少数民族习惯法的当代法治意蕴研究

少数民族习惯法具有丰富法治理念、提供实用制度资源、节省社会运作成本等法治建设意义。在国家法律引导民族习惯法演变和发展的过程中,应当保留民族习惯法应有的发展空间,从而不断促进少数民族地区的稳定和发展。     

集中连片民族特困地区产业链延伸分析--基于石阡茶产业考察

通过对石阡县茶产业的实地考察,重点对茶产业链的种植、生产、加工、物流、销售和管理环节进行定性分析,发现石阡茶产业在价值链、企业链、供需链和空间链方面的提升面临瓶颈,物流综合发展能力较弱,信息流发展严重滞后。基于这些问题的原因分析,提出石阡茶产业链延伸的路径在于厘清茶产业上、中、下游产业,确定产业重点;加大基础设施建设,形成茶产业集群,以此努力实现延伸茶产业价值链的目标。     

校企合作模式下的专兼结合教学团队建设研究

教学团队建设是高职院校一项长期的质量工程,其目标是提升团队教师的综合素质。校企合作模式下的专兼结合教学团队建设,可依靠校企合作平台,通过教育教学改革、社会服务、成果转换、技术创新等措施提升团队教师的教学能力、科研能力、协作能力和创新能力。     

基于现代学徒制的职教集团发展策略初探

现代学徒制为破解我国职教集团发展瓶颈提供了有益参考。借鉴现代学徒制国家制度支持、实施校企合作的国际发展经验,从现代学徒制的角度考量职教集团的发展策略,需从制度理念、运行机制和服务应用三个层面出发,完善制度框架,调整成员结构,实行产权改革,改变运行形式,推动职教集团品牌发展。     

高职院校专业群建设的目标、逻辑与制度

以建设专业群为核心的内涵建设将是高职院校新一轮改革发展的重要内容。通过专业群建设优化专业结构、打造专业品牌、强化专业特色,适应经济产业结构调整。专业群建设的逻辑路径包括基于产业链组建专业群、基于产业复合型人才和跨界要求组建专业群、基于学科逻辑组建专业群。专业群建设需要建立与之相配套的管理制度,包括专业群招生培养制度、群内专业辅修制度以及专业群带头人管理制度等。     

对我国职教集团治理结构与发展模式研究的回顾

我国对职业教育集团治理结构和发展模式的研究,多从以下几个角度进行：一是以区域性职教集团为研究对象,具体分析其治理结构和发展模式;二是以行业性职教集团为研究对象,分析行业性职教集团的治理特点和发展路径;三是引入第三部门理论、企业治理理论等指导职教集团构建科学的治理结构和发展模式;四是对国内外职教集团治理结构和发展模式进行综合分析和研究;五是对职教集团治理结构和发展模式未来发展进行展望。这些研究对我国职教集团治理结构和发展模式的选择具有重要指导和借鉴意义。     

Analyzing a service-learning experience using a social justice lens

This mixed methods study explores a service-learning experience embedded in a social foundations course in a teacher education program. The authors differentiate learning outcomes for social justice and charity service-learning, and utilize this framework to examine whether the service-learning experience fosters a social justice perspective. The findings demonstrate that while the experience did foster social justice perspectives for some students, the data also reflect evidence of learning outcomes that align with charity service-learning.     

Supporting pre-service teachers to enhance the effectiveness of their classroom practice through engaging with the ‘voice’ of their pupils

The research reported here was focussed on accessing the perceptions of pre-service teachers regarding the critical factors which support highly effective learning in schools in the United Kingdom. Their perceptions were arranged into a taxonomy so that they can be used as a starting point for their reflections on the observations they make of teaching and learning in schools with the aim of enhancing the effectiveness of their own teaching. The choice of technique used to access the perceptions was driven by the desire to provide the pre-service teachers with a method that they could use themselves to engage with the ‘voice’ of their own pupils regarding the factors which support effective learning. The engagement of pupil voice has become increasingly significant in understanding effective pedagogy and in securing more personalised approaches to learning in United Kingdom school contexts.     

The Language and Educational Ideologies of Mixteco-Mexican Mothers

Mixtecos, members of an Indigenous group from Mexico, have settled in large numbers in New York. Their children are found in bilingual classrooms (Spanish–English), but little is known about parent–school interactions. This work describes the educational ideologies that 23 Mixteco mothers shared during 5 focus group interviews distributed across 9 months. The results are presented as structured anecdotes that underline (a) education as a cooperative endeavor between teachers and parents, (b) preference of Spanish over Mixteco as family language, and (c) mothers’ commitment to overcoming their own illiteracy. The educational ideologies of these Mixteco mothers reflect deep commitment to supporting their children's education.     

我国公民参与社区管理的现状考察——以多中心治理为视角

针对转型时期公民参与社区管理过程中权责界限不清晰、积极性不高及参与性不足等一系列问题,提出完善相关法律体系,明确公民参与管理的职责权限,强化权力运转机制并加强对社区管理的监督等对策。