共查询到19条相似文献，搜索用时 144 毫秒
1.
新课程背景下的教育装备战略合作伙伴关系研究 总被引：1，自引：0，他引：1
尹恩德 《中国教育技术装备》2009,(6)
以新课程改革背景为前提,探讨教育装备的战略合作伙伴关系。通过对教育装备供应关系现状的描述,提出教育装备战略合作伙伴关系的概念,分析它的特征。最后,探讨新课程改革背景下的战略合作供应商选择。 相似文献
2.
蒋经国主政时期的台新关系:缘起、实质及影响 总被引：1，自引：0，他引：1
魏炜 《赣南师范学院学报》2006,27(5):49-52
新加坡是蒋经国主政时台湾的重要合作伙伴之一,蒋经国与李光耀关系密切,台新之间保持着低调但又是实质性的关系。台新关系不仅对台新双方具有非同一般的意义,对海峡两岸以及中新关系也有重大影响。 相似文献
3.
合作伙伴:治理视野中政府与大学关系的新愿景 总被引：6，自引：0，他引：6
合作伙伴是治理理论的核心理念。传统政府与大学之间控制与被控制关系造成大学的办学自主权受到削弱、大学竞争市场难以形成、厌恶和阻碍创新等诸多弊端,同时,政府与非营利组织之间以及国外政府与大学之间合作伙伴关系的建立为我国政府与大学建立合作伙伴关系提供了借鉴和示范。构建我国政府与大学合作伙伴关系的路径有:改革大学单位制、推行大学法人化、重构政府公共权力、采取多中心治理模式和建立参与协商机制等。 相似文献
4.
大学与中小学建立合作伙伴关系是世界教师教育改革的重要策略,基于伙伴的教师教育强调职前教师培养、在职教师专业发展和学校改进。合作伙伴涉及到机构之间的合作和人员之间的合作,基本模式有PDS模式、咨询合作模式、结对合作模式和团队合作模式。影响合作伙伴效果的因素包括文化因素、组织因素、心理因素、情境因素、协作因素、制度因素等。基于合作伙伴的教师教育改革致力于大学与中小学的共同发展。 相似文献
5.
合作伙伴：导师与研究生关系的一种可能 总被引：1，自引：0，他引：1
胡天佑 《学位与研究生教育》2013,(4):7-10
导师与研究生的关系因为双方身份的特殊性以及对研究生培养质量的深远影响而成为高等教育研究中一个重要领域.认为应该尝试构建一种合作伙伴关系,合作伙伴关系之所以可能,在于制度安排使然,共有合作基石,科研工作需要,符合现实伦理.建立合作伙伴关系的途径为:重构有关导师与研究生关系形象的知识谱系;选择适切的合作伙伴;形成合作的基点、共同愿景与约束机制;共享、参与和决策;交流、谅解与尊重;专业和价值的结伴成长. 相似文献
6.
公私高校合作伙伴关系是南非私立高等教育领域的重要特征之一,在扩大高等教育入学、提升私立院校地位以及增加公立高校财政收入等方面发挥着重要作用。该合作关系的形成并非一蹴而就,而是经历了四个时期的演化最终形成了三种类型。通过对南非公私高校合作发展阶段的考察,可以取长补短为我国私立高等教育发展提供借鉴、启示。 相似文献
7.
中印两国确定建立战略合作伙伴关系,对亚洲和世界形势的影响都将是深远的,有助于双方共同应对全球范围的挑战和威胁,对消除中印两强必相争悲观论调和担忧也有重要的作用。但是必须承认,由于中印关系在两国建交后毕竟经历过重大挫折,双方之间存在一些敏感的问题,两国战略合作伙伴关系的政治基础需要继续加强,相互间的信任需要继续增进,以使两国的战略合作伙伴关系更加完善和成熟。[编者按] 相似文献
8.
在线讨论作为在线学习的重要组成部分,其产生的文本数据可以反映学习者的认知水平、互动质量以及情绪状态。学习情绪影响认知行为,从而影响学习成效,研究学习情绪和认知行为之间的关系非常重要。文章基于Harris等人的情绪分类法和蔡今中的认知分类体系,使用内容分析法和滞后序列分析法研究学习者的动态学习情绪、认知行为序列模式以及学习情绪和认知行为之间的关系。研究表明:困惑情绪和消极情绪会转化为积极情绪,但是中性情绪不会转化为积极情绪;学习者倾向于呈现描述行为和推断或解释行为,且认知行为序列模式具有渐进性特征;描述行为会引发消极情绪,比较行为、推断或解释行为会引发积极情绪。教师可根据学习者的行为转换情况进行适当的指导和干预,以提升学习者的学习效果。 相似文献
9.
公私合作伙伴关系已经被世界各国广泛应用到包括教育在内的各种公共产品和服务的提供中。产教结合与校企合作是职业院校教育的根本特征。然而,职业教育校企合作不力,已经成为制约当前我国职业教育发展的瓶颈。鉴于此,提出以合作伙伴来定位职业院校与行业企业关系,引入利用市场机制,深化职业教育校企合作改革。建立职业院校与行业企业合作伙伴关系不仅是非常必要的,而且具有一定的可行性,是推进我国职业教育校企合作发展的重要选择。这不仅需要完善职业教育校企合作制度,而且需要推进相关领域的配套改革。 相似文献
10.
中小学校际合作伙伴关系模式研究 总被引：1，自引：0，他引：1
竞争与合作是学校发展的两类基本运行机制,但当前学校之间的过度、无序竞争严重损害了教育公平和效率。重视学校合作的价值,构建基于合作的校际伙伴关系发展模式,对于促进中小学科学发展具有重要意义。中小学建立和发展合作伙伴关系首先应该共享平等自愿、求同存异、精诚合作、利益共享的核心理念,在此基础上,建立教育资源的流动与共享机制以及对伙伴关系的共同治理和问责制度,实现所有合作伙伴的价值和利益。市场驱动和政府驱动是中小学开展校际合作的两类基本动力,根据这两类基本动力的强弱程度,结合合作双方存在的需求差异,可以为中小学建立和发展校际合作伙伴关系设计不同的动力机制。 相似文献
11.
Rachel Fitzgerald Henk Huijser Deanna Meth Kellene Neilan 《International Journal for Academic Development》2020,25(2):134-146
ABSTRACT Sector-wide research has shown the benefits of student-staff partnerships in course design whilst highlighting the complexity of this work, and the difficulties in gaining traction to create sustained ways of working. Reflections by academic developers on the roles and partnerships in course design at one Australian university reveal the critical three-way partnership among academic developers, students, and academics. The benefits brought by a Course Design Studio model in providing a liminal space to sustain positive three-way collaborations are outlined. This paper offers a conceptual argument that addresses areas of concern often encountered in traditional course design student-staff partnership relationships. 相似文献
12.
Olivia R. Soutullo Stephanie C. Sanders‐Smith Tina M. Smith‐Bonahue 《Psychology in the schools》2019,56(5):690-701
School psychologists are encouraged to establish family–school partnerships with culturally and linguistically diverse families across the spectrum of child development. Partnerships and collaborations have been described in prior literature as bidirectional, nonhierarchical relationships between families and schools, expanding on the more traditional but limited concept of unidirectional parent involvement in school. This qualitative study describes five specialist‐level school psychology interns’ experiences facilitating family–school partnerships with culturally diverse families during their internship year. Findings focus on defining and identifying characteristics of family–school partnerships from interns’ recollections of their lived experiences. Five salient elements characterized the practical experience of a partnership: requisite situations for partnering, stakeholder involvement, intern's actions, intern's emotional responses, and the outcome or quality of the family–school partnership. These findings have implications for the training of school psychologists and the ways that family–school interactions are conceptualized both in training programs and in school settings. 相似文献
13.
Partnerships and collaboration have become popular in higher education; and partnerships with community agencies, K-12 schools, and businesses are common. However, formal and sustained partnerships among institutions of higher education are not nearly as widespread. This article presents a model for collaboration in higher education focused on a partnership among teacher preparation programs at three institutions. The article provides an overview of theoretical underpinnings for collaboration, the process and practices used, and lessons learned by Valley Partnership, as well as the stages of partnership development, the governance model, and key elements related to sustaining the partnership. 相似文献
14.
Tamara Halle Martha Zaslow Maya Cook Maggie Kane Jessica Dym Bartlett 《Early education and development》2019,30(8):990-1008
ABSTRACTResearch Findings: This study examined the development and implementation of six Early Head Start Child Care Partnerships (EHS-CCPs), unique collaborations between EHS grantees and community-based child care partners that expand access to high-quality child care and comprehensive services for low-income infants, toddlers, and their families. Interviews and focus groups with 111 key informants identified similarities across the six EHS-CCPs in initial outreach to community partners for establishing partnerships and approaches to developing partnership agreements but variation in approaches to monitoring quality improvement activities. Benefits and challenges to partnerships for programs and families were noted. Practice or Policy: Findings suggest a need for additional guidance for EHS-CCPs on key components of implementation, including the partnership agreement process, monitoring quality improvement plans, offering support for meeting program requirements, and providing comprehensive services. For example, five of the six partnerships reported the EHS grantee led the development of their partnership agreements. While this approach was attributed to child care partners’ lack of prior experience in developing agreements, further guidance on how to engage partners collaboratively in an agreement process that better emulates the principles of authenticity and equality from the conceptual framework for collaborations in early care and education would be useful. 相似文献
15.
This paper discusses the formation, character and contradictions of social partnerships. We report on a specific initiative,
the Local Learning and Employment Networks (LLEN) established by the Victorian Government in Australia in 2001, documenting
the nature of this initiative and how it is playing out. We draw attention to some of the tensions that exist between different
agencies, including different agencies within government. Through this detailed case study it is possible to identify parallels
between LLEN and other social partnership initiatives developing in other parts of the world. This process of situating a
specific Australian partnership within the wider trend to social partnerships permits a more contextualised analysis. It shows
the way social partnerships are developing as a consequence of education reform shaped by neo-liberal governance and various
patterns of compliance and resistance to this political rationality. 相似文献
16.
Ditza Maskit 《师资教育杂志》2015,41(3):285-306
This article presents and discusses the findings of a study which focused on student teachers’ evaluation of their practice teaching in the context of a university–school partnership model integrated for the first time into the academic programme of a university teacher education department in Israel. A questionnaire was developed to examine the contribution of the major curricular components of the partnership for student teachers’ experience of learning to teach, as evaluated by the student teachers themselves. The questionnaire was delivered to 119 student teachers placed in 9 selected school–university partnerships. The findings of the study underscore the added value of supporting different kinds of mentoring frameworks within university–school partnerships. The international significance of the study is discussed with a focus on implications for emergent tensions, dilemmas and connections between local and global forms of university–school partnerships. 相似文献
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18.
Dawn Anderson-Butcher Aidyn L. Iachini Annahita Ball Susan Barke Lloyd D. Martin 《Journal of Education for Students Placed at Risk》2016,21(3):190-204
School improvement models are expanding to incorporate priorities around positive youth development, safe and supportive school climates, school mental health, and school–family community partnerships. A partnership was formed between researchers and district/school leaders to examine the 3-year adoption and implementation of 1 such exemplary model, the Ohio Community Collaboration Model for School Improvement, in a Midwest urban district serving a large number of students at-risk. Researchers and district/school leaders examined what types of system-level capacities developed, and explored student- and school-level outcomes that occurred over the course of implementation. Multiple innovations resulted, such as strengthened policies, improved partnerships and collaborations, and enhanced funding streams. Students' perceptions of academic press, school climate, and academic motivation improved over the 3 years. Academic report cards show progress toward districtwide improvement. Implications are drawn for researchers and school leaders, especially in relation to the design, implementation, and evaluation of collaborative models of school improvement. 相似文献
19.
Louise Yarnall Elizabeth Tennant Regie Stites 《Community College Journal of Research & Practice》2016,40(9):750-766
Greater investments in community college workforce education are fostering large-scale partnerships between employers and educators. However, the evaluation work in this area has focused on outcome and productivity metrics, rather than addressing measures of implementation quality, which is critical to scaling any innovation. To deepen understanding of the field, sound metrics need to be assembled of the processes involved in workforce education (e.g., partnering with employers, designing and delivering instruction). This article addresses that gap with the Workforce Education Implementation Evaluation (WEIE) framework. Relying on five case studies of employer-community college collaborations, and drawing on labor-market analysis methods, partnership capital and regional ecosystem theory, and the learning sciences, the WEIE framework provides tools to characterize implementation quality. To illustrate how it works, we have applied the framework to two contrasting cases that represent the predominant approaches to engaging employers in workforce education programming: large-scale partnership and employer outreach. 相似文献