英国国家课程对教师专业自治的影响

本文主要探讨了英国高度中央集权式课程结构和内容对教师专业主义和专业自治传统的冲击和影响,讨论了由此所引发的有关教师专业主义的争论,论述了专业主义概念的变化以及决策者和教师对专业主义的不同解读.     

风土建筑挑战和身份认知方式:英国乡村保护的价值认知与保护制度初探

在乡村振兴的目标下,建成遗产该如何保护和存续在许多国家均是难题。通过追溯英国处置乡村中的风土建筑这一建成遗产的重要组构部分的整体特点,对其价值认知、保护历程及规划体系的形成,进一步结合科兹沃尔德乡村保护案例的规划政策分析,从三个方面分析了英国风土建筑保护的策源力。即包括贵族乡绅在内的精英阶层对乡村自然景观营造和保护旨趣一直有其社会传统性;赞美自然和乡村生活的浪漫主义者进一步通过包含风土建筑在内的英国风景建构为英格兰的民族身份认知物;英国作为工业革命的产生地,较早开始对工业文明的进程带来的后果进行反思,保护乡村的建成遗产及其整体环境作为善性立法和公共利益优先的原则的体现,并较早地通过制度建立被纳入正当化、合法性的保护框架中。最后指出英国社会普遍达成的有关风土建筑及其文化地景整体性保护的共识与规划制度的配合是英国乡村大范围的建成遗产能够被成功保护的关键所在。     

图解英国国家资格框架之改革进程

构建一个统一、层次分明、并且相互融通的国家资格框架，是英国国家资格体系改革的方向。英国现行的国家资格框架（NQF）是在1997年QCA五级资格框架的基础上建立起来的。之后该框架先后经历了2000年课程改革、2004年八级框架调整和2006年GNVQ调整这三次较大的变化。通过统一机构、推出证书、体系融通等举措，NQF不断完善，显示出对不断变化的社会与劳动力市场需求的适应性。     

“Roy's Turkish Delight”: Football,Nationalism and the Representation of Turkey in the British Sports Media

ABSTRACT

A large body of literature in representational studies reflects a deep professional concern over the negative effect of the role of the media in representing significant Others. Western media's coverage of an international event, in this case, a football competition, raises some ethical questions about the choice of specific lexical items and textual contents. Drawing on the work of Stuart Hall's representation theory, this article examines how Turkey, a nation located on the semi-periphery of Europe, is represented in Western media outlets. By looking at the role that sections of the British sports press plays in their construction of the Turkish national identity, I evaluate the Euro 2016 and Euro 2004 reporting of the UEFA European Championship qualifying matches between Turkey and England. I apply a combination of lexical and narrative analysis, and I question the way that Turkey is represented in the British sport texts. The style and language used in the presentation of football games reveals that British media outlets are prone to present England's politically and economically powerful position, and its cultural superiority over Turkey. Findings also suggest that the discourse of the “West and the Rest” is alive in the modern world.     

关于足球运动起源之新论

足球运动的起源一直有两大基本说法:古代的足球(足球游戏)起源于中国;现代足球运动则起源于英国。国际足联2004年正式确定:足球起源于中国,中国古代的蹴鞠就是世界上最早的足球运动。本文从足球运动两大诞生地中国与英国,在关于足球起源的诸条件、要素异同性方面的综合比较分析与研究,试图对“足球运动起源于中国”这一定论提供理论依据。     

中古英国敞田制的运作及经济社会效应

敞田制是中世纪英国基本的土地利用与管理制度.土地以条田的形式呈现且分散分布是敞田制的自然形态特征;土地的个人占有与公共利用是敞田制的基本内涵;庄园习惯法或村规民约是敞田制运作的基本准则.在生产力水平低下的背景下,敞田制特有的农牧结合可以有效地保持土壤的肥力,有利于维护小农经济,对社会弱势群体也起到了一定的慈善和救济作用.     

Learning and expertise in support for parents of children at risk: a cultural-historical analysis of partnership practices

A key predictor of young people’s future outcomes is their level of academic achievement whilst at school. In England this is most commonly measured by achievement in GCSEs. However, not all pupils will have taken the same set of GCSE examinations as, for example, they may make different subject choices. For this reason, GCSE performance is often aggregated into a simple measure such as ‘mean GCSE grade’ before being used in statistical models. This paper investigates the merits of using an alternative method, based upon the relatively new technique of Generalised Boosting Models, which does not require for GCSE results in different subjects to be aggregated together. The importance of this research is that by evaluating the predictive performance of such a method we can ascertain how much useful information is lost in the process of GCSE aggregation. The results show that traditional predictions based upon simple aggregated measures of GCSE attainment are fairly similar to those based upon the more complex approach. This provides some confidence that, for the majority of outcomes, only a small amount of predictive information will be lost through the use of aggregated measures of GCSE performance.     

Comparing school accountability in England and its East Asian sources of ‘borrowing’

Education reforms in England are increasingly justified by borrowing ‘best practices’ of high-performing East Asian societies, including Hong Kong, Singapore and Shanghai. However, taking the reforms of school accountability as an illustrative example, this article argues that there are serious variations between England and its East Asian sources of ‘borrowing’ with regard to the ways in which schools are held to be accountable. How school accountability is organised and operationalised in practice deeply depends on socio-political priorities of each society. Therefore, education policy borrowing from East Asia to England is potentially extremely difficult. Furthermore, this article remains alert to the possibility that the claim (about improving the education system in England through imitating East Asian models) is symbolic rather than practical – symbolic in the sense of producing legitimacy for pre-existing policy agendas.     

科学本质教育及其教学研究与实践——以英国国家科学课程标准为例

作为科学教育的目标,科学本质教育近年来广受关注。英国国家科学课程标准中,对各个学段的科学本质教育提出了不同的教学要求;英国科学教育工作者对科学本质教育的教学方式、方法,影响科学本质教育的因素以及教学资源的开发等方面进行了广泛研究,这些都对我国科学教育中的科学本质教育具有借鉴和启示作用。     

The (mis)use of the Finnish teacher education model: ‘policy-based evidence-making’?

Abstract

Background: International achievement studies such as the Programme for International Student Assessment (PISA) have an increasing influence on education policy worldwide. The use of such data can provide a basis for evidence-based policy-making to initiate educational reform. Finland, a high performer in PISA, is often cited as an example of both efficient and equitable education. Finland’s teachers and teacher education have not only garnered much attention for their role in the country’s PISA successes, but have also influenced education policy change in England.

Main argument: This article argues that the Finnish model of teacher education has been borrowed uncritically by UK policy-makers. Finnish and English philosophies of teacher preparation differ greatly, and the borrowing of the Finnish teacher education model does not fit within the teacher training viewpoint of England. The borrowed policies, thus, were decontextualised from the wider values and underpinnings of Finnish education. This piecemeal, ‘pick “n” mix’ approach to education policy reform ignores the fact that educational policies and ‘practices exist in ecological relationships with one another and in whole ecosystems of interrelated practices’. Thus, these borrowed teacher preparation policies will not necessarily lead to the outcomes outlined by policy-makers in the reforms.

Sources of evidence: Two teacher preparation reforms in England, the University Training Schools (outlined in the UK Government’s 2010 Schools White Paper, The Importance of Teaching) and the Master’s in Teaching and Learning (MTL), are used to illustrate the problematic nature of uncritical policy borrowing. This article juxtaposes these policies with the Finnish model of teacher education, a research-based programme where all candidates are required to complete a Master’s degree. The contradictions exposed from this analysis further highlight the divergent practices of teacher preparation in England and Finland, or the disparate ‘ecosystems’. Evidence of educational policy borrowing in other settings is also considered.

Conclusions: Both the MTL and the White Paper reforms overlook the ‘ecosystem’ surrounding Finnish teacher education. The school-based MTL contrasts with the research-based Finnish teachers’ MA. Similarly, the University Training Schools scheme, based on Finnish university-affiliated, teaching practice schools, contrasts heavily with the rest of the White Paper reforms, which contradict the philosophies and ethos behind Finnish teacher education by proposing the move of English teacher preparation away from the universities. The analysis highlights the uncritical eye through which politicians may view international survey results, looking for ‘quick fix’ options instead of utilising academic evidence for investigation on education and education reform.