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991.
992.
潘雅静 《泉州师范学院学报》2001,19(1):48-51
师资队伍建设是当前高师院校发展中面临的重要问题,也是高师院校肩负振兴基础教育重任的必然要求。本从师资培养、引进、提高三个方面,提出了高师院校师资队伍建设的思路。 相似文献
993.
关于农民培训的研究综述 总被引:1,自引:0,他引:1
对近年来学术界、理论界就国内外农民培训的研究探索进行归纳总结,在对这些成果进行系统总结的基础上,简要评析总体研究现状,并指出当前亟待进行深入研究的问题,以期为进一步的研究提供参考。 相似文献
994.
顾宏义 《南京晓庄学院学报》2007,23(5):107-111
南宋东阳人蒋沐所建的横城义塾,为宋末浙南地区甚具影响的民办书院。而理学家方逢辰参与制订的《义塾纲纪》,较为系统而详细地规定了义塾的办学主旨、学生入学资格、教学内容与方法、义塾管理等,对横城义塾的发展起到了重要作用。 相似文献
995.
Teachers or learning leaders?: where have all the teachers gone? gone to be leaders,everyone 总被引:1,自引:0,他引:1
This paper traces the dramatic proliferation of leadership roles in English primary and secondar schools, due mainly to central government education policy of the past two decades. This has transformed schools from relatively simple to highly complex organizations and has impacted on the working conditions of, and demands on, teachers, together with many aspects of schooling. These changes are illustrated with typical examples of schools' leadership structures and their functioning. Interview data provide teachers' views on, and reactions to, the changes in school leadership. The paper also reviews the ways in which teacher education institutions have responded in terms of providing initial and in‐service education and training to equip the profession for this new and developing challenge. It examines the reception of such programmes by teachers and the reported impact on schools' management and the role of leadership within it. 相似文献
996.
Scott Marsh Manjula Waniganayake John J. De Nobile 《School Effectiveness & School Improvement》2016,27(4):580-593
School improvement is a central focus for school leaders. Whilst measures such as high-stakes testing and other government accountability agendas have at times marred the discourse of school improvement, how schools develop their capacity to ultimately improve the core business of student learning remains important. As an extensive area of scholarship, much has been written to support leaders in improving learning and teaching in their school. Indeed, studies demonstrate the value of establishing schoolwide goals and expectations and the importance of using evidence to improve teaching practice. This article presents qualitative data from 4 independent schools in the state of New South Wales (NSW) Australia which suggest that whilst the concept of school improvement is not new, the capacity of schools to embrace some key concepts found in this area of study is limited. The article proposes that through cultivating conversations within their communities, schools can foster shared understanding and enhance their capacity for improvement. 相似文献
997.
不同于儒家文化制约着的传统文学的表达方式,海派作家施蛰存的《鸠摩罗什》致力用无意识理论来观照人生,解剖人性的沧桑。 相似文献
998.
法兰克福学派的大众文化批判理论是西方大众文化批判理论中最为激进与严厉的一种。他们从文化艺术活动的本质规定性出发,对文化艺术在发达工业社会中的严重异化现象进行了猛烈抨击,痛斥大众文化的平庸化、商品化、齐一化和意识形态功能。对法兰克福学派的大众文化批判理论,我们需要作辩证分析,既要认识其合理性,又要看到其缺陷,从而为我国在工业化、市场化进程中文化艺术事业的发展提供理论借鉴。 相似文献
999.
《海外英语》2007,(5):10-11
Many college freshmen arrive woefully unprepared to do college work, and as disadvantaged populations continue to grow, the share of the American work force that has made it through college is expected to plummet. Many experts blame that educational failure not just on high schools but also on colleges. School & College, a special report by The Chronicle, looks at efforts to fix the system. What reforms would better prepare students for college? What should schools and colleges be doing differently? How should state and federal officials help? 相似文献
1000.
Elizabeth Hair Tamara Halle Elizabeth Terry-Humen Bridget Lavelle Julia Calkins 《Early childhood research quarterly》2006,21(4):431-454
Two studies examine patterns of school readiness in children at school entry and how these patterns predict first-grade outcomes in a nationally representative sample of first-time kindergartners from the Early Childhood Longitudinal Study—Kindergarten Class of 1998–1999 (N = 17,219). In Study 1, cluster analyses revealed four profiles at kindergarten entry: comprehensive positive development (30%), social/emotional and health strengths (34%), social/emotional risk (13%), and health risk (22.5% of the sample). Study 2 results suggested that children with one of the two “risk” profiles were more likely to be from families with multiple socioeconomic disadvantages. In addition, all four profiles differentially predicted academic and social adjustment in early elementary school. Children with a risk profile performed the worst on all outcomes; children with a comprehensive positive development profile performed the best. The authors discuss the need for early identification of children who may be at risk for entering school with few school readiness strengths. 相似文献