排序方式： 共有12条查询结果，搜索用时 234 毫秒
1.
追求教育公平是基础教育发展的政策目标之一,财政政策是教育公平发展的核心政策。美国教育财政政策调整与变革中投射出理念与实践的创新,其早期教育财政诉讼强调平等,要么提高贫穷地区的教育经费,要么降低富裕地区的教育经费,或者二者兼施,随后诉讼逐步出现从公平到充足的转向,实践中,主要采用统计分析、经验观察、专业评估等模式,制定教育充足财政政策。充足财政政策是由教育结果引导的政策,基于教育标准对政策效果进行评价,同时也是教育公平发展新形势下的财政政策创新。 相似文献
2.
3.
4.
5.
6.
Reviewed by Susan Twombly Professor Chair 《Community College Journal of Research & Practice》2013,37(7):603-605
The current rhetoric around using data to improve community college student outcomes with only limited research on data-driven decision-making (DDDM) within postsecondary education compels a more comprehensive understanding of colleges’ capacity for using data to inform decisions. Based on an analysis of faculty and administrators’ perceptions and behaviors at 41 community colleges that participated in an initiative to improve student success, an argument is presented to include social capital as an explicit component of the capacity of community colleges for using data on student outcomes to increase student success. Building on Newmann, King, and Rigdon’s (1997) conceptualization of schools’ organizational capacity to meet accountability expectations and Smylie and Evans’ (2006) exploration of the role of Coleman’s (1988) social capital in policy implementation, this study found a relationship between the presence of forms of social capital as part of the organizational capacity for DDDM and the frequency and extent of data use among faculty and administrators. In light of research on organizational learning that suggests that social capital creates opportunities for the creation of new knowledge—such as possible solutions for persistent problems of student success—and research on organizational routines as mechanisms for change and preservation in organizations, this article concludes with recommendations for community colleges undertaking data-driven educational reform. 相似文献
7.
8.
Carmen W. H. Chan Doris Y. P. Leung Diana T. F. Lee Sek Ying Chair Wan Yim Ip Janet W. H. Sit 《Journal of Further & Higher Education》2018,42(2):158-165
Hong Kong has introduced a senior intake admission scheme which is similar to the US model of credit transfer from community college programmes to university bachelor programmes. The study aimed to assess the outcomes, in terms of generic capabilities, of introducing a senior intake articulation scheme to a bachelor of nursing curriculum in Hong Kong. One hundred and seventy-four nursing students completed and returned the Student Engagement Questionnaire. The senior intake students reported significantly higher scores in creative thinking, active learning, teaching for understanding, feedback to assist learning, and relationship between teachers and students than the mainstream students. Self-managed learning and relationship with other students were positively and significantly related to academic performance. The senior intake students appeared to adjust well in university education. Greater effort should be made to nurture their relationship with other students and a review of the denseness of the mainstream curriculum is warranted. 相似文献
9.
Barbara B. Tillett Chair 《Cataloging & classification quarterly》2013,51(3):334-336
No abstract available for this article. 相似文献
10.