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1.
杜鲁门政府为了控制巴勒斯坦地区,并以此为据点进一步向中东扩张势力,采取了排挤英国、遏制苏联的基本方针.但在具体施政中,白宫同国务院、国防部意见相左,他们或者强调公众舆论,重视国内政治;或者强调经济利益,重视军事安全.时局多变,英国不甘退让、苏联步步进逼、犹太国终为既成事实;再三权衡,搁置"分治决议"、放弃"国际托管"、交锋于白宫会场,"承认"问题上达成共识.  相似文献   

2.
The DES and Whitehall   总被引：1，自引：0，他引：1  
This article outlines conflicting views of the place of the DES in the making of education policy at large and higher education in particular. It demonstrates how it changes over time and in different policy contexts. It documents different views of the status of the Department within Whitehall and seeks to account for its alleged separateness from the rest of government. An analysis of the relationships with the Treasury and the PESC system is offered. The connections with policy communities and the role of DES ministers are noted. The competence of the DES is appraised, against the status accorded to non-economic departments generally. The ability of the DES to generate stronger support for higher education is discussed in the context of the weakness of higher education as a political issue.  相似文献   

3.
This paper situates the topic of student assessment and the moderation of assessment within a broader context of policy debates about the quality of teaching and learning in universities. The focus and discussion grew out of a research project that aimed to investigate factors related to academic success and failure in a Faculty of Arts. The study, initially, identified a range of student demographic and biographical factors significantly related to academic success and failure. However, there was also evidence of pronounced differences in grading practices between different components (courses, programs, schools) within the institution. The paper explores the implications of such inconsistencies for the institutional mechanisms and processes that have typically been advocated as sufficient safeguards of quality. It concludes that the tendency of governments and other stakeholders to now champion performance indicators, along with the shifting focus towards quality ‘outcomes’, are likely to increasingly throw the strengths and weaknesses of institutional assessment practices into stark relief.  相似文献   

4.
The notion of learning gains has increasingly become apparent within the higher education literature and is gaining traction in government policies in the US and UK, reflecting a desire to “quantify” the impact of university study and teaching excellence in particular. Given the increased policy focus on learning gains, it is essential that researchers and policy makers are informed about common used approaches to measure learning gains, and their expected range and magnitude. Therefore, a systematic literature search was undertaken. 52 studies (n?=?41,009) were coded into affective, behavioural and/or cognitive learning gains. The review found a rich but diverse variety of adopted methodologies and approaches to “measure” affective, behavioural and cognitive (ABC) learning gains. Nonetheless, there is a lack of consistency in the ways in which learning gains are currently measured and reported. These inconsistencies and limitations hamper effective comparisons of learning gains and teaching excellence. We recommend a greater emphasis on longitudinal measurement of learning gains using validated approaches.  相似文献   

5.
This paper serves two purposes. The first is an examination of a public policy, the Queensland Department of Education's Equal Opportunity Policy for Girls and Boys (1981) and the Implementation Guidelines (1988) for that policy within the context of the pedagogical practices of one secondary school. The second purpose is to answer a criticism often levelled at structural theories of education. This criticism centres around the inability of structural theories to account for the real life experiences of teachers and students. Bernstein's (1986) theory of Pedagogic Discourse and Fernandes’ (1988) work on Resistance theory are applied to three levels of educational practice; public policy, school practices and the everyday experiences of a group of female students. Through this analysis, movement towards a more satisfactory explanation of the intersection of gender and education is made.  相似文献   

6.
Within a context of global reform agendas that promote economic ideologies in education the discourses surrounding ‘school failure’ have shifted from ‘individual risk’ to ‘a nation at‐risk’. Enhancing the quality of schooling through improving educational outcomes and standards for all, and thereby reducing ‘school failure,’ is simultaneously constructed as enhancing both social justice and a nation’s economic advantage in the global marketplace. Within this broader context, this research explores the complexity of issues related to policy for students at educational risk through an analysis of the Education Department of Western Australia’s ‘Making the Difference: Students at Educational Risk Policy.’ This research adopted a theoretical framework of a ‘policy cycle’ (that allowed for an exploration of power relations within the policy process. Primarily, consideration is given to the competing social and economic discourses found within the policy text and subsequent tensions reflected and retracted throughout the policy process from macro (system), to meso (district) and finally to micro levels within the schools and classrooms.  相似文献   

7.
The inclusion of students who are deaf or hard of hearing in Department of Education and Training (government) schools in the state of New South Wales, Australia, is supported through a policy known as the Special Education Policy (NSW Department of School Education, 1993). The policy is operational for all students with disabilities, learning difficulties, or behavior disorders, regardless of their educational provision. This article focuses on how the policy and continuum of services have developed and the attitudes of stakeholders toward both policy and practice. The article begins by framing the policy in terms of legal mandates and then gives an overview of current educational provisions, followed by a discussion of attitudes toward inclusion as held by stakeholders in New South Wales government schools. The article concludes by attempting to assess the potential effects of both policy and practice on students who are deaf or hard of hearing.  相似文献   

8.
《Distance Education》2012,33(2):271-278
This reflection outlines the problems associated with the Australian Government’s recurrent funding policy for non-government distance education. It demonstrates the policy’s inconsistencies with stated government educational policy and with commonly held expectations of fairness in a democratic society. A comparison of the current funding of non-government distance education to various long-standing educational delivery modes demonstrates that non-government distance education is yet to be appropriately funded by the Commonwealth. The discussion concludes by indicating that this emerging pedagogy is distinct from traditional schooling, that its students ought to be given the same educational opportunities as other Australian school students, and that the current policy ought to be redressed expeditiously.  相似文献   

9.
Education in Papua New Guinea (PNG) has experienced major shifts and changes over the last decade or so under the National Education Reform. In that context there is recognition for schools to appreciate their local contexts and conditions regarding assessment. The National Educational Department is also aware of the fact that there is need for some level of control from the national perspective to ensure a level playing field for assessment. Along with school–based assessment and national assessment processes, teacher inspections and appraisal, school and curriculum observations and appraisal are also recognized as elemental in ensuring quality control across the country. This article represents the modes and methods of assessment and quality assurance in PNG within the context of the current policy debates and policy development on education reform.  相似文献   

10.
Following our contribution to a study of mentoring in seven European countries, we explored epistemological and ontological inconsistencies within mainstream mentoring systems and their regulated practice in England. We considered how feminist mentoring praxis can unsettle conceptualisations of mentoring relationships and challenge inequity in the early education systems and the practice of teaching young children. Predominantly female, early childhood educators suffer from low status in England, and their working lives may be controlled and policed through inequitable systems. On entering the workforce, trainees encounter a reductionist policy milieu where mentoring structures and normative assessment arrangements contribute to inequity. Mentors play pivotal roles in inducting trainees into their worlds of work with young children. Mentoring relationships can determine whether trainees accept the status quo. Principles derived from feminist praxis enable mentors to practise an ‘engaged pedagogy’, co-constructing knowledge, subverting hierarchies and contesting taken-for-granted aspects of policy and practice.  相似文献   

11.
The paper discusses the complex layers that make up a school culture and their effect on a rather routine organizational decision, namely, handling truancy, a problem that if left unchecked increases the likelihood of a student's dropping out. The researcher probes the multiple meanings of truancy in policy and practice by applying three lenses of organizational culture: the school as a whole, as subcultures, and as fragmented and ambiguous. The findings suggest that institutional realities at the organizational level unify members, but there are inconsistencies which can be detected at the subcultural and individual levels. Meanings are multiple and individually interpreted. Thus, members are able to exercise greater flexibility within the organization while, at the same time, demonstrating the greater autonomous action necessary in multiethnic urban settings. Further, the multiplicity of cultures suggests cultures other than race or ethnicity. The researcher proposes the utility of multiple lenses to facilitate understanding school culture.  相似文献   

12.
This paper reports on an evaluation of the visiting teacher lecturer programme at the University of Western Sydney Macarthur in Sydney, Australia. Between 1992 and 1996, ten practising school teachers taught full‐time within the Faculty of Education for a period of 12 months each. The teachers were known as visiting teaching lecturers and worked in the Faculty's Secondary, Primary and Early Childhood Teacher Education Programmes. The visiting teaching lecturer programme was instigated in order to ensure that recent and relevant experience was available to preservice teacher education students within the Faculty's programmes. Also, the Department of School Education was enthusiastic about the programme as it enabled teachers to gain significant professional development both for themselves and for the Department. The extent to which the programme met these goals, in spite of numerous policy barriers introduced at both State and Federal level, is explored.  相似文献   

13.
This article draws on the case of academic work produced by Colombian scholars, to address the debate on the persistent failure of policy efforts to improve school effectiveness. Realist meta-theory plays a significant role in this research, because it provides a general framework to identify ontological problems and inconsistencies in empirical and theoretical positions informing policy debates in the country. The analysis focuses on the contributions and weaknesses of empiricism, structuralism and post-structuralism in the work of Colombian scholars, and concludes by arguing for the need to deploy research methodologies that study stratified emergent social processes behind observable educational outcomes.  相似文献   

14.
The introduction of the national evaluation system in the Norwegian education system can be described as a shift in the Norwegian educational policy from the use of input oriented policy instruments towards a more output oriented policy. The new tool-kit consists of different evaluation tools, such as standardised tests, diagonistic tests etc. which create new expectations to schools and principals. On the one hand, this article focuses on the policy purposes of the evaluation tools as they are formulated in policy documents. On the other hand, it investigates principals’ perceptions of the use of the evaluation tools to improve student achievements. A text analytic approach focusing on language and discourse is used to analyse policy documents. The analysis of the principals’ perceptions is based on a quantitative analysis of survey data and Structural Equation Modeling is applied as an analytic technique. Based on the analysis, questions can be raised whether all the policy purposes can be fulfilled or whether the tools might produce other effects than the objectives assigned to them. Problematic aspects related to the tools’ modes of regulations and thereby the choice of tools are discussed, as well as inconsistencies between the policy purposes and the use of tools in practice.  相似文献   

15.
The aim of this study is to investigate and explain inconsistencies within the social constructions of school rules as they take shape in everyday interactions between teachers and students, and to explore how students interpret these inconsistencies. An ethnographic study is conducted in two primary schools in Sweden. According to the findings, implicit rules, i.e., unarticulated supplements or exceptions, can, at least in part, explain inconsistencies in teachers’ efforts to uphold explicit school rules to the explicit rules. Nevertheless, rule inconsistency and unarticulated implicit rules appear to create rule diffusion, which, in turn, creates a prediction loss among students. They cannot always predict what will be appropriate behaviour in particular situations, and how teachers will react to their behaviour. Furthermore, this appears to result in a negotiation loss for students. They cannot openly discuss and negotiate on rules if they are unaware of such rules.  相似文献   

16.
The article has used very extensively recently released government records and private political papers to offer a revaluation of the making of Circular 10/65 and its consequences. It explores the position of the two key ministers involved and the way in which they worked with senior officials within the Department of Education and Science in the making of policy. Many major issues such as the evolving nature of the relationship between central and local government are examined. It suggests the range of constraints, both financial and political, under which government policy was introduced in 1965. It attempts to place the policy of Anthony Croslandin a broadereducationalframeworkwhich links up with his other initiatives in 1965 notably the establishment of the Public School Commission and the development of an alternative higher degree sector announced in the speech at Woolwich Polytechnic. The article indicates that the origins of the national policy in Circular 10/65 has had profound effects on the way that comprehensive schools have evolved in the past three decades.

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17.
In 2011, Georgetown University worked to revise its medical leave of absence (MLOA) policy to be in conformity with evolving standards and interpretations of disability law as it pertains to university students. The article describes the new policy, which was reviewed and approved by the U.S. Department of Education’s Office for Civil Rights. Implications are discussed for both Georgetown University and other institutions.  相似文献   

18.
This paper reports the findings from a study of the participation of children with special educational needs (SEN) in decision‐making about their needs in a sample of mainstream schools which were self‐selected for having promising practices. The findings show promising practices in eliciting views, the importance of a school participation ethos and inconsistencies between policy and practices. The study also illustrates the complexity and challenge of consulting and sharing decision making with children and young people. The outcomes are discussed in terms of educational psychologists becoming involved in research and in supporting whole school developments of participation practices.  相似文献   

19.
A content analysis of the textbooks used in the Dutch early childhood teacher education shows clear inconsistencies with the intended curriculum. Neither the content standards found in the professional profile for teachers nor the content standards from the educational profile of their training courses are adequately covered in the books. Whilst they pay considerable attention to the teacher's educational duties, other tasks outside the primary work process are either dealt with in much less detail or ignored altogether, including the need for strategic planning, for reflection and evaluation, for the development of educational policy, and for co-operation and liaison with colleagues from other disciplines.  相似文献   

20.
This paper draws on facets of Foucault's theoretical resources to critique current education policy reform from within the Australian State of Victoria, namely the Department of Education and Early Childhood Development's (DEECD) discussion paper New directions for school leadership and the teaching profession. Implicit in the reform effort is decentralization, including penalties for “underperforming” classroom teachers and “ineffective” teacher education courses. Principals will hold a pre-eminent rank in the reforms proposed as they are charged with their oversight and implementation, including intervening in the education and preparation of pre-service teachers.  相似文献   

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