| 英、美、澳教育视导的实践、影响及理据 |
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| 引用本文： | 卢乃桂,沈伟.英、美、澳教育视导的实践、影响及理据[J].比较教育研究,2011(9):37-43. |
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| 作者姓名： | 卢乃桂 沈伟 |
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| 作者单位： | 香港中文大学教育行政与政策系; |
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| 摘 要： | 教育视导是教育质量保障的主要机制,其职能与作用受到研究者的广泛关注。英、美、澳三国发展了不同模式的视导制度,反映了国家对教育不同程度的干预。视导扮演了教育问责与学校改进的双重角色,对教师的教与学造成了不同的影响。分析这一现象,需借助国家理论澄清视导的存在理据与职能。
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| 关 键 词： | 英国 美国 澳大利亚 教育视导 实践 影响 理据 |
Educational Supervision in England,America and Australia: Practice,Impacts and Rational |
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| LU Nai-gui,SHEN Wei.Educational Supervision in England,America and Australia: Practice,Impacts and Rational[J].Comparative Education Review,2011(9):37-43. |
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| Authors: | LU Nai-gui SHEN Wei |
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| Institution: | LU Nai-gui,SHEN Wei |
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| Abstract: | As the main mechanism of quality assurance,the position and functions of educational supervisors have received scholars' attention.England,America and Australia has developed different models of supervision,reflecting the degree of state intervention in education.And supervisors exert different impacts on teaching and learning,playing a dual roles in education accountability and school improvement.This paper uses state theory to explore the existing rationality and function of educational supervision. |
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| Keywords: | educational supervision practice impact rational |
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