农村纠纷调解中的村治逻辑——对浙东先锋村的政治人类学考察

农村纠纷调解机制嵌入在乡村治理实践的结构性变迁之中,并随着乡村治理逻辑的演变而发生相应变化。对浙东先锋村纠纷调解实践变迁的政治人类学考察表明,20世纪90年代中后期以来,受日益彰显的乡村治理性危机的影响,农村基层组织逐步开始更多地使用策略性调解手段,放弃了对地方性文化共识中纠纷调解规范的严格遵守,而且纠纷调解越来越重视暂时性＂息讼＂协议的达成,其实践呈现出越来越复杂的发展态势。后税费时代,富人当政之后的农村纠纷调解仍然存在类似的问题,治理权力严重受限的农村基层组织不得不采取以现代法律为内在基准,以面子、人情和金钱等可控资源为策略性调解手段的办法来解决村民纠纷。而农村纠纷调解的依附性对当前农村基层组织的发展提出了重要挑战。     

中国治理模式的特色与成长逻辑——基于公共治理的视角

中国治理模式的特色是：在治理主体结构中,党、政居主导地位;在治理对象上,地域差异大,多样化的区域治理明显;在治理目标上,长期经济社会发展规划与短期、分阶段任务相统一;在治理手段上,逐渐转向经济、行政、法律和思想并用的综合方式;在价值取向上,民主与稳定兼顾,但稳定优先于民主。中国治理模式,是基于我国的特殊国情形成的,而治理过程中的现代化战略目标与治理现实、国家与社会、行政与政治关系,则是治理发展的逻辑,决定着中国治理实践的走向与发展。     

中国特殊制度禀赋约束下规制困境与规制治理结构的重构

政府规制作为一种治理方式和制度安排,受到一国特定的制度禀赋约束。本文首先从经济、政治与法律、社会三个层面剖析了中国政府规制所面临的特殊制度禀赋约束,即转轨期的经济体制、尚待健全的政治与法律体制以及不发达的公民社会,然后探索了中国特殊制度禀赋约束下政府规制面临的困境,最后引入多中心治理理论分析视角,重构规制治理结构,以解决规制困境,提升规制绩效。     

A comparison of online versus traditional student end‐of‐course critiques in resident courses

This study outlines the intraclass differences between online and traditional student end‐of‐course critiques (EOCCs) only in the context of resident courses. Previous research into these differences appears limited to studies that compare entire classes rather than studies within any given class. Hypotheses are stated that the administration method has an effect on: how students will rate EOCCs, EOCC response rates, and, the detail level, favourability level and number of EOCC comments. In this field experiment, students in resident business courses at a large university comprised the sample. Individuals from within each class were randomly assigned either to a control group that completed a traditional paper‐based EOCC or to an experimental group that completed a similar EOCC online. Comments were coded with regard to the level of detail, favourability and total number of comments. Analysis of variance was used to compare the two groups with regard to ratings, comments and response rates. Online EOCCs had lower response rates, lower overall ratings, but more detailed comments. The methodology had no significant effect on the number or favourability level of comments.     

Changes in instructors' assessment thinking related to experimentation with new strategies

Formative assessment has been recognised as a critical element in teaching for conceptual development. A case study research design was employed to: (1) characterise the assessment thinking of three science instructors at a research‐based university; and (2) examine the complex relationship between instructor thinking and practice by encouraging experimentation with alternative assessment strategies. Interviews, reflective journals, field notes and course documents were the data sources used to create a single case study that documented the development of these university instructors’ assessment thinking during their experimentation with formative assessment strategies. Throughout two semesters of experimentation, the instructors’ assessment thinking became more sophisticated; they grew to view the purpose of assessment less as a summative activity used for the assignment of marks and more as a tool for diagnosing student learning. However, more sophisticated thinking was not associated with revisions in teaching practice based on formative assessment data. Further investigations are needed to more completely understand the nature of assessment thinking and how assessment thinking influences assessment practices. Implications for professional development of university‐level science instructors include personalised experiences through which instructors can become active participants in gathering evidence of student learning that promotes growth in assessment thinking.     

Teaching practices prior and subsequent to 1998 in Turkey: Gazi University Vocational Education Faculty case

This study aimed to compare teaching practice before and after 1998 in Turkey. Participants were 10 academics from the Department of Educational Sciences, Vocational Education Faculty, Gazi University and nine vocational high school cooperating teachers. Semi‐structured interviews were analysed by using content analysis. The most significant findings were that the preparation, practice, observation, counselling and evaluation processes were more efficient before 1998 due to the smaller number of preservice teachers. After 1998, the cooperating teachers were legally included in the process and took more responsibility. A new model which combines the positive aspects of both practices is suggested in the article.     

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.     

Convergence in education policy? A quantitative analysis of policy change and stability in OECD countries

In this article, we quantitatively assess education policy change in OECD countries. While research has frequently underlined the importance of international exchange for national policy development, it is yet unclear whether resulting policies are converging. By distinguishing different kinds of education policy goals, we hypothesise that indicators related to macro-level goals are more likely to converge than those related to implementation. We then analyse the development of several education policies since the 1990s. We find strong convergence of some indicators and among some groups of countries, but no clear pattern emerges. Convergence is only partially influenced by the abstractness of education policy goals, and in particular the Scandinavian countries seem to pursue their own approaches in important education policy options.     

SMART原则在教师顶岗实践管理中的应用研究

组织教师到企业顶岗实践,是培养"双师素质"教师队伍、专业带头人和骨干教师的一条重要途径,是教师锻炼实践动手能力、提高业务水平和教学质量的有效方法,同时也是学校更好地服务企业、服务社会的一种有效途径。本文提出了运用目标管理中的SMART原则来对教师顶岗实践进行管理,制定规范的管理流程,从而发挥教师主动性,取得企业的积极配合。     

哈佛大学博克教学和学习中心——美国大学教师发展机构的标杆

哈佛大学博克教学和学习中心是美国最早的教师发展和教学促进中心之一。自创建以来,博克中心致力于哈佛大学全体教师与研究生助教教学水平的提升,中心的活动主要是支持课堂教学和教学评价,采取个体辅导、工作坊、习明纳等多种形式以满足教师的多元化需求。博克中心还开展与教学相关的研究,出版的研究成果直接服务于教师教学,具有较高的应用价值。博克中心成为美国大学教师发展机构的一个标杆。