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1.
The presumed link between schooling and the economy has been a prime force in motivating educational reform proposals in many countries. Educators feel caught between expectations by many that schools will play a key role in labour market success for young people and the reality that their influence on labour market outcomes is relatively weak. Solving the problem is not possible, but neither is ignoring it. Schools face an intractable yet compelling problem.This paper looks at the way in which school districts in a Canadian province understand and try to respond to changes in the labour market and the nature of work. The paper is based on collaborative case studies of five school districts and surveys of school board members and chief superintendents. We conclude that people in school systems are aware in a general way of labour market changes, and see them as having negative implications for students. However the changing job situation seems to be an important but largely unanalyzed issue. There is relatively little discussion of school-work issues in schools and districts. Administrators and school board members rely on informal sources of information rather than gathering data about their own situation. Schools and districts are using various programmatic devices to address labour market needs, such as partnerships, work experience, or co-operative education, but all of these operate within the confines of a traditional model of schooling. None of the districts has a strategy for this issue or has made it a priority.We conclude with some suggestions for measures schools could reasonably take to respond more effectively to the impact of changes in work. 相似文献
2.
D. S. Anderson 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1975,21(2):177-193
Evidence from an investigation of Australian adolecents in school is used to clarify the concept of alienation which has been used to describe students' attitude to school. Of central importance are: 1. the submission-dominance relationship which characterises student-teacher association, and 2. the importance of work in the development of adult identity. Structural changes, such as the replacement of the traditional fifth and sixth forms by colleges in two states, changes in the examination system, the introduction of delayed entry into higher education and of student allowances will, it is hoped, blur the former sharp distinction between the role of student and the role of worker, and between the world of school and that of work. 相似文献
3.
In Northern Ireland, attention is currently focused on youth work in the context of wider changes associated with the integration of services for young people. Policy‐makers there have identified youth work as having potential to link formal and informal education. However, youth work has often been understood as predominantly out‐of‐school provision embodying different values and principles from that of schooling. Increasingly, and as ideas about education shift, schools have become an important setting for youth work, generating much debate amongst policy‐makers, youth workers and teachers. One important question is whether the school setting is an appropriate context for informal learning. This article draws on interviews completed with teachers and youth workers and explores their experiences of school‐based youth work in one part of Northern Ireland. 相似文献
4.
John Head 《International Journal of Science Education》2013,35(3):295-300
Summaries English Although there has been an accumulation of evidence about the association of personality factors with a career in science, this work has hitherto lacked a cohesive theory. In this article it is suggested that an ego‐identity model, based on the work of Erikson, serves both as such a theory and also allows us to predict the effects of changes in school and curriculum on pupils’ reactions to science. 相似文献
5.
大数据给人们的工作生活带来了翻天覆地的变化,促进了传统教育的改革。健美操教学,已经成为小学体育教学的重要内容,其对小学体育教学的质量有着较大的影响。本文从分析大数据和小学健美操教学融合的意义,提出大数据和小学健美操教学融合的策略。 相似文献
6.
步入21世纪以来,我们已经进入了一个崭新的信息时代,信息技术的不断发展与壮大,促使基础教育工作发生了翻天覆地的变化,衍生出"智慧校园"的家校沟通新模式。家庭与学校的有机结合,让小学阶段的人才培养工作有了更多可能。本文立足语文学科,对新模式下学生自主学习能力的培养展开了探讨。 相似文献
7.
In this article, we investigate how the shift towards inclusive education in Danish schools changes and affects the ways in which educational-psychological advisory service (in Danish, PPR) units and school staff collaborate. Since inclusion is generally a matter of ensuring that every child can be accommodated within the mainstream school system, the increased inclusion agenda has altered the type of support that PPRs typically offer. Classic psychological assessments now play a lesser role, with PPR staff expected to conduct consultative work to promote the school staff’s reflection on their own practice, with the aim of supporting the inclusion of children. Based on an ethnographic study of the collaboration between PPR and school staff, we investigate the impact of the changes on the forms of knowledge and professional subjectivities that are produced, as well as the emotional work that is involved. 相似文献
8.
9.
Barbara Maughan Andrew Pickles Michael Rutter Janet Ouston 《School Effectiveness & School Improvement》2013,24(3):188-210
Abstract Much work on school effectiveness has been based on cross‐sectional comparisons between schools. Longitudinal studies of schools over time may complement this approach. Changes in both school practice and pupil outcomes were monitored in a five year study of change in six London secondary schools. This paper reports on changes in outcomes, illustrating marked improvements in some areas. A companion paper (Ouston, Maughan & Rutter, in press) explores associated changes in school practice. 相似文献
10.
现代学校制度在西方建立以来,一直遭受人们的批判,其中以"非学校化运动"为代表的教育思潮打破了制度化价值的神化,促使人们以理性的眼光重新审视现代学校制度.近年来,西方学校制度进行了一系列的变革,从社会资本的角度而言,其共同特征就是试图重建制度社会资本.良好的学校制度应该是正式制度和制度社会资本的有机统一,过分强化正式制度的作用,忽视制度社会资本的价值,只会导致现代学校制度的危机. 相似文献
11.
This paper presents comparative questionnaire data from three different samples of Australian high school students in an attempt to see if anything has changed in relation to how they perceive the science they experience in the compulsory years of secondary school (grades 7–10). Questionnaire data were obtained from 1,585 high school students in 2011 and 2,016 students in 2005 and findings are compared with those reported in a national report (Goodrum et al. 2001). Results show significant increases in the frequency with which students report that their science teacher takes notice of their ideas and in the use of computers and the Internet. There have also been changes regarding the rapid provision of feedback, the use of understandable language by teachers and the contextualisation of the new work in terms of work already covered. Little appears to have changed, however, in relation to the teacher-directed pedagogies employed to teach science where there appears to be a higher incidence of copying notes and fewer opportunities for students to investigate topics in which they are interested. The findings suggest that while there have been some positive changes, there are still many students who indicate that the science they experience in secondary school is irrelevant to their everyday life and to their future. It seems that the curiosity and wonder one would hope is associated with studying science is missing for a large proportion of students. It is clear that further actions need to be undertaken to transform this continuing situation. 相似文献
12.
This study looks at the impact of the recent changes in teacher training at an East Sussex Secondary School where teachers have responsibility for mentoring initial teacher trainees (ITTs.) While this has provided an opportunity to become more involved in the preparation of new teachers, a chance to change focus and, to a certain extent, increase job satisfaction, the speed of change has presented some practical difficulties and problems in implementing and fulfilling the role. Specific reference is made to Physical Education as the nature of the work in this area can pose unusual problems. The 'partnership' between the school and the Higher Education Institution is examined to ascertain the extent to which mentors feel that they are being adequately supported. The information gained was collected through informal interviews with colleagues in school and Higher Education Institutions. This information has been analysed and forms the basis for some recommendations for partnerships' in initial teacher training. 相似文献
13.
Selling education through “culture”: responses to the market by new, non-government schools 总被引：1，自引：0，他引：1
Rebecca English 《The Australian Educational Researcher》2009,36(1):89-104
The move to a market model of schooling has seen a radical restructuring of the ways schooling is “done” in recent times in Western countries. Although there has been a great deal of work to examine the effects of a market model on local school management (LSM), teachers’ work and university systems, relatively little has been done to examine its effect on parents’ choice of school in the non-government sector in Australia. This study examines the reasons parents give for choosing a nongovernment school in the outer suburbs of one large city in Australia. Drawing on the work of Bourdieu specifically his ideas on “cultural capital” (1977), this study revealed that parents were choosing the non-government school over the government school to ensure that their children would be provided, through the school’s emphasis on cultural capital, access to a perceived “better life” thus enhancing the potential to facilitate “extraordinary children”, one of the school’s marketing claims. 相似文献
14.
照片档案是档案工作中一个重要组织部分,特别是学校照片档案,记载和反应了学校的发展历史、全宗的变更,以其简单、直观、生动、真实的独特风格对外展示着学院的发展变迁,同时对学生起着宣传、教育、了解学院历史的重要作用。 相似文献
15.
Dr. Svenja M. Kühn Prof. Dr. Isabell van Ackeren Prof. Dr. Gabriele Bellenberg Dr. Christian Reintjes Jun.-Prof. Dr. Grit im Brahm D 《Zeitschrift für Erziehungswissenschaft》2013,16(1):115-136
Reducing the number of school years until graduation from academic-track secondary schooling (“G8”) has been one of the most important structural changes to schooling in the past few years. The reduction is one element of more compressed and accelerated processes in institutional education implemented over the last decade. The extent to which the changes in the systemic context of schooling affect organizational and instructional processes and results, or the school actors concerned (teachers, pupils and their families), has only been insufficiently investigated so far. This contribution provides an overview of this barely investigated topic. Following a review of the historical developments, the normative debates regarding reduced school time will be presented and then compared with the current state of research. The paper closes with an analysis of different models for organizing the reduction of school years and an outlook on current developments. 相似文献
16.
《欧洲教育》2013,45(2):84-86
Viewing the school reform as a whole, as well as its individual phases, in the context of the political, social, and economic developments of the last few decades, we find that both the overall conception of reform and particular proposals for changing the school system were justified primarily in terms of political — especially sociopolitical — objectives, while economic factors have been largely avoided in the arguments. This is especially true of changes in the job structure brought about by modern technical and scientific developments such as were described in the first part of this study. In other words, the relation between the structural changes taking place in the production and service sector — which in Sweden especially have assumed quite distinct outlines — and the possible effects this process may have on the skill requirements of the future work force has not been dealt with sufficiently, in terms of either reorganization of the school structure or curricular innovations. 相似文献
17.
网络时代的到来对当前的学校德育工作提出了新的挑战。反观现行的学校德育,尚无法适应网络时代的德育形势,主要表现为德育内容的陈旧、德育网站的滞后、德育工作者网络素质的欠缺等。因此学校德育工作必须与时俱进,从加强网络道德课程建设、校园网络建设、教师队伍建设、关注学生心理动态以及建立与家庭教育的沟通渠道等方面,实现创新,以应对不断出现的青少年网络道德问题。 相似文献
18.
Dennis Shirley 《Journal of Educational Change》2009,10(2-3):229-237
Ten years ago community organizing as a form of educational change had only begun to challenge traditional models of school reform. Yet a decade later, community organizing has led to important changes in school and community relationships that have been documented by scholars in the areas of education, sociology, social work, and political science. Current US President Barack Obama, a former organizer who worked on the South Side of Chicago, has given new visibility to community organizing. The American Educational Research Association (AERA) has approved the creation of a new Special Interest Group (SIG) on the topic of community and youth organizing. This article traces the origins, spread, and impacts of community organizing on educational change, arguing that it provides an important repertoire of practices for change leaders. 相似文献
19.
Kathleen Weiler 《Gender and education》2014,26(5):524-538
Historical memory is constantly being reframed though images and objects presented as capturing the past. In the USA, the nineteenth-century country or one-room school has come to symbolize an authentic American experience and seen as evidence of the lost pure and simpler time. Central to the work of the rural school was the teacher, and in the nineteenth century, this was almost always the woman teacher. This article explores the work of one woman teacher, Betsey Holsbery, and the ways in which memorials to her help construct a picture of an idyllic and unchanging past in one rural town while ignoring the profound cultural and demographic changes the town underwent. 相似文献
20.
Abstract Once the exclusive domain of teacher education, physical education in Australian tertiary institutions has during the last twenty years evolved into a series of discipline‐based fields concerned with human movement studies, leisure studies and sport science that have begun to feed new vocational opportunities in the sport, exercise and leisure industries. Concomitant with these changes in the social organization of knowledge in tertiary physical education has been a realignment of school physical education programmes, particularly in the senior school curriculum. Inevitably, the once sole focus of physical education in tertiary institutions on teacher education is now being forced to reinvent itself in light of these dynamic changes in the social organization of school and university knowledge. Following the work of Bernstein, Goodson and others, this article analyses current policy and practice in physical education teacher education and identifies several future scenarios. The first part of the article provides an historical overview of the emergence of new forms of tertiary knowledge in physical education from the mid‐1970s until the present. The second part provides a similar overview of developments in school physical education with a focus on senior school and matriculation physical education during the same period. The third part analyses the current state of affairs in the social organization of knowledge for physical education teacher education. In the fourth part, a series of questions is raised concerning relationships between knowledge in physical education teacher education, school physical education and university forms of the field through the presentation of several future scenarios. The article concludes with several proposals for policy development concerned with physical education teacher education programmes. 相似文献