A Mastery Rubric for the design and evaluation of an institutional curriculum in the responsible conduct of research     

Rochelle E. Tractenberg  Kevin T. FitzGerald 《Assessment & Evaluation in Higher Education》2012,37(8):1003-1021

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政府绩效评估与行政问责的制度整合   总被引：1，自引：0，他引：1  

陈巍  盛明科 《湖南师范大学社会科学学报》2012,41(2):73-76

政府绩效评估制度与行政问责制度在内在理念、实现机制、现实功能方面存在着相似与趋同性.积极推进政府绩效评估与行政问责的制度整合,有助于实现政府绩效评估问责功能的完善,有助于实现两者的协调推进和优势互补.然而,两者在制度层面的整合,面临来自权力上的协调、内容上的整合和法规上的衔接这三个方面的挑战.当前,推进这两者的整合,可从树立整合绩效评估与行政问责制度的理念,实现绩效评估与行政问责两者体系上的衔接,健全绩效评估与行政问责制度整合的制度保障,逐步开展绩效评估与行政问责制度整合的改革试点这四个方面入手.  相似文献   

Headteacher as a Pedagogical Leader: a Comparative Study of Headteachers in Sweden and England     

《British Journal of Educational Studies》2012,60(3):331-349

ABSTRACT

This is a comparative study, drawing on data obtained from interviews conducted with headteachers, that compares the roles of Swedish and British headteachers as pedagogical leaders. For its analytical framework the study uses the qualitative research approach known as phenomenography and, in the context of the guiding legal documents related to education, examines the study's findings as frame factors and as tight and loosely coupled systems. Based on interviews with the study's subjects (five Swedish and five English headteachers), discernible differences were noted between Swedish and English headteachers in their roles as pedagogical leaders. Both groups are responsible for the administration and management of the school but, compared to the Swedish headteachers, their English counterparts have greater personal responsibility for the school's overall performance and are more focused on providing leadership in teaching and learning. In contrast, the Swedish headteachers had a greater separation of the two roles, with the headteacher taking responsibility for administration and leaving responsibility for teaching and learning to the teachers.  相似文献   

Teacher education in Scotland – riding out the recession?     

《Educational research; a review for teachers and all concerned with progress in education》2012,54(2):149-160

Background: Teacher education in Scotland has developed its own trajectory for many years and this distinctiveness appears to have increased since the creation of the Scottish Parliament in 1999. Teachers' pay and conditions were addressed in 2001 by the agreement A teaching profession for the 21st century. This agreement led to a number of innovations in teacher education and development. More recently, there has been a report of the Review of Teacher Education in Scotland by Graham Donaldson and a committee is currently reviewing teachers' pay and conditions.

Purpose: This article examines the extent to which the development of teacher education in Scotland has been affected by the global financial crisis and its impact on the provision of public services. Three policy contexts are explored in turn, those of politics and economics, education and teacher education, so that the analysis moves from the wider societal perspective towards the specifics of teacher education.

Sources of evidence: The article draws on a close analysis of relevant policy documents, including those produced by the Organisation for Economic Cooperation and Development, the Scottish Government and the General Teaching Council for Scotland. Additionally reference is made where appropriate to a wide range of published research and to reports such as the Review of Teacher Education in Scotland.

Main argument: The ways in which teacher education policy in Scotland is developing is a result of the interaction between history, culture and politics played out at a national level under the wider influence of UK, European and global affairs, both economic and political. There are real tensions in the current conjunction of policies and trends, which create major challenges for all those involved. The promotion of career-long professional learning and enhanced school autonomy proceed alongside the review of teachers' professional conditions (McCormac Review), high levels of intermittent employment among new teachers, fluctuations in student numbers and staffing in university Schools of Education, and contracting resource to support school-level curriculum development and continuing professional development. The social partnership achieved between employers and practitioners is under increasing strain; and relations of partnership between universities and schools are subject to increasing critical scrutiny. Teaching in a time of crisis creates new challenges, and the need for innovative approaches to enduring challenges, in the short and longer term.

Conclusions: The longstanding commitment to explicit values in Scottish culture and education is all the more important in a context where pressures for accountability and efficiency are greater than ever.  相似文献   

The role of education in nineteenth‐century doctrines of political economy     

《British Journal of Educational Studies》2012,60(2):161-172

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Child Language, Learning and Linguistics. By David Crystal. Pp. 106. London: Edward Arnold, 1976. £4.25. Paper £1.95.

Schools Council Working Paper No. 60: Examinations at 18+—The N and F Studies. Pp. 272. London: Evans/Methuen Educational, 1978. £4.50.

In and Out of School (The ROSLA Community Education Project). By R. White &; D. Brockington. London: RKP, 1978. 200pp. Hardback £4.50, Paperback £2.25.

County Grammar School: A History of Ludlow Grammar School Through Eight Centuries Against its Local Background. By David J. Lloyd, 1977.

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Instead of Education. Ways to help people do things better. By John Holt. Pp. 252. Penguin Books, 1977. 8op.

Philosophical foundations for the curriculum. By Allen Brent, pp. 233. London: George Allen and Unwin, 1978. £7.50 hardback, £3.50 paperback.

The Politics of Curriculum Change. By Tony Becher and Stuart Maclure. Pp. 192. London: Hutchinson, 1978, £2.95.

Power and the Curriculum: Issues in Curriculum Studies. Edited by Colin Richards. Pp. 170. Driffield: Nafferton Books. 1978. £2.95.

The Nineteenth Century Woman: Her Cultural and Physical World, Edited by Sara Delamont and Lorna Duffin. Pp. 213. London: Croom Helm 1978: £7.50.

The training of teachers in England and Wales 1800—1975. By H. C. Dent. Pp. viii, 163. London: Hodder and Stoughton, 1977. Paperback £2.35.

American Education: An Introduction to Social and Political Aspects. By Joel Spring. Pp. vi, 234. New York and London: Longman, 1978: £4.50.  相似文献   

高校内部问责体系存在的问题及对策     

邱熠 《台州学院学报》2012,(2):89-92,96

目前我国高校权力运行机制中,责任体系建设存在着问责客体不明确、责任机制不完善、责任追究不到位的问题。为了实现权力运行的规范有序,就要构建和实施问责体系,建立权力运行责任制度,以“权力与责任对等”的原则建立问责机制,落实责任追究,实现有责必究、有过必惩、有咎必辞的问责格局。  相似文献   

De‐Schooling Art and Design: Illich Redux     

Tom Hardy 《The International Journal of Art & Design Education》2012,31(2):153-165

Using Ivan Illich's seminal works, Deschooling Society and Tools for Conviviality as touchstones, this paper returns to further pursue the thrust of my article in iJADE 25.3 (2006), ‘Domain poisoning: the redundancy of current models of assessment through art’, and might be considered as a more radical addendum. The central strand of Illich's work on ‘deschooling’ is an indictment of the trend to dehumanisation and the counterproductivity which results from institutionalisation. This paper argues that it is time to revisit Illich's call for deschooling with particular reference to the teaching of art and design, and, in turn, to look at the construct of the art teacher for the twenty‐first century as connoisseur/critic/animateur, aloof from the world of domain‐based assessment. As has been suggested many times before within these pages and beyond, accountability makes teachers risk averse. In short, this article suggests that it is time that we took a structural risk and removed this glass ceiling to aspiration while calling for complete deregulation of art and design education and the reinstatement of the art teacher as an autonomous ‘agent of change’.  相似文献   

外部性视野下食品、药品安全问题的经济法分析     

薛丹丹 《廊坊师范学院学报》2012,(5):93-96

＂毒胶囊＂等食品、药品安全事件的频频曝光显示了媒体的巨大作用,同时也迫使相关部门通过法律手段来规范企业的市场行为和政府的监管行为。企业天生具有＂经济人＂逐利的本性,加之其市场行为的外部性,往往会导致市场无效率。外部性是经济法律研究的一个重要对象,通过经济法律可内化企业行为的外部性,从而减少市场的无效率,但监管部门在实践经济法的过程中,其自身也会产生外部性。所以,坚持利用经济法内化企业外部性的同时还应完善经济法规,使监管部门的外部性也得以内化。  相似文献   

Data use by Flemish school principals: impact of attitude,self-efficacy and external expectations     

Jan Vanhoof  Kristin Vanlommel  Sandra Thijs  Hilde Vanderlocht 《Educational studies》2014,40(1):48-62

There is an increasing expectation that school principals use data to develop and justify school policy. There is also a strong belief among a wide variety of stakeholders that the quality of decisions within the school increases in proportion to the extent to which these decisions are based on good data. In most schools, however, it appears that data use is still quite limited. Research shows that the school principal plays a key role in data use in schools. In the present study, we examine the impact of external expectations, attitude and self-efficacy on the use of data by principals. The results of a survey among 451 school principals in Flanders show that affective aspects of attitude exhibit the strongest correlation with data use by principals. The impact of cognitive attitude and self-efficacy is statistically significant, but quite limited. The same applies to the perception of external school development-orientated and accountability-orientated expectations to use data.  相似文献   

Teachers in early childhood policy     

Anna Kilderry 《教育政策杂志》2014,29(2):242-262

This paper examines teacher accountability and authority in early childhood policy. It reports on data from a study that investigated the influences affecting early childhood teacher decision-making at the preschool level in Victoria, Australia. Using a question raised by Ball ‘Where are the teachers in all this [policy]?’ provided a starting point for the critical discourse analysis into how forms of control, teacher authority, obligation and constraint within policies potentially influenced teachers’ curriculum decisions. The study found that despite no government-mandated curriculum framework at the time, teachers were held accountable for their curricular practice. Yet as professionals, early childhood teachers were denied public acknowledgement of their expertise as they were almost invisible in policy. In the four policies analysed, proprietors of early childhood settings and preschool agencies held authority over curriculum. Subsequently, teachers’ authority as professionals with curricular knowledge was diminished.  相似文献