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对我国现行基础教育政策的初步分析 总被引：2，自引：0，他引：2
曹正善 《四川师范大学学报(社会科学版)》1998,(4)
教育系统中带有根本性的、最重要的决策问题之一就是政策制订,而政策研究是政策制订乃至政策实施的必要环节。本文重点研究了基础教育政策所透露出的教育价值观,它是我国基础教育政策得以制定的出发点;分析了基础教育中的导向政策,规模政策,质量政策等主要政策内容,进而对基础教育政策分别从制定的依据、政策特点及政策风险进行了简要评价。本文的目的一是在于引起教育界对教育政策研究的兴趣,二是为其它类型的教育政策研究提供一个初始框架 相似文献
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美国教育政策研究机构是从事教育研究、开展教育学术活动、培养人才和进行学术交流的重要组织形式.本文介绍了美国四种类型的教育政策研究机构,即政府性质、公司性质、社团性质和大学的研究机构,对美国教育政策研究机构的功能进行了分析,并对其未来发展的新趋势作了展望. 相似文献
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教育政策执行概念的分析 总被引：5，自引：0，他引：5
本文在对教育概念进行重新审视和对政策执行、教育政策执行概念进行广泛考察分析的基础上 ,采用多角度多维度思考和逻辑学方法 ,对教育政策执行概念进行新的界定 ,在新兴的教育政策执行研究领域进行了一次很有理论价值和现实意义的尝试。 相似文献
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本文以教育信息化政策分析为视角,从教育信息化政策文本、政策内容、政策实施、政策评价和政策建议等五个方面,通过文献分析、问卷调查和实地访谈,对贵州省教育信息化实施的情况进行研究,提出了加强和改进教育信息化的政策建议. 相似文献
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教育政策执行研究之新视角:机制分析 总被引：1，自引：0，他引：1
本文在简单梳理现有教育政策执行研究视角的基础上,提出了执行机制分析视角,并以执行机制为基础,建构了教育政策执行研究新框架,对教育政策执行研究进行了一次很有意义的尝试。 相似文献
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一、分析的理论依据高校贫困生资助问题是近年来社会各界关注的热点 ,许多学者对此进行了探讨。从研究方法上看 ,这些文章主要从资助政策的执行结果对政策现象进行评价 ,很少从教育政策学的角度对这一政策本身进行深入分析。而政策学研究表明 ,对政策本身进行剖析 ,对于明了政策的合理性、科学性、有效性是非常重要的。本文尝试用教育政策学的理论 ,从影响政策执行因素的角度 ,对高校贫困生资助政策进行分析。我国现行的资助政策基本上包括奖、贷、勤、免、补五方面 ,由于助学政策是以贷学金为主体的一套多元化资助体系 ,本文主要研究资助政… 相似文献
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周颖 《宿州教育学院学报》2011,14(5):15-17
形势与政策是大学生思想政治教育的重要内容,在大学生思想政治教育中担负重要使命。本文从解读和贯彻中宣部、教育部在《关于进一步加强高等学校学生形势与政策教育的通知》的高度,对高校“形势与政策”教育状况进行了调查研究,并且在北京青年政治学院做了问卷调查,分析大学生现状,进行形势与政策课堂教学改革,并且对如何进一步加强高校形势与政策教育提出策研究,为同行提供实证型研究材料。把中央精神落到实处。 相似文献
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研究程序与方法的建设,是比较教育专业学科建设与研究生教学的一项重要工作。本文基于比较教育研究为本国教育发展和决策服务之目的,从研究的选题、专题数据库的建设、政策文本分析、文献回顾的方法、研究框架的确定、论文的撰写六个方面,对教育政策比较分析的程序与方法进行了讨论。本文认为,研究程序与方法的规范与进步是比较教育学科进步的核心与关键。 相似文献
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政策工具研究是教育政策学的一个重大基本理论问题。加强政策工具研究,不仅具有重大的理论价值．而且蕴含着重要的现实意义。本文阐述了政策工具在教育政策系统中的地位、政策工具研究是教育政策学的工具论基础及政策工具的能量等观点,并分析了政策工具研究与转变政府职能的关系及其对教育政策运行的影响,同时,本文指出应警惕“工具主义”所带来的危险。 相似文献
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买雪燕 《成都教育学院学报》2014,(3):6-9,42
在政策研究过程中,价值问题是一个不可回避的重要领域。文章运用社会公共政策学、管理学和价值分析的研究路径,阐明教育政策在教育研究中的特殊性;提出价值分析是教育政策分析的起点,是进行教育政策制定和实施的前提,在教育活动中具有澄清价值、价值预测、普及政策和相互借鉴的作用;并通过经验性探索、规范性探索和超伦理研究来阐明教育政策过程中的价值冲突和主要价值问题。 相似文献
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20世纪80年代以来。西方博士生教育政策研究的核心是对“改革与变迁”的关注,即博士生教育结构化与多样化的政策议题。文章根据政策研究的三种研究取向,对博士生教育的相关文献进行分析,并梳理政策背景与动因、政策特点与指向、政策实施以及政策评估,最后探讨未来研究的生长点,为中国的博士生教育政策研究提供启示和路径。 相似文献
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《British Educational Research Journal》2006,32(2):159-176
The relationship between research and policy and practice in education is a long‐standing issue in many countries. Focusing on the UK Government, which is responsible for education in England, this paper looks at the criticisms of education research that have been made in recent years by government and related non‐departmental public bodies and stakeholders. It then looks in more detail at specific examples of the use that has—and has not—been made of research in developing policy. But rather than produce a balance sheet of pluses and minuses in policy makers' use of evidence, the paper emphasises the realities of the policy making process and the difficulties in establishing consistently and exclusively evidence‐based policy. At the same time, it argues that researchers should beware of allowing their work to be shaped entirely by the Government's call for research that is directly useful to policy by always prioritising applied or practice‐based approaches. The paper concludes by highlighting the need for BERA to promote all types of education research—regardless of its utility for policy makers—and, as part of this, for the education research community to ensure that appropriate quality criteria are available for all approaches. 相似文献
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全球治理与教育变革:跨国与国际教育政策过程研究的重要性 总被引：1，自引：0，他引：1
大多数教育政策研究仍然把教育政策主要放在国内政治而非国际政治的舞台中进行研究。本文吸收了政治科学、国际关系和公共管理领域最近的研究成果,指出国际的、地区的和跨国的行为主体及其政策过程的影响力正在增长,理应得到教育政策研究界的高度重视。政治科学中的全球治理研究或许能为关于跨国和国际的行为主体及其政策过程的教育政策研究提供新的方法,同时,提醒我们更多地关注新的国际行为体和新的组织与协调方式,更加深入地思考规范化的过程在多大程度上塑造了民族国家对教育中的共同国际利益的认同方式。 相似文献
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This paper has as its focus an analysis of the question and problem of classroom teacher effectiveness research and inquiry. It presents an examination of what counts as valid and worthwhile research in classroom teacher effectiveness studies for the development of education policy within an Australian context, the State of Victoria. The Government’s Blueprint, the major education policy document of the Victorian State Labour Government, outlines its educational approach. Important and core features of government direction for education policy include a focus on social and economic disadvantage. A priority for the Victorian State Labour Government is tangible and measurable improvement in the performance of the public education system. A particular concern is the problem of academic underperformance within public schools, particularly those designated as low-performing and situated in socially and economically disadvantaged communities. Building the capacity of the State’s teacher workforce forms a key component of the Blueprint, and State Government direction in public education. The paper utilises a qualitative theoretical framework. Eight education policy actor/participants were interviewed and their responses analysed using a critical discourse approach. The main findings indicate that education policy actors advocate a strong belief in particular forms of evidence-based research for the development of education policy in the area of classroom teacher effectiveness. 相似文献
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本文以新疆双语教育为研究对象,阐述了新疆双语教育的研究现状,并从语言政策角度对新疆双语教育政策进行了梳理。 相似文献
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《Higher Education Policy》2000,13(3):303-317
This paper reports a study of the education policy research efforts at the Brookings Institution, a leading non-profit public policy research organization (think tank) in the United States. The data for this study was derived from on-site interviews, the Brookings Institution library as well as archival materials. The on-site interviews took place during the summer of 1996, and focused on contextual factors, including a review of research efforts in education policy at Brookings. The data from the interviews and those from the library and archival collections were analyzed in conjunction with each other. The findings of this study show that the Brookings Institution has a long history of involvement in education policy research in the United States. The findings also reveal that a number of factors work together in policy research efforts at Brookings, including a progressive trend of involvement in education policy over time, availability of a critical concentration of scholars with some degree of interest in education reform, and an organizational climate conducive to research on innovative education policies. The latter includes a sense of cohesiveness, and mutual understanding and respect between the scholars and administrators. Strong administrative support, as well as technical support for research and dissemination of research findings, are key factors. These findings should help educational researchers, policy makers and administrators gain a clear picture of the role of a leading public policy research organization in education reform, and provide a basis for researching the role of think tanks in education policy. 相似文献
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文章对2002-2017年间美国教育和政策研究领域中12种有代表性的学术期刊的研究论文类型和发表要求进行了可视化分析,基于美国教育政策领域中循证研究兴起的背景、证据类型和证据链检验标准,提出我国教育政策制定和研究过程中应重视循证研究理念,提高教育决策质量;加强教育政策智库建设,保证高质量的政策证据;政策类学术期刊重视循证研究,提升教育研究的科学性和权威性。 相似文献
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Kathleen Aikens Marcia McKenzie Philip Vaughter 《Environmental Education Research》2016,22(3):333-359
This paper reports on a systematic literature review of policy research in the area of environmental and sustainability education. We analyzed 215 research articles, spanning four decades and representing 71 countries, and which engaged a range of methodologies. Our analysis combines quantification of geographic and methodological trends with qualitative analysis of content-based themes. Significant findings included temporal spikes in published policy research occurring in the mid-1970s, late 1990s, and after 2005, as well as geographic under-representation of Africa, South and Central America, Eastern Europe, and North and West Asia. The majority of articles reviewed were non-empirical; empirical articles overwhelmingly focused on teaching and learning directives, rather than exploring the complexity of policy development or enactment. We conclude our analysis by describing key research gaps as highlighted by the review and propose directions for moving forward policy research in environmental and sustainability education. In particular, we suggest greater research attention to critical policy theory and methodology, issues of intersectionality, and climate change education policy research. By outlining in greater detail the policy research that has been undertaken to date, the review provides a platform for a broadened diversity of policy studies in environmental and sustainability education. 相似文献