21世纪美国高等教育政策改革述评——基于Spellings委员会报告的分析

美国Spellings委员会报告是21世纪美国高等教育改革的重要议案,既为高等教育法案的修订提供了立法基础,也为今后联邦政府高等教育政策改革提供了蓝图。该报告确定了"高等教育机会、可支付性、质量与创新、问责"是高等教育政策改革的四个主题。美国21世纪高等教育政策改革是由联邦政府发挥主导作用,由社会多方代表进行民主商议,然后由政府主要采取立法与拨款形式进行的。它充分尊重各州和高等院校的自主权,对我国高等教育政策改革可以提供有意义的经验借鉴。     

21世纪英国高中课程改革的特征与影响

进入21世纪以来,英国政府不断出台新的教育政策,进行了多次中学课程改革,对高中课程结构进行调整,强化国家课程的实施,不断改进和完善证书体系,加大教育投入,呈现出了明显的中央政府教育集权化的倾向。这些高中课程改革为提高英国中等教育水平、促进英国社会经济的发展做出了积极的贡献,但职业教育与学术性教育之间的分野十分明显,实现＂教育民主＂和＂教育公平＂的目标仍然任重而道远。     

多元化发展：中国高校人文社会科学学报的改革路径

中国报刊体制改革是整个文化体制改革的一部分,故高校人文社会科学学报改革势在必行。就高校人文社科学报的改革策略而言,集约化发展、专业整合发展、数字化发展、栏目共建、内涵式发展以及联合办刊等多元化发展路径或许是行之有效的改革方向。     

反思我国教育改革的舆论支持

阐述对教育改革的舆论支持状况进行判断的依据,分析我国教育改革舆论支持的基本特征及其面临的严峻挑战,并提出改变教育改革舆论支持方式的基本思路。     

The development of intentions for adapted teaching and inclusive education seen in light of curriculum potential. A content analysis of Norwegian national curricula post 1980

This article analyses and discusses the development of the principles of adapted teaching and inclusive education in the three most recent Norwegian national curricula, seen in light of curriculum potential as an overarching perspective. This potential highlights teachers' opportunities for choosing and adapting their teaching content. The area of problems is first related to relevant curriculum theory and choice of method. Our qualitative text analyses and then examines the relevant curricula and other national documents which provide guides and intentions for schooling in Norway. The analysis will also be viewed in an international perspective in relation to OECD evaluations of Norwegian schooling. The discussion highlights the fact that the Norwegian curriculum reforms are affected by these international evaluations. This particularly applies to the relationship between the central governing of the school's content and the individual school's curriculum potential.     

School reforms,principal leadership,and teacher resistance: evidence from Korea

Many countries design and implement school change with a focus on the fundamental reconfiguration in the structures of schooling. In this article, we examined the relationship between principal leadership and teacher resistance to school reforms driven by external interveners. For an empirical analysis, we took advantage of extensive data derived from 967 teachers and 32 principals in Korean vocational high schools that are now experiencing school reforms launched by the government. Our results revealed the importance of human aspects of school changes and reforms, in particular, driven by the external intervener. We first showed that a principal's initiative leadership is significantly related to the reduction of teacher resistance to change, in particular on the emotional and behavioural dimensions. Not surprisingly, teachers showed a higher level of resistance when their schools participate in the government-driven reform. Finally, teacher resistance depended upon characteristics of teachers as well as principals. These findings provide some useful policy implications for facilitating successful school reform efforts. Foremost, school reformers are advised to rethink the school change model design in a way of fully capturing human aspects in the reform process.     

Market accountability in schools: policy reforms in England,Germany, France and Italy

This article concentrates on the policy reforms of schools in England, Germany, France and Italy, from 1988 to 2009, with a focus on the introduction of market accountability. Pressing demands for organisational change in schools, shaped by the objectives of ‘efficiency’ and competition, which were introduced in England in the 1980s, have been adopted in other European countries, albeit at a slower pace and within the continuing need for domestic institutional conformity. How does the increasing predominance of market accountability in state schools change traditional bureaucratic and professional accountability relationships between politicians, managers, professionals and users? The article argues that despite some evidence of convergence between different education systems, England remains the outlier and continental European countries have been much more reluctant to adopt choice and competition policies.     

Review of the Study Findings

No abstract available for this article.     

语文新课程实施策略简论

基础教育语课程改革实施中,应围绕全面提高学生语素养这个核心,把握八个着力点：注重诵读、积累,注重整体把握,注重自由表达,注重学熏陶,注重开放、实践,注重自主、探究,注重综合学习,注重全面评价。