中美财政科技预算的比较与启示

本文在介绍中美科技管理体系的基础上,重点剖析了美国R&D预算的编制方式与流程,反映出R&D预算在美国财政总预算中的重要性,编制方式和程序的严密性,预算监督和审核机制的完善性、有效性,以及R&D预算的科学性、与其他R&D统计数据之间的衔接性,对比说明中国确有必要建立R&D预算统计制度,增加R&D活动测度指标,丰富完善R&D统计体系,实现与国际R&D统计标准的接轨.     

新《标准》与中学英语教学法课程改革

"中学英语教学法"是培养中小学英语师资的核心课程.但是,由于各种因素的影响,这门课程一直未受到广大师生的重视,教学效果不是很理想.随着基础教育阶段教改的展开,高师的师范教育理应有所变革,以培养适应新环境、符合新要求的基础教育人才.     

Comparing Models of Nature of Science Dimensionality Based on the Next Generation Science Standards

Instruments measuring understanding of the nature of science (NOS) are required if educational institutions intend to use benchmarks or examine the effects of interventions targeting students’ NOS development. Compared to other constructs, NOS understanding is complex, having been the subject of debate among scholars in both its substance and its dimensionality. This complexity invites challenges in defining what is to be measured. Drawing from the perspective that policy reform documents provide pragmatic consensus-based definitions of NOS, this study investigated how well the dimensionality described in the NOS component of the Next Generation Science Standards (NGSS) framework matched the empirical structure of data collected from a set of secondary-school students’ responses to an NOS instrument comprising multiple-choice and Likert-scale items. Using multidimensional item response modeling to compare structures of NOS dimensionality, we found that treating NOS as comprising multiple dimensions—as defined by the themes in the NGSS NOS framework—resulted in a better fitting model than when treating NOS as a single dimension. The multidimensional model also had fewer poorly functioning items and revealed NOS profiles that otherwise would have been masked in a model treating NOS as a single dimension. These results provide support for the NOS NGSS framework and contribute to the ongoing discussion about the dimensionality of NOS.     

汉代选官征辟制度考述

征辟制度作为汉代主要选官方式之一,是适应当时制度环境发展需要特别是选官方式超越与创新的产物,有着较为独特的内涵与品性、严格的标准和资格限定以及不可或缺的考铨机制。征辟制开创了我国古代选官制度的新途径,是历史的进步。就其本质而言,征辟制只是封建专制制度下无法消除的一种特权现象,至汉末已经不符合人才选拔和社会发展的规律。     

国考背景下的教师教育专业发展路径思考

我国教师教育已进入一个从数量满足向质量提升转变的关键时期。为了提高教师教育质量,国家教育部颁布了教师教育标准,并且以实行教师资格统考为制度保障。然而教师教育的现状与标准的要求有一定差距。因此,教师教育专业需要拓展发展路径。路径可以从师资、课程、教学和评估等方面找到切入点。     

Teaching Problem-Posing and Inquiry to Teachers Using a Non-Traditional Operation

Teaching teachers to participate in mathematical inquiry has the potential to both transform belief systems about mathematics and to transform teachers from consumers of mathematics to producers of mathematics. The focus of this paper is to describe the use of a problem, based on a non-traditional binary operation, to encourage and teach pre-service and in-service teachers inquiry and problem-posing. We present a brief mathematical solution for the problem and we then discuss problem-posing activities and discussions of connections to the Standards of Mathematical Practice from the Common Core State Standards. We discuss several key aspects of the problem that make it well-suited for the purposes of teaching inquiry and problem-posing.     

New structures of power and regulation within ‘distributed’ education policy – the example of the US Common Core State Standards Initiative

Abstract

This article focuses on the growing development towards new forms of ‘distributed’ governance within current large-scale educational reforms. The emphasis is on so-called ‘governance through standards’ as a transformative reform complex which manifests itself in a simultaneous process of regulative destabilisation and (global) reconstruction of policy control. This newly emerging regulative policy ‘ensemble’ is found to be directly related to the growing collaborative activity of cross-field networks between governmental, non-governmental and private actors. Empirically, this article refers to the so-called Common Core State Standards (CCSS) Initiative which has fundamentally reshaped US education policy since 2001. The initiative comprised the negotiation, implementation and controlling of supra-state core skill standards for K-12 education as the benchmark for other regulating instruments such as assessments, monitoring and teacher training. In the context of the CCSS, the aforementioned new structures of regulation can then be located within an entrepreneurial alliance around the non-profit organisation Achieve, Inc. Through its function as a core policy network manager, Achieve generated simultaneous practices of collaboration and distinction, discourse initiation and (invisible) norm stabilisation.