共查询到20条相似文献，搜索用时 203 毫秒
1.
美国教育问责制:历史变迁及特色 总被引：2，自引：0，他引：2
20世纪90年代以来,美国教育政策的话语一直被"问责制"所主导,它是指人们必须使学校、家长和学生为达到高标准而负起责任.本文重点探讨美国教育问责制的发展历史,在此基础上归纳出美国教育问责制的六个重要特色:建立全国性的教育目标和标准、关注学生学业成就、完善学生学业评估系统、强调成绩报告和责任追究、重视法律的制定和重新授权以及倡导责任共享. 相似文献
2.
校长问责制是在借鉴美国教育问责制和我国行政问责制理论的基础上,对我国校长负责制权责不等根源的探索实践中构建出来的一种范式。它指的是校长以调动教职工潜能为基础、培养高素质的学生为目的、以履行对公众的教育承诺为己任、以追求效能为宗旨、全面接受责任追究的监督体制。它与我国中小学正在实施的校长负责制是互补和兼容的。 相似文献
3.
王景枝 《高等工程教育研究》2011,(4):120-123,145
绩效问责制正在成为许多国家分配高校办学和科研经费的一个重要手段。20世纪90年代中期,公立高等教育绩效问责制已经遍布美国的许多州。但是,来自多方面的信息显示,三种形式的绩效问责制都没有对高校的绩效改善产生预期的影响。造成绩效问责制“失效”的原因主要有三个：奖励动力不足、传统的程序性管制的阻碍、难以适用到高校内部基层组织... 相似文献
4.
美国教育问责制及其启示 总被引：1，自引：0，他引：1
20世纪70年代，教育问责制迅速发展，推动了美国中小学教育质量的提高。本文在阐明教育问责制涵义的基础上，介绍美国教育问责制产生的背景、分析美国教育问责制的经验，包括关注教育结果、重视责任共担、强调权责对等、要求信息流通和引入市场机制等，认为我国应实施教育责任管理、扩大学校办学自主权、公开教育信息等。 相似文献
5.
美国高等学校问责制是当代美国高校管理的重要形式和手段,是美国高等教育管理科学化的制度和象征。美国高等学校通过履行问责制有效回应了高等教育利益相关方对于高等学校各种责任的诉求,并满足了高校自身生存和发展的内在需要。随着我国高等教育大众化的发展,美国高校问责制将会为我国高等学校发展提供反思和借鉴。 相似文献
6.
高校体制改革后,由于校长缺乏有效的监督,高校出现了许多教育腐败现象。为了保证公立高校的校长正确行使权力而不是滥用权力,文章提出校长问责制,并据此预计了实施问责制可能出现的立法、文化和机制的缺陷以及完善措施。 相似文献
7.
林玲 《成都教育学院学报》2007,21(1):38-39,61
高校体制改革后,由于校长缺乏有效的监督,高校出现了许多教育腐败现象.为了保证公立高校的校长正确行使权力而不是滥用权力,文章提出校长问责制并据此预计了实施问责制可能出现的立法、文化和机制的缺陷以及完善措施. 相似文献
8.
国外高等教育问责制研究:多重三角模型与思考 总被引：1，自引：0，他引：1
高等教育问责制的产生和发展具有深厚的社会根源。国外学者从各自的理解出发,对高等教育问责制中的关键要素及其关系进行阐述,由此形成了问责制的多重三角模型。这些模型体现出了大学—政府—社会(市场)之间的基本关系,自治与控制、信任与问责制之间的矛盾是贯穿其中的两条主线。 相似文献
9.
英国高等教育问责制及其启示 总被引：6，自引：0，他引：6
问责制是政府部门及社会机构或个人监督公立高校的一项重要手段,它在英国当前高等教育中发挥着重要作用。本文从三个方面对其解析:一是英国高校的利益相关者及其利益诉求;二是问责为高校带来的积极和消极影响;三是为克服其消极影响,PA管理咨询公司提出有效问责的四个原则及其实施效果。最后本文探讨了英国问责制对我国高等教育的借鉴和启示。 相似文献
10.
美国高等学校问责制形成动因及启示 总被引：1，自引：0，他引：1
随着战后美国高等教育规模的扩张,办学经费的庞大预算促使其高校越来越依靠社会各个方面的支持,为此美国高等学校通过采用履行问责制来有效回应高等教育利益相关方的责任诉求,同时也顺应了高校自我生存和发展的内在需要。因此,问责制渐趋成为美国高等学校管理的制度化安排和科学化的象征。 相似文献
11.
This paper explores constructions of the ‘new’ university student in the context of UK government policy to widen participation in higher education. New Labour discourse stresses the benefits of widening participation for both individuals and society, although increasing the levels of participation of students from groups who have not traditionally entered university has been accompanied by a discourse of ‘dumbing down’ and lowering standards. The paper draws on an ongoing longitudinal study of undergraduate students in a post–1992 inner‐city university in the UK to examine students' constructions of their experiences and identities in the context of public discourses of the ‘new’ higher education student. Many of the participants in this study would be regarded as ‘non‐traditional’ students, i.e. those students who are the focus of widening participation policy initiatives. As Reay et al. (2002) discovered, for many ‘non‐traditional’ students studying in higher education is characterized by ‘struggle’, something that also emerged as an important theme in this research. The paper examines the ways in which these new student identities both echo the New Labour dream of widening participation and yet continue to reflect and re‐construct classed and other identities and inequalities. 相似文献
12.
Ruth Squire 《British Journal of Sociology of Education》2020,41(3):377-392
AbstractThis article explores the recent emergence of ‘working-class student officer’ roles in students’ unions associated with elite UK universities. These student representative roles are designed to represent the interests of working-class students within their universities and sit alongside student representatives for liberation groups and/or student communities. Based on interviews with postholders and using Bourdieu’s concepts of habitus and field and Reay’s applications of a ‘reflexive habitus’, I explore how these students have come to assert a public and political ‘working-class student’ identity within their universities. Their commentaries reveal the ‘makings of class’ in a context where students are very aware of claims for recognition and the ‘hidden injuries of class’ and offer an insight into how working-class students are finding new ways to navigate their classed identities in HE. 相似文献
13.
In this paper, we utilise the theoretical concept of ‘boundary crossing’ to explore how, as Australian university teacher educators, we worked with library curators and a class of student teachers to mount a public exhibition of their group work. We consider how the students crossed ‘boundaries of imagination’ in symbolic representation and critical analysis by creating artistic installations to express global education themes. We reflect on what we, the university educators, learned about crossing institutional and pedagogical boundaries to mutually facilitate new learning. We argue for the importance of shared public pedagogy as offering new avenues for teacher education and of connecting with local communities. 相似文献
14.
Simon Marginson 《Higher Education Quarterly》2011,65(4):411-433
Policy debate about whether to maintain public subsidies for higher education has stimulated reconsideration of the public mission of higher education institutions, especially those that provide student places conferring private benefits. If the work of higher education institutions is defined simply as the aggregation of private interests, this evaporates the rationale for higher education institutions as distinctive social foundations with multiple public and private roles. The private benefits could be produced elsewhere. If that is all there is to higher education institutions, they could follow the Tudor monasteries into oblivion. But what is ‘public’ in higher education institutions? What could be ‘public’? What should be ‘public’? The paper reviews the main notions of ‘public’ (public goods in economics, public understood as collective good and Habermas' public sphere) noting the contested and politicised environment in which notions of ‘public’ must find purchase. A turn to global public goods offers the most promising strategy for re‐grounding the ‘public’ character of higher education. 相似文献
15.
Valerie Hall 《牛津教育评论》2017,43(2):180-193
As the last century closed, and a bright new millennium dawned, the concept of ‘student voice’ within education emerged as something to be ‘identified’ and ‘captured’. In effect, it became reified and driven by a raft of government and institutional policies and strategic initiatives; initially within the compulsory sector, but soon followed by the post-compulsory sector as the 2000s moved on. In an increasingly quasi-consumerist environment, a mechanism had emerged with potential to ‘measure’ student satisfaction. Institutions quickly took up the ‘call to arms’, assigning responsibilities to ensure there was evidence of ‘student voice’ engagement; but there was no conversation with the ‘students’ about how this was experienced by them. This concept had become a ‘portmanteau’ term; a ‘catch all’ competing between two narratives—student voice as democratic and transformational; and student voice as ‘policy’ and strategic initiative. Formal research that could contribute to this discussion has been sparse and this paper takes a critical stance to the literature and policy, exploring the current status of student voice and proposing a research focus that has the potential to involve students in a discussion about how their voice is heard, and for what purpose. 相似文献
16.
Mobility as ‘becoming’: a Bourdieuian analysis of the factors shaping international student mobility
Ly Thi Tran 《British Journal of Sociology of Education》2016,37(8):1268-1289
This paper unpacks the meanings and implications of the mobility of international students in vocational education – an under-researched group in the field of international education. This four-year study found that transnational mobility is regarded as a resourceful vehicle to help international students ‘become’ the kind of person they want to be. The paper justifies the value of re-conceptualising student mobility as a process of ‘becoming’. Mobility as ‘becoming’ encompasses students’ aspirations for educational, social, personal and professional development. Theorising mobility as ‘becoming’ captures international students’ lived realities and has the potential to facilitate the re-imagining of international student mobility with new outlooks. By theorising mobility as ‘becoming’, this research suggests the importance of drawing on the integrated and transformative nature of Bourdieu’s forms of capital in understanding the logics and practice of the social field – international student mobility. 相似文献
17.
Christina Hajisoteriou Lefkios Neophytou Panayiotis Angelides 《Curriculum Journal》2013,24(3):387-405
In 2010, the Ministry of Education and Culture (MEC) in Cyprus introduced a ‘new’ national curriculum for all public schools of the Cypriot republic. The overarching purpose of this study is to examine how the ongoing educational reform in Cyprus could set a different ideological framework, within which intercultural education may be developed and implemented. To this end, it provides a number of important insights into the intercultural dimension of the ‘new’ national curriculum by exploring the formal and the ideological levels of the curriculum. More specifically, it indicates the ways in which the ideological curriculum has been formed by the complex and often counteractive discourses of monoculturalism, multiculturalism and interculturalism due to the socio-historical context of Cyprus. The conclusions of this study assert that further research should be conducted to examine the implications pertaining to teachers’ practice and student learning with regard to intercultural education. 相似文献
18.
Ou Lydia Liu 《Educational Measurement》2011,30(3):2-9
Higher education institutions are becoming increasingly accountable to stakeholders at many levels as the federal government, accrediting organizations, and the public place a stronger emphasis on student learning outcomes. Evidence of student learning that is comparable across institutions is of urgent demand. Various accountability initiatives such as the Voluntary System of Accountability (VSA) mark a milestone in the evaluation of instructional effectiveness of higher education using standardized outcomes assessment. Although the current accountability initiatives hold great potential in evaluating institutional effectiveness, some design and methodological issues need to be addressed before outcomes assessment can be best utilized. In this paper, I (a) review the need for outcomes assessment in higher education, (b) discuss the VSA initiative, (c) summarize the most prominent challenges facing outcomes assessment for accountability purposes, and (d) discuss future directions of research in advancing accountability assessment in higher education. 相似文献
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GIOVANNI FINOCCHIETTI 《European Journal of Education》2004,39(4):459-469
Recent developments of the Italian student body are marked by an increasing diversification of prevailing student profiles. The presence of ‘new’ student groups is surveyed next to the groups which are the ‘traditional’ target of national policies for higher education and student welfare. Examples of such traditional target groups are, amongst others: males or females; students from well‐off and well‐educated families or from lower social backgrounds; resident or non‐resident students; undergraduate, graduate or postgraduate students (first, second or third cycle of university studies); students from different fields of study. Working students are to be quoted in ‘new’ profiles. They may either work regularly or take occasional jobs during terms; in both cases they no longer seem to be full‐time students and should be considered as de facto part‐time students. Although student work is not a novelty, what has changed in recent times is its development: working students are reported to be a majority in the university student body. Their emerging needs and expectations as university customers point to inadequacies and delays in the prevailing academic attitudes and in higher education policy‐making. The Italian Euro Student Survey is a monitoring of students’ living and study conditions in Italian universities. It is carried out in the framework of the Euro Student Report project, which involves many EU countries. Euro Student attaches great importance to the analysis of the impact of the diversification issue on the students’ living and study conditions, on their personal experiences and on their relations with academic institutions. Some of the most relevant emerging trends will be dealt with in this article, e.g. the demand for support and interaction with teachers and students (the ‘solitude’ issue), the increasing demand for better conditions in the study environment (the ‘quality’ issue), the differences in average academic achievements of different student groups (the ‘performance’ issue). Based on the updated available data, some ideas and theories will be explained as a conclusion about the possible impacts of the most recent reforms in the higher education sector in Italy, i.e. the design of new courses according to the ‘Bologna process’ and the planning of a new student welfare system. 相似文献