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1.
本文对第二次世界大战结束至20世纪末期间美国的国际学生政策变迁进行了阐述和分析。《富布赖特法案》标志着美国政府开始长期资助各国学生赴美留学,之后,针对不同的学生类型设立了F、J和M三类学生签证,规范了国际学生签证的有效期,但对国际学生加强监控的政策却由于教育界的抵制而不了了之。在政策环境和主要行为主体的相互作用下,经过若干次调整和巩固,美国的国际学生政策体系逐渐健全起来。  相似文献   

2.
Abstract

The US Forest Service has a long history of youth conservation education. We investigated U.S. Forest Service citizen science programs that involve secondary school students in field collection of monitoring data to understand (1) how the programs integrated science and environmental education and (2) whether these programs advance ecological literacy and environmental stewardship. We conducted semi-structured interviews with the program leads, teachers, and students. Program leads and students said programs produced reliable data and met monitoring and other U.S. Forest Service stewardship objectives. Although these programs varied in design and objectives, our findings suggest these programs were incorporating both science and environmental education, and there is some indication they are creating ecological literacy among participants. Students exhibited environmental stewardship to some degree as a result of all programs, but the extent of this is tied to programs’ objectives and design.  相似文献   

3.

This article suggests various techniques and strategies for integrating historical research methods into the drug education classroom. While most criminal justice programs offer courses on drug education, instruction has typically concentrated on policy issues. With little historical perspective on the roots of the drug problem, students are too often left with a one-dimensional perspective: that all illegal drug use should be criminalized. Like many recent historical events, the roots of the drug problem remain a distant abstraction to the current generation of criminal justice students. A historical approach to this subject using historiographic methods can lead to a better understanding of the cyclic nature of the U. S. drug problem and policies over the past century.  相似文献   

4.
State governments are crucial actors in the nation's system of education governance. This issue of the Peabody Journal of Education underscores the wide-ranging roles that state governments play in the oversight, development, and implementation of elementary and secondary education policy in the United States. In this article, I consider these individual analyses by reflecting on the broader themes and patterns that they suggest. I argue that at the dawn of the 21st century, the 50 U.S. states face dynamic challenges that are testing their institutions of governance. States are also simultaneously crossing new frontiers that will influence future policy and opportunities for the nation's students.  相似文献   

5.
Abstract

Environmental education is “coming of age” at U.S. universities and colleges. Baccalaureate, master's, and PhD programs in environmental engineering, environmental science, and civil-environmental engineering are now available in U.S. colleges and schools of engineering. A rich program of research supports environmental graduate students and faculty at many engineering colleges and schools. Although specialists are trained in environmental subjects, the multiplication effect of “greening” all engineering students is nascent. Deans of leading engineering schools were surveyed to determine the level of environmental curriculum offered to nonspecialist engineering students. The purpose of the research was to provide educators with a baseline of approaches to environmental education for nonenvironmental engineering students. The survey determined the scope of environmental programs offered as special programs: minor, general education, concentration, special interest, and degree core requirement. Analysis of the survey responses and suggestions on program implementation are presented.  相似文献   

6.
严雪红 《教育与教学研究》2011,25(4):110-114,121
20世纪90年代以来,各国都在竞相提高外语教育水平。作为超级大国的美国对中小学外语教育前所未有的重视,并进行了收效颇丰的外语课程改革,其改革具有如下特点:外语教育观念的转变颇大,对课程的重视度提高;开设的外语语种较以前更加丰富,并且随着形势而变化;课程内容综合化;教学方法生动活泼,重视培养学生交际能力;课程评价科学化;重视外语教师的培养和发展;广泛应用现代化教学手段。对比我国英语教育现状,可以从中得出以下启示:科学定位外语课程的价值;出台积极的外语教育政策;建立完整的外语课程指导框架;实施有效的外语教学和学习策略;营造良好的外语学习氛围;综合运用现代教育技术,拓宽学生学习外语的渠道;重视外语教师教育,提升外语教师的综合能力;完善外语课程评价体系。  相似文献   

7.

This chapter examines the effects of the major policy and political trends in lower education during the 1980s. Specifically, it assesses the programmatic and fiscal effects of the Reagan administration's fiscal federalism, the excellence agenda and the emerging state activism on urban school districts. The focus is on California as an illustrative case study, as the state represents an inchoate national trend toward fiscal centralization. The chapter argues that centralization has created a new politics of school finance. Not only do schools compete for funding with higher education, health, welfare, criminal justice and transportation, but students also compete with teachers over categorical funding. The chapter concludes that policies of categorical funding have changed dramatically. While symbolically they are rooted in equity, in reality they represent a new political spoils system.

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8.
美国公立高校绩效评价是美国州高等教育绩效问责制度中的重要环节。本文对田纳西州2010年~2015年绩效资助政策中的绩效评价体系进行分析,认为其具有以下特点:是一种自我评价基础之上的第三方评价;强调计划性和周期性,目标明确,重点突出;聚焦于教育质量保障,尤其关注本科生的学习成效、学科专业项目的质量和学生的满意度;利用美国国内现有的、影响较大的各类测评机构的测试结果或调查结果作为评价依据;注重对绩效评价本身的质量保障。  相似文献   

9.
ABSTRACT

The United States Senate's unwillingness to ratify the Convention on the Rights of the Child (CRC) notwithstanding, the Individuals with Disabilities Education Act (IDEA) contains significant safeguards protecting the rights of students with disabilities, acknowledging their participation rights in decisions about their futures. In the first of just two examples, as students ‘age out’ of special education, they participate in developing individualised transition plans guiding their movements to post-school activities. Second, the IDEA transfers parental access rights to students, granting them sole control over their educational records on turning 18 unless they are adjudicated incompetent under state law.

Against this background, this paper opens by considering the U.S. Senate's reluctance to ratify the CRC. The paper next reviews the history of rights in the U.S. before examining how the IDEA affords students with disabilities considerable opportunities to participate in planning their futures both through transition planning and taking control over their educational records. The article ends by reflecting on how the IDEA comports with the CRC in protecting the rights of students with disabilities to self-determination.  相似文献   

10.
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11.
Abstract

The history and current state of Chinese teaching in Australia has largely been determined by two key factors: first, the country’s policy on languages, and in particular its policy regarding foreign language education; and second, its immigrants and overseas students from Chinese-speaking countries and regions. Beginning in the 1980s, Chinese teaching gained powerful support under Australia’s official language policy, and the number of people studying Chinese has continuously grown. At the same time, it is worth noting that the majority of those learning Chinese are students of Chinese descent. The questions of how to design courses, prepare teaching materials, grade examinations, and train qualified teachers in response to this situation merit careful consideration.  相似文献   

12.
This article consists of a case study and policy analysis of a conflict between two federal mandates that arose during the initial implementation of the No Child Left Behind Act in 2002 in a southern school system, Richmond County, Georgia. The first part of the article documents the conflict, drawing on primary source documents and interviews with the school superintendent and school board attorney. A U.S. District court judge ruled that the 1972 court order that had mandated county-wide school desegregation was in conflict with No Child Left Behind's public school transfer policy and granted the county a one-year delay so that the school system could study the policy's likely effects. The U.S. Department of Education's response to the judge's ruling instigated a situation that led to a federal-local political disagreement, whose origins and resolution are described. In the article's second section, the author places these events into broader historical perspective, arguing that they reveal how federal policy in elementary and secondary education has shifted during the intervening decades since the Elementary and Secondary Education Act's enactment in 1965. The case highlights the changing federal-district relationship, the equitable implementation of the No Child Left Behind public school choice provision, and the nature of federal authority in education policy, and how it is currently being exercised by the Bush administration.  相似文献   

13.
ABSTRACT

Access to education has long been seen as a fundamental element of a developed country. Specifically, the relative availability and access to education by various constituent groups has been identified as an essential metric in educational evaluation. Yet, individuals with disabilities have been identified as being underrepresented within institutions of higher education, including the United States (U.S.) community college. Furthermore, scholars have also argued that discussion of disability remains on the margins of scholarship within academia. Therefore, this investigation employed qualitative methods by conducting a Critical Discourse Analysis of California Title 5 policies specific to disabled students. This was done in order to examine the sociopolitical space afforded to disabled students to navigate the institutional environment of the community college. Titchkosky’s (2011) 4 W Access framework provided the analytical frameworks for this investigation. Findings indicate that ideological constructs, inflexible funding models, and lack of integration shape access and opportunity negatively for disabled students in California community colleges.  相似文献   

14.
《Cultura y Educación》2013,25(4):435-446
Abstract

The authors critically examine multicultural education and its failure to address the stark differences that characterize student achievement in North America in terms of a praxis that would bring equity in learning or other developmental outcomes. Arguing that dismantling proportional group based inequality depends on the systematic reform of structures and policies currently perpetuating the correlation between children's ethnocultural and economic history and their school achievement, we draw from a cultural historical theoretical framework to outline how the multiple and complex factors influencing underachievement might be better understood and, moreover, effectively counteracted in ways that begin to reverse the rates of school failure for U.S. ethnic minority students, in particular U.S. English learners.  相似文献   

15.
Academic policy initiatives have long been apowerful lever for mission differentiationwithin U.S. public higher education. Althoughthe higher education literature has examinedbasic issues in the design of public systems,the tension between access and differentiationhas not been explored. Drawing uponcomparative case studies of public highereducation in Massachusetts and New York, thisarticle examines recent policy initiatives toterminate academic programs, eliminate remedialeducation, and promote honors colleges withineach state system. The analysis depicts howthese policies contribute to increasedstratification of programs and students withina state system as well as within particularcampuses in a system. The authors argue thatpolicy analysis in higher education shoulddevelop a more refined conceptualization ofaccess that examines the cumulative impact ofcontemporary policies on the stratification ofstudent opportunity.  相似文献   

16.

The author argues that economically, politically, and culturally the situation of youth in the U.S. is intolerable and unforgivable. Childhood has been demeaned by popular news media and no longer is regarded by society as the future of democracy. Rather, young people are increasingly isolated, treated with suspicion, and subjected to diminished rights of privacy and personal liberties. Zero-tolerance policies in communities and schools amount to the criminalization of youth, and schools grow more like prisons than institutions of education. The multiple social and political costs of negative perceptions of youth are considered. It is argued that repressive social policies and neglect of children, as evidenced by the growing state of poverty, hunger, and homelessness among America's children, threatens the future of democracy. The author encourages policy reforms and individual and community commitment to policy reforms.  相似文献   

17.
This chapter examines the challenges before the U.S. National Center for Education Statistics (NCES) as it responds to rising expectations for better education indicator data. The first section summarizes the issues raised by the Congressionally-mandated report, Education Counts: An Indicator System to Monitor the Nation's Educational Health (U.S. Department of Education, 1991), and the report's implications for NCES. The second section takes up the challenges that NCES must face before an indicator system can meet policy makers' demands.  相似文献   

18.

The problem of making education policy documents more explicit is addressed in this paper. As a vehicle for discussion the paper examines a contemporary policy that has major shortcomings in the explicitness of its language: Australia's ‘Participation and Equity Program’, a policy directed at increasing access to education by post‐compulsory level students. Problems in making policies explicit are discussed. Policies are seen as complex messages whose meanings routinely become scrambled for implementers remote from the language community of policy framers. The paper suggests the use of a sociology of policy language in education to assist in policy design and dissemination. Its concluding sections recommend the kinds of applied work that might be undertaken to improve the explicitness of policy language generally.  相似文献   

19.
Abstract

Interest in ‘performance budgeting’ is growing despite a lack of research on its effectiveness. U.S. states have largely used ‘incremental’ and ‘formula’ budgeting processes to fund higher education. However, more than half of them are experimenting with some form of ‘performance budgeting’. There have been similar attempts to reform budget practices in the U.S. in the past, but most of these processes have been largely abandoned. Governmental ‘performance budgeting’ for higher education assumes policy objectives are stable, complex decisions on budget trade‐offs can be made at governmental levels on the basis of data, institutions operate as bureaucracies, resources can be linked to outcomes, outcomes are identifiable and can be agreed upon, accountability can be achieved through budget policies, and current practices create incentives to enrol unqualified students. These assumptions are not realistic. Consequently, ‘performance budgeting’ will not meet proponents expectations and will suffer the fate of past budget fads.  相似文献   

20.
Abstract

This study examines the educational policy related to the inclusion of ethnic minority population in the contemporary China. It has undergone three stages of the educational policy transformation, including the beginning, development and perfection stages. It is characterized by the steadiness, caution, rapidity, quality improvement, standardization and quality. Through implementing the educational policy of the inclusion of ethnic minority population, it has made retrogress and achievements, which has played a positive role in national integration, maintaining national unity and regional stability, improving the academic level and cross-cultural ability of minority students, and sharing educational resources. However, in current China’s education context, the implementation of education policy is faced with some prominent problems, such as the marginalized educational identity, non-communicative education, relative separation of systems and serious cultural barriers, relative emphasis on explicit education. Therefore, it suggested to construct a new integrative and open ethnic education system, strengthen the consciousness of the united integrated education, and enhancing the bi-directionality of ethnic integration.  相似文献   

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