化过程中，近代中国教育学界在西方学理选择上存在一些偏差。     

The first ‘Hebrew’ teachers in Eretz Yisrael: characteristics,difficulties and coping methods (1881–1914)

The founding fathers of the new Jewish community in Eretz Yisrael (the Land of Israel, or Palestine) as well as many philosophers, public figures, educators and authors both in Israel and in the Diaspora were preoccupied with the image of the new Israeli Hebrew. The educational system was seen as an instrument to create the ‘new Hebrew’ (identifying with the ancient Hebrews) and to instil new values and behaviours in the young Palestinian‐born generation. During the first three decades (1981–1914) of Jewish education in Palestine, the typical teacher had neither pedagogical training nor prior experience in education, lacked the vocabulary for teaching subjects in Hebrew, and was familiar only with educational systems that differed from the one that she/he dreamed of creating. Individual teachers had no contact with one another and no institutionalised support system. They worked as ‘lone soldiers’, contending with a severe shortage of reference books, textbooks and reading material, struggling with the necessity to create a curriculum and set its priorities, and to translate and prepare material. Yet despite these tremendous difficulties, many educators did manage to realise their educational aims. What characterised these early teachers? What were the difficulties they faced? How did they manage to achieve their aims? This article attempts to answer these and other relevant questions.     

教育人类学应用之问

教育人类学研究在近年来取得了较快发展,教育人类学的应用在民族研究、文化研究和教育研究等方面产生了丰富成果.从对成果的梳理来看,我国教育人类学还存在着学科建设薄弱和应用不强的问题.本研究基于当代社会背景,指出了教育人类学突出的应用价值,并从社会、文化、教育发展与研究三个方面的需要论述了对教育人类学应用研究的诉求.     

Conceptualizing educational leadership in an academic development program

Promoting the development of educational leadership in higher education is essential for strengthening the quality of teaching and learning. Additional research is needed to conceptualize educational leadership, especially within informal roles. We analysed how faculty members in an academic development program conceptualized educational leadership. Five key characteristics emerged that inform the development of educational leadership capacity in postsecondary contexts: affective qualities, mentoring and empowering, action-orientation, teaching excellence, and research and scholarship. Three characteristics of academic programs aimed at developing educational leadership were also identified: funding and resources to implement a change initiative, building interdisciplinary communities, and embracing identity.