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1.
Wolff-Michael Roth 《Cultural Studies of Science Education》2007,2(4):721-783
In science education, reform frequently is conceived and implemented in a top-down fashion, whether teachers are required
to engage in change by their principals or superintendents (through high-stakes testing and accountability measures) or by
researchers, who inform teachers about alternatives they ought to implement. In this position paper on science education policy, I draw on first philosophy to argue for a different approach to reform, one that involves all stakeholders—teachers, interns,
school and university supervisors, and, above all, students—who participate in efforts to understand and change their everyday
praxis of teaching and learning. Once all stakeholders experience control over the shaping and changing of classroom learning
(i.e., experience agency), they may recognize that they really are in it together, that is, they experience a sense of solidarity.
Drawing on ethnographic vignettes, science teaching examples, and philosophical concepts, I outline how more democratic approaches
to reform can be enabled. 相似文献
2.
To understand the complexities of education policy implementation, it is necessary to consider how artifacts associated with reform are imbued with ideas, meanings, and values. This empirical paper draws on neo-institutional theory to reveal how artifacts carried particular logics (D’Adderio in J Inst Econ 7(2):197–230, 2011; Feldman and Pentland in Adm Sci Q 48:94–118, 2003; Pentland & Feldman in Ind Corporate Change 14(5):793–815, 2005; in: Scott, Institutions and organizations, Sage Publications, Thousand Oaks, 2001). This paper argues that two types of artifacts, policy documents, and instructional materials, carried logics of reading instruction, thereby playing a role in the implementation of this reform. This paper draws on qualitative data collected over a 13-month period in order to advance our understanding of the relationship between institutional logics, policy, and practice. The findings from this paper have implications for district and school reform, as well as for policymakers and non-system actors. 相似文献
3.
大学本质观是对实施中等以上教育的组织机构存在与发展原因的一种系统理性的认识,它是人们认识大学其他观念的基础。从不同的角度来看大学所形成的大学本质观虽然都有一定的道理,但从大学运行发展的角度认识大学所形成的学术自由的大学本质观更能反映大学的本质。从学理上对大学的内外环境进行分析及对大学发展历史与现实的考察后发现,虽然学术自由更能体现大学的本质,但大学的本质不是学术自由,而是学术自由性与受控性双重属性的对立统一。这种新的大学本质观是一种全面辩证的大学本质观,是从大学现实本质的分析来把握大学的本质,是从大学的学术自由性与受控性的矛盾运动中来分析和理解大学的改革与发展。这种新的大学本质观有利于人们从理论上破解中国大学当前改革所产生的难题,并使人们能根据这种新本质观去选择恰当的政策和策略来更有效地推进大学改革 相似文献
4.
The effect of change and transformation on academic staff
and job satisfaction: A case of a South African University 总被引：1，自引：0，他引：1
No institution of higher education in the world can make valid claims that it is immune to the effects of change and transformation.
An array of trends such as the massification of higher education, widened access, response to new demands of technology, globalisation,
internationalisation, increased accountability, the use of new modes of delivery and materials, as well as dwindling higher
education resources, are placing enormous pressure on staff (Green and Hayward, Transforming Higher Education. Phoenix: Oryx Press, 1997). Not only are traditional academic roles changing, but – in certain instances – working conditions
have become unfavourable and unsupportive of staff’s efforts to pursue the mission of higher education. The article presents
the outcome of a case study that was undertaken in a historically White Afrikaans university to investigate the implications
of change and transformation on academic staff. Although the case study was conducted within a localised boundary of space
and time of one institution, the authors are of the opinion that enough evidence exists that, given the dominating ruling
culture of the apartheid’s regime, to which no university in South Africa was immune, it is most likely that other institutions
will relate with the findings of the research. The study was emancipatory in that it sought to inform the university management
about how transformation was affecting academics and their job satisfaction and to establish which strategies the University
had in place or hoped to put in place to make the environment favourable for change. Academics were also involved in making
recommendations on how the areas of dissatisfaction could best be addressed. 相似文献
5.
A new approach to curriculum and implementation in a new era normally requires schools and teachers to take more responsibility
for student learning. This might present a challenge at any time, particularly when teachers have been used to more directives
and less professional approaches to curriculum implementation. In order to meet such a challenge, a new approach to curriculum
policy, namely “soft” policy, was used by policy-makers to implement curriculum reform. With the provision of substantial
resources, it was expected by the policy-makers that schools and teachers would have better opportunities to develop themselves
professionally and manage the new changes effectively. However, such a view misread the situation because the historical trend
and present situation of teachers’ professional development were overlooked. This paper uses case studies of schools and teachers
involved in the current reforms to show how teachers and schools implemented the reform process. The cases demonstrate how
reforms were understood at the local level and the extent to which it could be claimed that implementation had taken place. 相似文献
6.
Alexander J. Means 《教育政策杂志》2014,29(6):719-741
This article examines the intersecting logics of human capital and national security underpinning the corporate school reform movement in the United States. Taking a 2012 policy report by the Council on Foreign Relations as an entry point, it suggests that these logics are incoherent not only on their own narrow instrumental terms, but also more importantly in terms of progressive ideals of human and educational flourishing. The article proceeds to draw on discussions within the fields of international relations and critical security studies in order to think through what it might mean to reframe educational policy within the terms of human security rather than human capital and national security. It further explores both the possibilities and distinct limitations of extant human security discourses and policies in relation to global neoliberal governance and biopolitics. The article concludes by advocating for a critical human security framework in educational policy along three conceptual lines: (1) A Human beyond Human Capital; (2) Symbiotic Parallelism; and (3) Altersecurity. Ultimately, it suggests that human security for educational flourishing might offer insight into transcending the idea of security altogether. 相似文献
7.
Anne Looney 《Curriculum Journal》2013,24(2):149-162
An overview of contemporary curriculum discourse shows a worrying drift to the technical; in current curriculum debates, technique is winning out over substance, procedures over principles. This article shows how this theoretical vacuum is ascribed by many in the field to the dominance of the Tyler rationale in curriculum planning. However, the symptoms of means-end rationality are not confined to curriculum - they are found across the breadth of educational studies and have reached epidemic proportions, suggests the article, in the discourse of educational reform. A number of serious implications for the lack of analysis of curriculum policy are identified and particular reference is made to the Republic of Ireland where, it is suggested, the size of the education system should facilitate greater debate. Instead, the discussions focus on the management rather than the meaning of change. In searching for sources for new curriculum theory,the author suggests that the field of policy studies offers considerable potential, in particular the work of Stephen Ball on mapping the policy cycle. The possibilities for a theory of curriculum as policies are explored. A model of a curriculum policy cycle is proposed and subjected to some analysis. 相似文献
8.
9.
由于缺乏强有力的外部制约与激励的制度安排,内部也没有形成制度创新的内生机制,当前我国大学治理改革陷入了"内卷化"的困境。这主要表现为大学治理改革基本上是对原有治理结构的复制、延伸和精致化,结果导致当前大学的压力越来越大,但效率并不高。规避大学治理改革的"内卷化"需要从三方面着手:一是国家推动现代大学制度的强制性创设;二是形塑"国家—大学—社会"动态均衡的治理结构,构建国家、大学与社会之间的制度化合作治理机制;三是培育现代大学文化,为深化大学治理结构改革提供内源性的支撑。 相似文献
10.
Abstract Within the current national context of educational reform, educators are generating a new paradigm about teaching and learning. This shift is occurring as a consequence of rethinking nearly all aspects of schooling. The new paradigm is competing with, an older one. Time will tell whether or not the new one will replace the old one, but clearly they cannot coexist because they are so fundamentally different. The new paradigm is based on the latest research on cognitive developmental and constructivist theory, and the old paradigm is based on reductionist principles and behavioral theory. This article creates a framework for understanding the paradigm shift, describes how the shift applies to instructional practices, synthesizes several principles and indicators that can guide the observation of teaching, and discusses issues yet to be resolved. 相似文献
11.
Glenn C. Savage Sam Sellar Radhika Gorur 《Discourse: Studies in the Cultural Politics of Education》2013,34(2):161-169
The conjunction of equity and market logics in contemporary education has created new and different conditions of possibility for equity, both as conceived in policy discourses and as a related set of educational practices. In this editorial introduction, we examine how equity is being drawn into new policy assemblages and how, in the context of marketisation, equity is evolving and being enacted in new ways across education sectors. Different conceptions of equity are considered, including the increasingly influential human capital perspective promoted by the Organisation for Economic Cooperation and Development (OECD). We argue that, separate from critiques of neoliberalism and its deleterious effects on equity in education, it is necessary to analyse carefully the increasing rationalisation of equity agendas in economic terms, the associated effects on education governance and policy-making, as well as on the work of educational institutions and educators. Providing an overview of the contributions to this Special Issue, we direct particular attention to the multiple, complex and often contradictory effects of the current education reform agenda in Australia, which has prioritised equity objectives and intensified performance measurement, comparison and accountability as means to drive educational improvement and reduce disadvantage. 相似文献
12.
This chapter concentrates on the nature and focus of education reform efforts in city school systems during the late 1980s and early 1990s. A thesis is developed that political, and closely related financial, support for continuing efforts to reform or restructure education depends on two primary factors. The degree of agreement about values and goals among stakeholders within and external to school systems appears to influence the likelihood of a given set of reforms. Adoption and implementation of reforms also depend on the level of intensity of action devoted by those groups. This framework is used to examine whether current reform activities in urban environments engender political and financial support that might be essential for future reform initiatives. The paper concludes that future reform initiatives will need to consider changes in the delivery of non‐educational services to garner sufficient political support for meaningful education reform. Yet there must be agreement among values and interests of diverse agencies and sufficient intensity of action of all groups to bring about meaningful change. 相似文献
13.
Tom Christensen 《Higher Education》2011,62(4):503-517
University governance reforms are very much a reflection of the broader New Public Management reforms that are focusing on
increasing efficiency in public organizations. The article deals with how university reform ideas of a generic nature, emphasizing
that universities should be treated and reformed like any other public organizations, are important and reflected in specific
reform measures. The special empirical focus is on that universities through reforms are changing their formal affiliation
to superior ministries in a more autonomous direction, implicating more autonomy in financial, management and decision-making
matters. One the other hand, universities are also through reforms more exposed to more report, scrutiny and control systems,
financial incentive systems, pressure to get resources from other sources than the government, cut-back management, etc. So
a main question in the analysis is whether universities, as traditionally having quite a lot of real autonomy, through the
reforms in fact are getting less autonomy, not more, like the reforms entrepreneurs often are promising. The analysis is based
on a transformational approach from organization theory, representing a combination of structural, cultural and environmental
factors of explanation for reforms processes and their effects. Empirically the article is based on the author’s own empirical
studies of university reform and reviews of comparative studies. 相似文献
14.
高校内部管理体制改革的新趋向及其逻辑 总被引：4，自引：0，他引：4
黄春平 《山西财经大学学报(高等教育版)》2005,8(4):71-73
新一轮的高校内部管理体制改革呈现出一些新的趋向，主要表现为由内部领导体制转向内部治理结构的构建、基于学科的高校管理系统的构建、以教师队伍建设为主体的聘任制度和分配制度的建立以及高校管理活动中经营观念的引入。这些新趋向的出现，既有高校外部逻辑，也有其内部逻辑。 相似文献
15.
匡令芝 《宁波广播电视大学学报》2010,8(4):77-79,93
高校薪酬制度改革是新的历史条件下高校面临的一项重大变革。高校在薪酬改革中怎么坚持人才强校的战略,教学科研人员与管理人员关系的处理,效率与公平关系的平衡等都是高校薪酬改革的核心问题。文章以A高校为例,分析了其中的得失以资借鉴。 相似文献
16.
Stories of reform in science education: commentary on opp(reg)ressive policies and tempered radicals
Russell Tytler 《Cultural Studies of Science Education》2010,5(4):967-976
This response to the two papers (by Rodriguez and Carlone et al.) on science education reform acknowledges first the coherence
of the arguments presented around four reform narratives; that of the process of becoming science-enthusiastic, the nature
of beliefs of science reform teachers, the barriers to reform, and the institutional expressions of these barriers. In the
commentary I first discuss the reform ‘problem’ in terms of two interacting issues—the purposes of school science and the
value placed on it in an elementary school curriculum. The insights produced in these papers are then used to reflect on a
range of experiences and current policy debates in Australia. Finally, in this commentary, I point out: (a) the relationship
of the papers to the reform issue of opposition to Standards Based Science (SBS) from proponents’ traditional conceptions
of science education, discussing how this more specific reform question relates to the two papers; and (b) the singular nature
of the I-meanings characterised in the Carlone et al. paper, describing (using Australian examples) how the notions of tempered
radicals and I-meanings might also be used to characterise complexities in the processes of school science reform. 相似文献
17.
多科技术学院作为英国应用型高校的典型代表，其治理模式在1992年前后发生了一系列的变迁。结合三角模型理论和系统理论分析方法，对英国应用型高校外部治理模式变迁的模式演进、动力来源和内在逻辑进行探究。研究发现：英国应用型高校外部治理模式变迁的样态表征为由科层模式转向市场模式；变迁的动力来源于历史、环境和行动者三个要素的互联互动；变迁的内在逻辑表现为历史要素和环境要素决定行动者路径选择的方式和范围，变迁实践兼具创新突破性与路径依赖性。研究对我国应用型高校外部治理模式改革的启示在于，应遵循有序渐进式变迁逻辑，结合基本国情探索具有中国特色的治理模式。 相似文献
18.
In this paper, we examine the factors that influence the reputation or prestige of universities. We first develop a model of university behaviour which indicates how the decisions made by university officials would be chosen in order to maximize their respective reputations. In doing so, we assume that reputation is enhanced by the quality of students produced, the caliber of research and the service provided to the community in terms of the provision of publicly funded education services. We argue that the relative weights placed on these intermediate outputs may vary by university type as well as the means of producing them. Using the results of the reputational survey – a ranking of the institution in terms of reputation – conducted as part of the Canadian magazine Maclean’s overall ranking exercise, we then estimate an Error Correction—Ordered Probit Model of the rankings of Canadian universities to determine the factors that influence the change in reputation or “prestige” of the university as viewed by the external community. We find evidence that the change in reputation of a university is based on what might be considered the appropriate “signals” that one might use in estimating the respective quality of the institution given the respective differences in mission. 相似文献
19.
Leadership, governance, and management are frequently conceptualized as conflictory institutional logics. The recent shift to a ‘new managerialism’ in universities, for example, clearly favors business-like leadership and management styles over collegial governance practices. This article provides a micro foundation of leadership, governance, and management in universities based on the underlying communication of strategic issues among governing bodies. Reporting on a longitudinal case study of a comprehensive reorganization of a German university, it illustrates how institutional logics translate into micro patterns of communication. The findings suggest that leadership, governance, and management are not necessarily conflictory but reflect in four complementary micro patterns. Rather than ‘managerialism’ replacing ‘collegialism,’ organizational change unfolds in oscillating sequences of these four micro patterns. The findings furthermore indicate that the strategic issues of research and teaching at the university’s core remain largely autonomous, despite their increasing managerial regulation. 相似文献
20.
Selection of students for places at universities mainly depends on GCSE grades and predictions of A-level grades, both of
which tend to favour applicants from independent schools. We have therefore developed a new type of test that would measure
candidates’ ‘deep learning’ approach since this assesses the motivation and creative thinking that we look for in university
students. We recruited 526 applicants to Oxford University and gave them a short commentary test and a learning style questionnaire.
Specific deep learning approach questions correlated with results in the new test, and both predicted whether the candidate
subsequently obtained a place at Oxford. Furthermore high scores on one open-ended commentary question, demanding arguments
in favour of a case, produced a greater than 70% chance of obtaining a first class degree at the end of their course irrespective
of the candidates’ type of school attended or GCSE scores. Candidates from State schools scored as well as those from Independent
schools in both tests. Thus our test seemed to index candidates’ potential to succeed at a highly selective university, and
might usefully be added to current selection procedures for such universities. 相似文献