新建本科院校教学质量保证体系构建的实践与思考——以常熟理工学院为个案的研究

在阐释新建本科院校构建教学质量保证体系重要性的前提下,以常熟理工学院教学质量保证体系的构建为个案,对新建本科院校教学质量保证体系如何构建进行探讨。     

国际视野下学校变革的未来向度

当前"未来效能"成为世界第三波学校变革的特征。如何基于未来规划、立足未来实践、面向未来思维,是一个不断考量国家教育变革能力的过程。当前世界各国推出的学校教育改革新举措,反映了出当前国际学校变革的未来发展趋向:变革立意具有战略高度;变革进程呈现渐进承接;变革途径凸显整体建构。     

流动子女学校教育分化与师资整合策略研究

通过分析流动子女教育分化的四种类型及成因,提出了破除民办与公办教师分化,促进师资整合的建议。包括破除身份分化的公派团队制及公助培训制,培养教师融合课程的建议,破除城市核心与边缘学校间教师分化的定期轮换制,促进大学理论导师与名校实践导师整合的集团制。     

Geoffrey Sherington and the history of Australian education: ‘ideas of use to a needy world’

This paper provides an overview of the contribution of Professor Geoffrey Sherington to the study of the history of Australian education and immigration. His academic and leadership roles are summarised and the main themes of his work are briefly discussed. These themes comprise: Australia as an immigrant nation, British colonial values and meritocracy, public, private, and corporate schooling, and the interconnectedness of educational institutions. These themes recur in the discussion below and are aimed at providing a context for the analyses and assessments of his major scholarly projects.     

优化资源配置提升办学效益——以澳大利亚高等教育为镜鉴

随着我国高等教育从外延发展进入到以全面提高质量为核心的内涵发展阶段,迫切需要进一步优化配置教育资源,持续提升办学效益。不仅是校内资源的优化配置,而且学校与政府之间、学校与学校之间以及国际教育资源之间的优化配置更需要引起我们的高度关注。澳大利亚高等教育的成功经验可以给我们提供许多有益借鉴。     

初中起点六年制小学教育专业课程体系的构建及其特色

初中起点六年制小学教育专业人才培养模式是我国小学教师教育的新创举。实行按需招生、分段培养、定向就业、强化学生核心能力和岗位适应能力的培养,是该模式的主要特点;为实现培养目标,该模式构建了由＂通识课程＂、＂专业课程＂、＂任选课程＂、＂辅修课程＂、＂实践课程＂五大板块组成的课程体系;强化专业基础、突出师范特色,提升综合素质、实施分向培养,关注基础教育、着眼持续发展是该课程体系的鲜明特色。     

‘Drop-outs’ or ‘heritage learners’? Competing mentalities of governmentality and invested meanings at a weekend Japanese language school in the USA

Based on fieldwork at a weekend Japanese language school in the USA in 2007–2009, this article illustrates the ways in which different regimes of government arise from an activity depending on meanings individuals invest in it. We examine how two students in the same classroom experienced two different regimes of government: one of a low-track class for ‘native speakers’ and the other of a heritage language class for bilingual speakers. Building on Mitchell Dean's reworking of Foucault, we suggest a new approach to ethnographically studying governmentality which focuses on invested meanings.     

A field of desire: visions of education in selected Australian silent films

The 1920s was an ambivalent decade in Australia: on the one hand Australians were still reeling from the disastrous effects of the Great War and on the other they were witnessing unprecedented and exciting technological and social changes brought about by modernity. One of the most important modern technologies was the cinema, which Australians embraced enthusiastically from its introduction. In the silent era Australians produced a great many films, some of which concerned the vast enterprise of the schooling of children. This article considers the relationship between cinema, modernity and education in a small selection of Australian silent films. It argues that these silent film visions of education represented education as a field of desire. These examples of silent cinema about schooling mirrored back at audiences, and attempted to allay, their desires (and anxieties) about the state of nation in the interwar period as well as concerns about the shifting gender boundaries exemplified by the young, unmarried and mobile female teacher. The desired future was ordered, fit and healthy, disciplined, prepared for war, and underpinned by traditional gender roles: little boys were soldiers in waiting, little girls were mothers in waiting, and nubile female teachers were destined for marriage.     

Formal education and pastoralism in western India: inclusion,or adverse incorporation?

The education exclusion of pastoralists is increasingly recognised as a critical area for attention in progress towards Education For All. This article sets out two interlinked propositions as to what underlies barriers to education inclusion for pastoralists in India: a conflation of ‘education’ with schooling; and ambiguity over whether pastoralism is a relevant contemporary livelihood. Taking an adverse incorporation and social exclusion perspective on marginality, policy narratives of education inclusion are explored using its construct of ‘terms of inclusion’. Empirical evidence showing how pastoralism and formal education intersect demonstrates multi-faceted exclusions which simultaneously drive demand for schooling and impose highly adverse terms of incorporation for pastoralism in the globalising economy. Policy strategies currently undervalue ‘education’ as situated learning with a crucial role in pastoralist livelihood sustainability, recognition of which is essential to considering how such ‘education’ can interface with institutional arrangements and tackling the delegitimisation of pastoralism by hegemonic, place-based schooling.     

Gender gap in maths test scores in South Korea and Hong Kong: Role of family background and single-sex schooling

In many industrialised societies, women remain underrepresented in the sciences, which can be predicted by the gender gap in math achievement at school. Using PISA 2006 data, we explore the role of family background and single-sex schooling in girls’ disadvantage in maths in South Korea and Hong Kong. This disadvantage is found to be associated with single-sex schooling, but not with family background. Attending a girls’ school confers a benefit only in South Korea, whereas the gendered curriculum counteracts the selectivity advantage of girls’ schools in Hong Kong. We find that a gendered social structure prevalent in both societies.