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新建本科院校科研定位研究 总被引：1，自引：0，他引：1
文章以新建本科院校科研定位问题为研究对象,概括了新建本科院校科研定位研究的意义,分析了新建本科院校科研特点和现状,针对新建本科院校科研定位存在的突出问题,提出了新建本科院校科研定位应遵循的三大原则。 相似文献
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科研管理人员的素质培养对于优化新建本科院校的科研管理有着举足轻重的作用。本文主要分析了新建本科院校科研管理人员素质培养过程中出现的问题,提出新建本科院校科研管理人员素质的基本要求,并指出培养新建本科院校科研管理人员素质的主要途径。 相似文献
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针对新升本科院校科研档案管理存在的问题，如管理制度欠完善、科研档案管理载体单一、科研人员及科研管理人员档案意识不强等，分析其原因，并相应提出改进新升本科院校科研档案管理工作的几项措施。 相似文献
4.
新建本科院校科研管理创新机制研究 总被引：6，自引：0，他引：6
新建本科院校在科研管理中暴露出来的问题严重制约了其进一步的发展。文章对新建本科院校科研管理现状进行了初步分析,明确了其科研管理任务,对其科研管理创新机制的构建提出了初步设想,以期为新建本科院校科研管理机制创新提供依据。 相似文献
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随着高等教育大众化时代的到来,承载着教育大众化任务的一大批新建本科院校面临着发展中的许多困境,尤其科研能力建设是一个薄弱环节。文章在分析新建本科院校基本情况之后,理清了科研能力的内涵,并基于新建本科院校的科研能力现状及问题,提出了新建地方本科院校加速科研能力建设的对策。 相似文献
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随着高等教育大众化时代的到来,承载着教育大众化任务的一大批新建本科院校面临着发展中的许多困境,尤其科研能力建设是一个薄弱环节.文章在分析新建本科院校基本情况之后,理清了科研能力的内涵,并基于新建本科院校的科研能力现状及问题,提出了新建地方本科院校加速科研能力建设的对策. 相似文献
8.
盛正发 《湖南师范大学教育科学学报》2011,10(6):88-91
新建本科院校已占我国本科院校的三分之一,是大众化的主要承载力量,开始由规模扩张转到质量提升的轨道上来,科研能力建设是新建本科院校质量提升的重要因素,发挥着纽带作用。新建本科院校在科研领域正处于起步和摸索阶段,在分析了新建本科院校科研能力建设的重要意义及面临的困境之后,根据实际情况提出了相关破解困局的对策,以确保科研能力的可持续发展。 相似文献
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随着地方性本科院校的越来越多,其承担的社会责任将越来越大。如何正确处理教学与科研的关系是新建地方性本科院校不容回避的问题。本文对新建地方性本科院校的教学与科研情况进行了分析和探讨,提出了这类院校教学与科研良性发展的思路。 相似文献
11.
Raj Mestry 《Africa Education Review》2019,16(6):94-110
AbstractAlthough the South African government has made numerous strides in addressing equity and social justice in education, significant inequalities still exist in learner performance, especially in many impoverished schools. One of the reasons cited for poor learner achievement is the ineffective leadership role of school management teams (SMTs). This article reports on a study that explored the instructional leadership role of SMTs of public schools with the view to closing the achievement gap in poor performing schools. To gain better insights into the SMTs’ realities and experiences of their work as curriculum leaders, qualitative research located within the interpretivist paradigm was undertaken. The findings revealed that SMTs of impoverished schools exhibit consistently low to moderate instructional leadership competencies which ultimately affect student learning. In order to close the achievement gap in poor performing schools, SMTs should play a more pronounced instructional leadership role by leading and managing core curriculum matters and educational resources effectively and efficiently. 相似文献
12.
《Journal of Education for Students Placed at Risk》2013,18(2):97-125
The achievement gap is the single most critical issue in American education. This study illustrates the difference in academic performance between low-income children and their peers, between minority children and their classmates, and between those schools that serve a majority of children from low-income families and those that serve a more advantaged population. Using a research framework, the author identifies and examines Golden Spike schools-Illinois schools that have a sustained record of closing the achievement gap. Quantitative and qualitative analyses reveal that the Golden Spike schools have distinct commonalities in leadership, literacy, teacher qualities, and community engagement, while characteristics such as school size, class size, and alignment with state standards make little, if any, difference in their ability to close the achievement gap. The study concludes with state and local policy recommendations that will enable high-poverty schools to make substantial progress in bridging the gap. 相似文献
13.
When school front offices are mentioned in research on schools and their relations with the community, it is often to describe how parents/carers and the public are treated officiously and/or inappropriately. In professional development materials, schools are urged to improve communication, and occasionally directed to consider the practices of the front office staff. Yet when schools send out information to parents/carers, the school office is usually the place to which all queries are directed. However, there is almost no detailed research that looks at what actually happens in this place. In this paper we draw on a small‐scale commissioned research project which began to fill this gap. In seeking to reread our data and push further on analysis, we have come to realize that those who work in school front offices are women whose physical and emotional labour is not only rendered largely invisible in a wide range of literatures relating to home–school relations but is also inadequately recognized through recruitment practices, professional development and remuneration. We suggest that there needs to be further research into the high energy, multitasking, nurturing work that goes on in school front offices. 相似文献
14.
Allison Roda 《教育政策杂志》2017,32(3):303-321
This article examines the neoliberal influences on ‘Port City Schools’ (PCS) unique district-wide extended learning time (ELT) initiative. Despite the recent popularity of ELT in urban schools, there have been few qualitative studies that question how stakeholders make sense of ELT on the ground. This research fills that gap in the literature by exploring ELT programming across PCS’s choice and neighborhood K-8 schools. The interview and observation data reveal an inherent tension between ‘more time is better’ in the enrichment-filled choice schools and ‘less is more’ in the intervention-filled neighborhood schools. Findings illuminate the ways in which school choice, neighborhood segregation, and high stakes testing push the district to use ELT to boost test scores in the lower performing neighborhood schools, while the choice schools are given flexibility in ELT programming because they are meeting expectations for student success. Because neoliberalism fails to take into account the strong relationship between test scores and socio-economics and school choice and segregation, it leads to a cycle of inequality in which children in the choice schools receive a well-balanced curriculum and children in the neighborhood schools get test preparation during ELT. Fixing this system could fix inequalities in ELT programming across all schools. 相似文献
15.
We explore the ideology associated with gender equality that despite primary schools and initial teacher education (ITE) institutions doing all they can to recruit men into primary education, a huge gender imbalance still exists. We frame our study around the notions of gender equality and professional responsibility. Using a multi-case study approach, this inquiry examined views of men and women from 12 English primary schools and one ITE institution regarding the cause and effect of gender bias. Findings show a differentially large gender gap in the sample schools and that there is good practice where schools are successful in attracting and retaining men teachers. Implications of these findings suggest that leaders in primary schools need to take a more active role to help change and shape the perceptions of men teachers in education. We conclude that leaders also need to help close the teacher gender gap in schools and ITE institutions through collaborative dialogue. 相似文献
16.
Josipa Roksa 《British Journal of Sociology of Education》2017,38(8):1230-1244
While an extensive body of research has examined the role of cultural capital in reproducing social class inequality in educational outcomes, the role of habitus and school context has received less attention in quantitative studies. We attend to this gap in the literature by considering the relationship between cultural capital, habitus, and the transition into higher education across high schools with low and high college-going cultures in the United States. Findings indicate that the relationship between cultural capital and transition into higher education is context specific and manifested only in schools with a high college-going culture. In addition, students from less advantaged family backgrounds benefit more from cultural capital than their more advantaged counterparts, but this is the case primarily in schools with a high college-going culture. Habitus, however, is related to the transition into higher education regardless of the high school context and benefits all students equally. 相似文献
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Jennifer Miller 《Teachers and Teaching》2013,19(4):451-466
Teachers in culturally and linguistically diverse classrooms work in highly charged contexts where policy, curriculum, student backgrounds, equity issues and pedagogical expertise provide both resources and constraints. Often, these classrooms are in underachieving schools in low socio-economic areas. This study investigated one school in Melbourne where teachers struggle to balance subject content and the language and literacy needs of their students. It addresses a serious gap in research on teachers in such schools by combining a theoretical model of job demand and control, and an explicit focus on teaching literacy in a culturally and linguistically diverse school. Using data from teacher focus groups and written reflections, the study illustrates the spectrum of conflicts teachers grapple with in their daily work, including issues of workload, time constraints, institutional practices and social and cultural practices which tend to isolate and disempower them. The findings support the need for a deeper differentiation of school contexts in language teacher research. The analysis also has implications for a range of strategies to build more autonomy into teacher work and to retain good teachers in schools where they are most needed. 相似文献
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ABSTRACT In the UK, approximately 1 in 29 children have experienced the death of a parent or sibling. It is argued that schools are suitably positioned to provide support to bereaved children. However, there is a gap in research exploring bereavement support provision (BSP) in primary schools. This paper presents the qualitative phase of a mixed-methods study which aimed to gain insight into BSP in primary schools in one UK Local Authority. After completing an online questionnaire, 16 school staff took part in semi-structured interviews. The findings of this study highlighted that BSP is characterised by emotional support and other indirect responses. A key finding is that providing emotional support to a bereaved child has a negative impact on the emotional well-being of staff. This study discusses how educational psychologists (EPs) are well placed to provide whole school and targeted bereavement support to children and school staff. 相似文献
19.
Over the past two decades, the short supply of teachers of color in elementary and secondary public schools has drawn the
attention of policymakers and educators alike. To address the widening cultural chasm between teachers and their students,
a variety of initiatives that aim to recruit people of color into teaching have been launched. Little attention has been paid,
however, to articulating a research-based rationale for increasing the diversity in the ranks of teachers. This gap in the
professional literature renders ongoing teacher diversity efforts vulnerable given the emphasis placed these days on research-based
evidence in making decisions regarding the proper use of limited public resources, including funding for education. The purpose
of this article is to address the noted gap in the literature. From an extensive review of the literature, we identified three
major arguments for diversifying the teaching force and assessed the extent to which they are validated by empirical research.
The results are reported, and implications of the findings for research and practice are discussed. 相似文献
20.
Robin M. Yates 《Journal of Higher Education Policy & Management》2018,40(2):175-189
ABSTRACTIn step with the worldwide trend for highereducational institutes to establish areas of research emphasis,the accumulation of resources in key areas has become commonpractice in veterinary faculties. Although there are perceived logicalbenefits to research prioritisation, there have been very little criticalretrospective analyses of research prioritisation in any discipline,let alone in the relatively niche field of veterinary medicine.This study aimed to bring attention to this gap in knowledge.Evidence for the use and breadth of research area prioritisationin veterinary schools in Western nations was obtained throughpublicly available content on the Internet. Preliminary evaluation ofthe effectiveness of prioritisation strategies in veterinary schools toincrease research performance was performed using bibliometriccriteria. Although limited to publicly available information, findingsfrom this preliminary study suggest a positive relationship betweenan identifiable research prioritisation strategy and researchperformance of veterinary schools. 相似文献