Creating an Ofsted story: the role of early years assessment data in schools’ narratives of progress

This paper explores the growing importance of measures of progress in judgements of schools’ effectiveness in England, with a focus on the role of the early years (settings for children aged 2–5) in providing data for these measures. Qualitative data from a research project involving three diverse school-based and pre-compulsory early years settings are used to explore how teachers and school leaders prioritise the collection of data in their every-day practice, in order to show how children make continual progress. The need for a narrative of progress as children move up through the primary school, an ‘Ofsted story’ for the school inspection service, is discussed alongside recent policy which requires a ‘baseline’ assessment at age four. We argue that there is a reification of progress in schools and early years settings, and that this changes the status of early years within the sector.     

Online Schooling in the United States: A Response to Saultz and Fusarelli

In this paper, we discuss some concerns and recommendations of Saultz and Fusarelli (2017), offering nuanced and detailed views of online schooling from a different perspective. This includes addressing challenges regarding online learning such as fluctuating enrollments, financial concerns, quality assurance, and accountability. In addition, we propose recommendations related to funding, better quality data, and oversight and monitoring. We conclude with a short discussion of the need for differentiated research for specific online learning contexts.     

科技政策执行力的影响因素研究——基于解释结构模型的分析

在对科技政策执行力影响因素及其关系进行调研的基础上,对影响科技政策执行力的各个因素进行分类,同时综合运用解释结构模型(ISM)分析了不同因素之间的层次关系。研究结果显示:在内部影响因素中,执行主体的兴趣是直接影响执行力强弱的表层因素,政策内容和服务对象是影响执行力的底层因素;在外部影响因素中,科技需求和制度环境分别为影响科技政策执行力的表层因素和底层因素。将内外部因素综合起来考虑,则内部因素大多为中表层因素,外部因素主要为底层因素等。     

‘Tomorrow's Schools’ in New Zealand: from social democracy to market managerialism

This paper uses one national case to illustrate how diverse ideological agendas of central state agencies contest the discursive space within which major education policy reforms are developed. In Aotearoa New Zealand in 1988, ‘self‐managed’ schools were promoted ostensibly to allow parents more say in their children’s education and local school administration. The Tomorrow’s Schools reform policy texts included an existing social democratic partnership rhetoric, positioning principals as professional leaders working collaboratively with elected parent boards of trustees. However, the new ideology of ‘parental choice’ of school within a local schooling marketplace, underpinned by a chief executive or market managerial model of principalship, was later operationalised through mechanisms of ‘steerage’ from the centre. To explain this shift, we examine selected policy text pre‐cursors to the reforms and identify how contrasting forms of ‘principal’ and ‘teacher’ identity emerged within social democratic, neo‐liberal and market managerial ideologies. We further show that while radical (Treasury) market liberal arguments for labour market deregulation and consumer choice failed to gain widespread support, the State Services Commission preferred market managerialist strategies for promoting public accountability of schools (based on aggregate student achievement outcome data and centrally determined national educational priorities) were successfully embedded during the 1990s.     

Issues in the development of children’s centres on nursery and primary school sites

This paper explores the development of children’s centres in England between 2004 and 2008, focusing on the newly created centres that have been located on primary and nursery school sites. Using both an analysis of policy documents and interview data from three urban local authorities, we examine the use of premises and the differing priorities of centre staff and school heads, particularly in relation to the balance of services between early years education, childcare and family support. We also explore governance issues, focusing especially on patterns of accountability. In so doing, we also examine the tensions that exist between children’s centres located on primary and on nursery school sites and the schools themselves.     

美国新保守主义公共教育议程的社会意识形态基础分析

满足社会需求是实现社会生产的充分必要条件。教育政策的生产也是如此。只有产生了社会需求与政治需求,才有教育政策生产的充分性与必要性。20世纪60、70年代美国的三大社会运动——黑人权利运动、人本主义教育运动和新效能运动,为20世纪80年代新保守主义的复兴及其教育议程的形成铺垫了必要的社会需求,形成了新保守主义的公共教育议程,即构建以核心知识与共同文化为基础的全国课程;实现公共学校中的权力制衡;恢复公共学校中的祈祷制度。这赋予美国公共教育全新的品性——常识领域的集权与制度领域的放权,对美国教育产生了自公共学校运动以来最为重要的影响。     

双主编模式下充分发挥外籍主编作用的实践——以《Journal of Marine Science and Application》为例

探索英文科技期刊提升国际影响力的重要举措,与同行期刊交流参考。以英文期刊《Journal of Marine Science and Application》(JMSA)为例,从聘请外籍主编开启双主编办刊、外籍主编在促进期刊国际化发展的重要举措、期刊国际化发展的显著变化等方面阐述了外籍主编对提升英文期刊国际影响力的重要作用。自双主编办刊以来,《JMSA》国际稿件的质量和比例、国际影响力和认可度显著提升。实践表明,聘请支持期刊发展且具有高影响力外籍主编、充分发挥外籍主编引领作用,能够快速提升英文科技期刊的国际影响力,并大大加快期刊的国际化发展进程。     

SA8000认证中的逆向选择机制及其矫正对策研究

企业在导入SA8000体系初期,由于多种原因的影响,将遭受利润损失,在同类产品市场也易出现"柠檬现象",呈现逆向选择情形.规避这种风险,需要完善信息传导机制,提高消费者的鉴别能力,以减少信息的不对称性.更重要的是政府要建立相应补偿机制,还要利用自己特殊的声誉和专业能力,发出具有公信力的"市场信号",既有利于企业突破交易中的信息障碍,弥补市场失灵,同时也有助于提升企业认证的积极性.     

工作自主权对组织公民行为的影响机制

组织公民行为是维护企业运行、提升运转效率的重要因素之一.已有的文献还未能深入探讨中国情景下如何有效激发企业组织公民行为这一课题.本文以中国企业的员工为样本,采用结构方程模型探讨工作自主权对激发组织公民行为的影响机制.研究表明:工作自主权与组织公民行为显著正相关;个体当责感和与组织联系在两者之间起完全中介作用.研究结果显示,中国企业要想激发员工的组织公民行为,应该首先提升员工个体的当责感和其与组织的联系,单独提高工作自主权难以真正激发组织公民行为.     

中国NGO问责及其路径

伴随公民治理主体的日益多元化,中国NGO越来越多地承担了提供准公共物品的职能,因此有必要对中国NGO进行问责。文章就中国NGO问责中的"问"与"责"进行分析,并在此基础上从问责主体出发,以捐赠者为视角,对中国NGO问责的路径进行了探讨。捐赠者对中国NGO的问责属外部监督,是他律。中国NGO的健康发展,不仅需要他律,而且更需要自律,他律与自律的相互结合,促进中国NGO的良性运行,公益使命得到更好的倡导。