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袁刚 《河北师范大学学报(教育科学版)》2010,12(3):80-85
政府干预高等教育有其必要性,原因在于高等教育的功能和属性,即高等教育活动的正外部性、受高等教育权利的社会权利属性和高等教育的“政治化”。但政府对高等教育的干预会失灵,我国高等教育的发展历史已经证明了政府过度干预的弊端,政府的干预应当是有限的。可以从政府和高校的组织特性来探究政府干预高等教育有限性的缘由。有限且有效是政府干预高等教育的应然模式。 相似文献
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杨炜长 《衡阳师范学院学报》2012,33(2):132-137
政府干预民办高校时,应需要权衡民办高校事务的公共性与自治性。现实中政府干预民办高校存在干预过度、干预不足、干预手段单一等种种失范现象。政府干预失当,是当前政府管理理念、职能转变滞后以及民办教育法规政策不完备等因素影响的结果。当前政府应切实转变政府管理理念和对民办教育的认识,调整其职能,改进干预方式与手段,引导民办高等教育健康发展。 相似文献
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转型经济期,制度效率对政府干预经济有重要影响。政府干预经济制度效率的问题出现在制度本身效率和制度执行效率。提高政府干预经济制度效率的途径是:运用经济学上的成本—收益法则提高政府干预经济制度效率,并协调转型经济期内政府干预经济制度动态变更和相对稳定的平衡。 相似文献
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由于市场失灵及民办高校自身发展的缺陷,政府干预不可避免。现实中政府干预失范主要体现在干预过度、干预缺乏与干预不足三个层面。为保障民办高等教育的公益性,政府应合理把握控制的边界与限度,重视适度干预在民办高等教育管理实践中的分类应用。 相似文献
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由于市场失灵及民办高校自身发展的缺陷,政府干预不可避免。现实中政府干预失范主要体现在干预过度、干预缺乏与干预不足三个层面。为保障民办高等教育的公益性,政府应合理把握控制的边界与限度,重视适度干预在民办高等教育管理实践中的分类应用。 相似文献
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突发事件网络舆情包含众多主体,各网络舆情主体的共同作用导致网络舆情复杂多变,网媒和政府作为舆情演化的主要干预力量,其干预行为在很大程度上控制着舆情演变方向。围绕网民、网媒和政府关系问题,分析网络舆情演化过程中网媒和政府对舆情的干预机制,并通过微分方程构建网媒和政府干预下的网络舆情演化模型,模拟仿真不同干预情景、干预节点以及干预强度对网络舆情演化路径变化的影响,为政府治理舆情提供决策参考。 相似文献
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破解民族地区的“政府干预情结” 总被引：3，自引：0，他引：3
王俊敏 《内蒙古大学学报(人文社会科学版)》2004,36(4):48-53
中国是有着深厚的政府干预传统的国家,民族地区则是政府干预的主要对象,以致形成了“政府干预情结”。这有其多方面的深层原因,也带来了多方面的深远影响。对此,当前一方面要认清政府干预的客观必然性,努力发挥其积极作用;另一方面要破解“政府干预情结”,最大限度地防范其消极影响。 相似文献
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汪冰 《荆门职业技术学院学报》2010,25(8):43-47
在现代市场经济体系中,市场调节与政府干预,自由竞争与宏观调控,是相互联系、缺一不可的重要组成部分。市场机制作为配置资源的基础性手段,是无可质疑的,但即使成熟完美的经济体系也存在市场失灵现象,所以必须要政府出面进行干预,施以宏观调控。政府的干预也并非完美无缺,同样存在缺陷和失灵的可能,关键是寻求市场调节与政府干预之间的最佳结合点,使政府干预在匡正和纠正市场失灵的同时,尽可能避免和克服政府失灵。 相似文献
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Darren A. Moore Ruth Gwernan-Jones Michelle Richardson Daniel Racey Morwenna Rogers Ken Stein 《Emotional and Behavioural Difficulties》2016,21(1):61-82
School-based non-pharmacological interventions are an important part of the treatment of attention-deficit/hyperactivity disorder (ADHD). We aimed to systematically review qualitative literature relating to the experience of and attitudes towards school-based non-pharmacological interventions for ADHD. Systematic searches of 20 electronic databases were undertaken. Reviewers screened titles, abstracts and full reports of studies, before extracting data and critically appraising 33 included papers. Studies were synthesised using meta-ethnographic methods. Four-key interrelated themes were identified: (1) individualising interventions, (2) structure of interventions, (3) barriers to effectiveness, (4) perceived moderators and impact of interventions. The perceived effectiveness of interventions used in school settings is reported to vary. Therefore, flexible, tailored interventions ought to hold potential. However, highly individualised interventions may negatively affect children with ADHD. Findings point to the need for school-based interventions to take into account the wider school context, as well as core symptoms of ADHD. 相似文献
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Enid Reichrath Luc P. de Witte Ieke Winkens 《International Journal of Inclusive Education》2013,17(6):563-580
Implementing effective interventions in general education increases the chances of success for students with disabilities. Often the effectiveness of interventions is not known. The aim of this review was to investigate what interventions are used in general education and what is known about their effectiveness so that educational institutions can exchange best practices and students with disabilities have better opportunities for successful participation in general education. A systematic literature search was conducted in four databases. Three investigators assessed the relevance of the studies identified. In only half of the studies is information on the effectiveness of interventions reported. Due to enormous variety in the types of interventions, effect measures, disability groups, and focus on different types of education, we chose to focus on reading interventions for improving the reading skills of students with reading and/or learning disabilities. Other interventions are shortly mentioned. All of the eight reading interventions found seem to have positive influences on reading skills. However, the methodological quality in some studies was low. Still, recommendations for actual interventions in general education are made. Measuring the effectiveness of interventions systematically and publishing the information helps others to implement effective interventions without having to reinvent them. 相似文献
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随着正念在全球的普及,有关正念的研究和应用逐渐被人们专注,其中对青少年的正念干预多涉及在学校环境中对学生群体的研究.本文系统地回顾了在学校环境中正念应用的研究现状,包括正念干预对青少年有何效果,在学校开展的正念干预有哪些形式等,并进一步探讨现有正念干预研究的局限性,为未来的研究与应用提供参考. 相似文献
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《Journal of educational and psychological consultation》2013,23(3):157-174
Teacher and student acceptability of academic interventions is an important factor for school- based consultants to consider in determining the use and effectiveness of academic interventions. This study compared the acceptability of 3 theoretically distinct mathematics interventions: a cognitive, a behavioral, and a traditional intervention. The study lasted 8 weeks. A total of 18 teacher-candidates (TCs) and 55 fourth grade students were exposed to 1 of 3 mathematical interventions and were asked to rate the acceptability of each intervention. Results showed that both TCs and students rated the interventions as equally acceptable. These findings, though useful to both school-based consultants and trainers, are in contrast with previous findings suggesting that teachers prefer cognitive and cooperative interventions over behavioral interventions (de Mesquita & Zollman, 1995). 相似文献
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It is often assumed that interventions aimed at supporting students’ self-regulated learning (SRL) are effective for improving achievement because these interventions support SRL activity. In this study, meta-analytic structural equation modeling (MASEM) was used to test whether SRL activity indeed mediates the effect of SRL interventions on achievement in higher education. Contrary to popular belief, the results only provide evidence for partial mediation. Furthermore, three separate meta-analyses were performed to investigate the role of possible moderators of the relations between: (1) SRL interventions and achievement, (2) SRL interventions and SRL activity, and (3) SRL activity and achievement. Although SRL interventions were effective in improving SRL activity and achievement, most of the study, measurement, and intervention moderators did not explain significant variance of the investigated effect sizes. Other factors, such as task motivation and time on task, potentially influence the effectiveness of SRL interventions. Practical, theoretical and methodological implications are provided. 相似文献
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The implementation of response to intervention requires interventions for struggling students be provided through general education prior to referral for special education. We surveyed elementary teachers (K-3) in one state to examine the characteristics of the supplemental reading interventions that their students receive through general education. Findings reveal differences between grade levels in the amount of time interventions are provided to students, the providers of the intervention, and the material selection for the interventions. No differences between grade levels were noted in the frequency of intervention or instructional group sizes. Three-quarters of the teachers reported providing the supplemental interventions to students in their class. The findings provide insight into the resources utilized by schools to implement supplemental interventions. 相似文献
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《Exceptionality》2013,21(2):133-143
Special educators seem susceptible to the adaptation of untried and ineffective interventions. A vexing question related to the credibility of the field is why, historically, ineffective interventions persist and appear with cyclical regularity. We suggest that one way to reduce adaptation of questionable interventions is to place more emphasis in our professional culture on the history of special education, specifically the history of effective and ineffective interventions. We further suggest that educators more familiar with the history of special education's effective interventions will be better prepared to actively discriminate effective from ineffective interventions in their current work. We also offer a rationale explaining the confluence of influences to be considered in teaching the history of special education as a catalyst for more insightful and selective special education practice. 相似文献
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《教育心理学家》2013,48(3):181-193
Traditional reviews and previous meta-analyses of self-concept interventions have underestimated effect sizes by using an implicitly unidimensional perspective that emphasizes global self-concept. In contrast, this research employed a synergistic blend of meta-analysis and multidimensional construct validation to evaluate the impact of self-concept interventions for children in 145 primary studies (200 interventions). Overall, interventions were significantly effective (d = .51, 460 effect sizes). However, in support of the multidimensional perspective, interventions targeting a specific self-concept domain and subsequently measuring that domain were much more effective (d = 1.16), suggesting sole reliance on global self-concept is inappropriate for evaluating interventions designed to enhance a specific component of self-concept. Other moderators (e.g., feedback, experimental design, target population groups) also influenced effect sizes in ways useful to the design of new interventions. Methodologically, this research also demonstrates the use of both fixed and random effects models and incorporation of multiple outcomes from the same study. 相似文献
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Sustainable use of academic classroom interventions is a cause for concern in the field of special education. This study examined factors that encouraged and/or deterred sustainable use of classroom interventions. Furthermore, data were collected on factors that assist teachers to implement new interventions with high perceived fidelity. A total of 174 special education teachers from two school districts completed a survey to provide feedback on interventions they had been trained on in the last two academic years. Results for both districts had several similarities. A majority of teachers sustained interventions that they perceived improved student academic outcomes and were easy to implement. Teachers identified lack of planning time followed by the need for regular training as the most important factors contributing to their perceived implementation fidelity. However, a majority of interventions teachers provided feedback on were not evidence-based practices. 相似文献
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James E. Ysseldyke Bob Pianta Sandra Christenson Jing-Jen Wang Bob Algozzine 《Psychology in the schools》1983,20(2):184-190
The interventions used by 105 elementary classroom teachers before referring students for psychoeducational evaluation were examined. Analyses were conducted on: (a) types, combinations, and duration of preferral interventions; (b) individuals spoken with prior to referral; and (c) the relationship between prereferral interventions and reasons for referral. Most interventions appeared to be teacher-directed actions, ones that sometimes were influenced by consultation, most were implemented for an unspecified time period with few measures of observed success or failure. Most teachers used combinations of interventions; few types of interventions were related to the reasons for referral cited by the teachers. These findings are discussed in terms of their implications for the role of prereferral intervention in the referral process, and the role of consultation in the intervention process. 相似文献