共查询到20条相似文献，搜索用时 15 毫秒
1.
目前,法国建立了政府主导、社会参与、责任导向、多层次的高等教育质量保障体系,该体系以建构主义范式为理念、遵循公共治理逻辑、具有社会问责的特征。根据高等教育满足社会经济发展、师生发展和大学自身发展程度的质量标准,法国高等教育质量评估目的、评估主体、评估过程、评估结果的有效性比较高。我国应借鉴法国的积极因素,建立政府主导、社会参与、"国际视野,中国特色"的高等教育质量保障体系,明确高校是质量责任主体,提高高校在评估过程的主动性,提高评估过程透明度和评估结果的公信力。 相似文献
2.
刘晓天 《课程.教材.教法》2012,(4):81-85
对我国某中学初中生英语阅读现状和英语阅读态度的问卷调查显示:初中生英语阅读基本立足课本,以提高阅读成绩为目标。初中生普遍对英语阅读持积极态度,其中工具趋向态度最强,但阅读的积极性随年级的递增呈下降趋势。具体到阅读态度五个维度间的相互关系,初中生情感趋向态度与融入趋向态度、工具趋向态度和评价趋向态度成正相关,与社会趋向态度呈负相关。其中,情感趋向态度与融入趋向态度成较强的正相关。基于此,为使学生对英语阅读长期保持积极的态度,英语教师要为学生推荐他们感兴趣的课外英语读物;同时,转变英语阅读教学理念,设计多种多样检验阅读效果的活动,从而充分发挥英语阅读在英语学习中的重要作用。 相似文献
3.
赫广义 《楚雄师范学院学报》2012,27(4):61-68
行政问责是提高政府执行力和公信力的必要条件之一。注重行政问责的执政理念来自于执政者对政府和市场关系的准确定位,重视社会的自组织功能,以及对责任政府的科学理解。在具体的公共行政实践中,昆明市政府通过构建行政问责的制度环境,以服务而非管制为取向的行政审批制度改革,规范行政处罚自由裁量权等方式来实现高效的行政问责。 相似文献
4.
王守军 《清华大学教育研究》2010,31(2)
在世界范围内,高等教育和高等学校的问责制度逐渐成为社会契约的一个内容,我国高校财务问责也逐渐开始成为受人关注的话题.在我国,政府对高校的深度干预既是影响高校办学活力的原因,也是造成财务问责制度无法有效实施的重要原因.鉴于西方国家在同责制度上的经验和教训,我国高校财务问责制度应按照有效问责的目标进行完善,既要达到问责的目的、又要保障办学活力,还要最大限度的节约社会资源.要做到有效问责,就要准确地把握问责的目的,重新确定高校的责任边界,合理安排多种利益关系,逐步推动问责过程. 相似文献
5.
吕俊娟 《河南科技学院学报》2012,(1):37-41
行政问责制是责任政府的重要实现途径,同时也是政治民主化的必然要求。非典过后,行政问责在我国受到越来越多的关注,成为学术界和社会舆论研究的主要课题之一。由于问责制在我国推行的时间有限,异体问责在问责过程中存在着问责主体不足和缺位的状况,致使问责机制的优势难以发挥。因此,异体问责还有待强化。 相似文献
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7.
In recent years, many U.S. states have introduced growth models as part of their educational accountability systems. Although the validity of growth‐based accountability models has been evaluated for the general population, the impact of those models for English language learner (ELL) students, a growing segment of the student population, has not received sufficient attention. We evaluated three commonly used growth models: value tables or transition matrices, projection models, and student growth percentiles (SGP). The value table model identified more ELL students as on track to proficiency, but with lower accuracy for ELL students. The projection and SGP models were more accurate overall, but classified the fewest ELL students as on track and were less likely to identify ELL students who would later be proficient. We found that each model had significant trade‐offs in terms of the decisions made for ELL students. These findings should be replicated in additional state contexts and considered in the development of future growth‐based accountability policies. 相似文献
8.
Lucie Hernandez Nathalie Oubrayrie-Roussel Yves Prêteur 《European Journal of Psychology of Education - EJPE》2016,31(2):193-207
Perceived social support has been widely recognized as having beneficial effects on a person’s development, and adolescence is no exception. The objective of this article is to go beyond this “stereotypical” vision of friendship by showing that social support does not always have a positive and direct effect on adolescents’ academic achievement. We sought to understand whether this relationship is mediated by the educational goals and motives that student value and pursue. If these values do not coincide with the expectations and values that the academic institution seeks to transmit, the influence of social support can become harmful, especially with regard to the students’ academic achievement. Data were collected by means of questionnaires from 676 junior high school students in 9th grade from contrasting academic institutions. We chose to observe each participant’s subjective point of view of three dimensions: social support, academic achievement, and educational goals and motives. The results showed that the relationship between social support and attention and involvement in class was negative and mediated by students’ goals. The adolescents with a high level of social support mainly pursued social goals and neglected achievement and future goals. Consequently, these students were less attentive and involved in class. The results also showed that social support was predictive of students’ investment and interest in personal work and success, but only when the students pursued achievement and future goals. 相似文献
9.
Have State Accountability and High-Stakes Tests Influenced Student Progression Rates in High School?
Martin Carnoy 《Educational Measurement》2005,24(4):19-31
The question addressed in this paper is whether there are signs that students' progression through high school to graduation has been affected by the efforts to increase school accountability, including high-stakes exit exams. If such accountability systems were able to raise student academic performance significantly in elementary and middle school, these same students should be more likely to succeed academically in high school and graduate with their cohort. If state accountability systems also attempt to raise minimum standards for high school graduation by requiring exit tests, as many do, this could have the opposite effect of lowering high school graduation rates by putting yet one more barrier in the way of lower-performing students completing requirements. 相似文献
10.
Wayne Camara 《Educational Measurement》2013,32(4):16-27
This article reviews the intended uses of these college‐ and career‐readiness assessments with the goal of articulating an appropriate validity argument to support such uses. These assessments differ fundamentally from today's state assessments employed for state accountability. Current assessments are used to determine if students have mastered the knowledge and skills articulated in state standards; content standards, performance levels, and student impact often differ across states. College‐ and career‐readiness assessments will be used to determine if students are prepared to succeed in postsecondary education. Do students have a high probability of academic success in college or career‐training programs? As with admissions, placement, and selection tests, the primary interpretations that will be made from test scores concern future performance. Statistical evidence between test scores and performance in postsecondary education will become an important form of evidence. A validation argument should first define the construct (college and career readiness) and then define appropriate criterion measures. This article reviews alternative definitions and measures of college and career readiness and contrasts traditional standard‐setting methods with empirically based approaches to support a validation argument. 相似文献
11.
This study examines the relationships between the environmental attitudes and environmental knowledge of schoolchildren within the framework of an environmental intervention. We employed questions from the 2-MEV model to monitor students’ environmental attitudes in terms of the model factors Preservation and Utilisation while concurrently monitoring three environmental knowledge dimensions (system, action-related and effectiveness knowledge) at three different test times during the course of a four-day field centre programme for fourth-graders (N = 133, Mage = 9.8 years). Probably due to measurement constraints (e.g. a ceiling effect, social desirability), we found no correlation between environmental knowledge and the attitude Preservation at all test times. The attitude Utilisation correlated negatively with all environmental knowledge dimensions, indicating that students who score higher on Utilisation are more likely, for example, to have and gain more system knowledge through programme participation than the other students or vice versa, as a causal relationship cannot be derived from our analyses: system knowledge may also influence Utilisation. In other words, children who refrain from (ab)using nature also seem to put more effort into improving their environmental knowledge and/or children who engage in learning about the environment will become less exploitative towards the environment. 相似文献
12.
《The Journal of educational research》2012,105(3):210-217
ABSTRACT The author examined how local charter school educators respond to the accountability measures being imposed on them. Encouraged by early indications of increased test scores, state and federal policymakers continue to support accountability as an effective means to improve schools. Surprisingly, there has been little research on local educators’ experiences with and responses to such reforms. This lack of research is striking because teachers, principals, and superintendents are directly responsible for the implementation of accountability mandates, including administering tests, teaching to the state standards, and implementing state-approved curriculum packages. In an effort to understand teachers’ and administrators’ experiences with public school accountability, the author explores how educators in 4 charter schools in Michigan understand recent accountability mandates with respect to school reform. 相似文献
13.
新公共管理运动的发展引发了高等教育质量社会问责制的兴起。高校重视学生评教是对社会重视高等教育的组织绩效、学生主体地位以及教育教学效能的一种适应性回应。学生评教制度设计面临着学生评价能力的有限性、有效教学标准的多样性、干扰因素作用的复杂性以及对学术自由影响的不确定性等因素的制约。我国高校内部评估体系建设中应将学生评教与专家评教相结合,制定多样化的有效教学标准以及适度降低学生评教结果使用的比重。 相似文献
14.
Ming Cheng 《高等教育研究与发展》2012,31(6):785-795
Declining trust in public services has led to increasing calls for higher education to be ‘accountable’ for the quality of its teaching and learning provision. However, increasing levels of quality evaluation have led academics to feel that their professionalism is under attack. Reflecting on this history and various dimensions of accountability, this paper seeks to interpret accountability by addressing two questions: What is accountability in higher education? How can it be related to academic professionalism? The paper argues that professionalism and accountability appear to be contradictory terms, but can exist simultaneously. If academics' moral and social responsibility becomes requisite to an enhanced social accounting for the quality of university teaching and learning, there could be less perceived tension between academic professionalism and accountability. 相似文献
15.
The physical, social and temporal dimensions of the classroom environment have an important role in children’s learning. This study examines the level of support for child-centred learning, and its associated beliefs, that is provided by Hong Kong’s pre-service early childhood teachers. Two hundred and seventy-five students from a pre-service early childhood teacher training programme completed a questionnaire; in general, these students believed that teachers should create physical, social and temporal environments which are child-centred in early childhood education settings. Linear regression analyses showed that the students’ perceived importance of fostering children’s social and communication competence in early childhood programmes, and their belief in children’s competence in self-learning, were significant positive correlates of their level of support for all dimensions of child-centred learning environment. Their self-perceived competence in managing children’s behaviours was, however, a significant negative correlate of their level of support for child-centred social and temporal environment. This study then discusses the implications of these findings for pre-service early childhood teacher education. 相似文献
16.
以280名高职生为样本,采用问卷调查法,考察高职生获得支持与提供支持的关系和相互作用,结果发现,高职生在获得支持与提供支持之间表现为失衡关系且提供支持大于获得支持;二者的平衡性在不同的社会关系中和支持类型上存在显著差异,说明社会关系和支持类型是平衡性的相关影响因素;恩惠感和欠负感是获得支持作用于提供支持的影响因素,而代价损耗是提供支持作用于获得支持的影响因素。因此,要根据高职生社会支持的特点以及他们的需要为该群体提供更多的社会支持。 相似文献
17.
行政问责制度作为建构责任政府的重要制度保障之一,其发展模式和制度设计成为近一段时间来我国政府的工作重点。社会发展、危机管理和法制化建设的需要直接促进了行政问责制的发展和变革。对我国现行行政问责制度的解构分析,可以发现现行行政问责制度中存在的缺陷和漏洞,这些缺陷和漏洞直接导致了行政问责的效果存在局限性。行政问责制度应当建构由原则性制度和特殊性制度共同组成的制度体系,满足完整行政问责程序机制的制度化需要。 相似文献
18.
Gaye Tuncer Hamide Ertepinar Ceren Tekkaya Semra Sungur 《Environmental Education Research》2005,11(2):215-233
The purpose of this study is to investigate the effect of school type (private and public) and gender on sixth, seventh, eighth and tenth grade students’ attitudes toward the environment. A total of 1497 students (n?=?765 girls; n?=?715 boys; and n?=?17 gender not provided) attending public (n?=?603) and private schools (n?=?892) located in Ankara participated in the study. A 45‐item Likert‐type questionnaire consisting of four dimensions, namely, awareness of environmental problems, national environmental problems, solutions to the problems and awareness of individual responsibility, was used to measure students’ environmental attitudes. A two‐way multivariate analysis of variance (MANOVA) was conducted to determine the effect of school type and gender on four dimensions of the environmental attitude questionnaire. Results showed that school type and gender had a significant effect on the collective dependent variables. Univariate ANOVAs indicated that mean scores on each dimension of the questionnaire were significantly different for students in public and private schools. Moreover, there was statistically significant mean difference between boys and girls with respect to scores on each dimension of the questionnaire. It is concluded as a result of the study that, although there are differences between categories of individuals, there is a widespread support for conservation of the environment among young people living in Ankara/Turkey. 相似文献
19.
This article draws from Stephen Ball’s work on markets, managerialism, and performativity to frame a comparative study that examines the reconstitution of the teacher–subject across a pivotal decade in which neoliberal standards and accountability reforms effected significant changes in US education. It juxtaposes two qualitative studies conducted during the implementation of successive standards and accountability movements. The first study of early career English teachers coincided with the implementation of the Bush administration’s No Child Left Behind Act of 2001 (NCLB), and the second took place nearly a decade later as states began to implement value-added teacher assessments in conjunction with the Obama administration’s Race to the Top (RTTT). The juxtaposition of these two studies points to a paradigmatic shift in the construction of teachers’ professional knowledge and subjectivity. While teachers of the first accountability stage positioned NCLB’s (self-) disciplinary mechanisms as external intrusions on their autonomy, professionalism, and practice, the second group positioned RTTT’s accountability mechanisms as the very modes by which they knew themselves and their quality. Thus, these studies show a collapse between the governed (i.e. teachers) and the government (i.e. accountability mechanisms) and the normalization of the marketized teacher, the managed teacher, and the performative teacher. 相似文献
20.
Robert L. Linn 《Educational Measurement》2006,25(3):54-56
The question of what it means to follow the Standards is discussed. It is argued that the Standards consists of statements of general principles, and that interpretation for specific applications requires professional judgment. As a result, disagreements among professionals on the applicability of particular standards to specific situations are inevitable. Consequently, effective monitoring or enforcement is problematic. The need for a revision of the Standards is considered. It is concluded that while some modifications may be desirable, they might be accomplished by the creation of an addendum rather than a complete revision. It is suggested that the effort and required resources for a complete revision might be better spent on the development and adoption of a companion set of standards dealing with the use of aggregate test results in accountability systems and/or a casebook that would illustrate the application of the Standards to specific situations. 相似文献