基于中外合作办学学生特点的教学管理策略研究

中外合作办学能够较好地满足我国社会对高等教育多样化的需求，提高高等院校人才培养的质量，但因中外合作办学的独特性，其招收的学生也是特点鲜明，文章在全面剖析中外合作办学学生特点和学习现状的基础上，提出了配套教学管理策略。     

1980年代中后期女性文学创作的价值重估——以王安忆、铁凝为核心的考察

1980年代中后期是当代女性文学发展的重要阶段。在女性自我的探索过程中,以王安忆、铁凝为代表的一批女性作家的创作直面女性身体,重写两性关系,审视女性自我,开启了1990年代以后女性文学多元化深度探索的新局面。重估1980年代中后期女性文学创作所作出的种种努力,对重新认识新时期女性文学流变具有重要价值。     

地方文教与传统宗族社会结构的变迁——以清代衡阳地区为个案的考察

清代以士绅为主体的衡阳地方精英积极参与本地区的文教事务,同时这一时期也是地方宗族社会的发展成熟期。宗族组织在正式形成之后,需要借助政治文化优势来扩大其生存发展的社会空间,因此士绅参与地方文教与其宗族的利益紧密联系起来。宗族组织通过与正统儒家文化结合实现了彰显地位和权威的目的,但是参与主体的流动不定,又反映出了地方社会权力结构的不稳定性。清末新政的实施使得士绅被纳入到国家政治体系,其行为主旨与宗族的传统利益诉求逐渐发生偏离,致使王朝正统性象征在民间社会中的地位发生动摇。     

青春文学的崛起

＂青春文学＂的崛起是新世纪以来中国文坛最靓丽的景观之一。以＂80后＂为主体的青春文学作家,创作了一大批风靡国内的、以青少年为消费群体的文学作品,并在文学市场上取得令前辈作家侧目的成绩。从崛起到分化,再到逐渐成熟,青春文学走过了一段波澜壮阔的历程,成为和＂纯文学＂并峙的文学种类。尽管青春文学还显稚嫩,但随着青春文学作家的成长,我们有理由相信他们能写出无愧于时代的作品。     

What it means to be special: two sisters discuss their experiences

In this article, two adolescent sisters discuss and reflect upon the impact that the special education classification of one of them has had on their lives. The sisters, co-authors of this text, participated in designing the study and analyzing the data we produced; their voices are the core of this article. Issues about inclusion, the harms and benefits of special education classification, stigma, the multi-edged meanings of what it means to be “special,” and the often complicit roles of educators in perpetuating exclusionary policies all arise in the sisters’ discussions with each other, with their co-authors, and with pre-service teachers.     

Viewing the child as a participant within context

This paper explores tensions between the social nature of learning and the current emphasis upon individual support. The paper contrasts the focus upon context in discussions with parents and practitioners, with the focus upon the individual within formal and informal written documents. The analysis is partly situated within the first author’s experiences as a parent researcher, drawing additionally upon ethnographic research carried out with families involved in early intervention, including an evaluation of over 150 pages of documentation provided by a parent. It identifies the need for assessment and evaluation to focus upon and record the broad range of context that influences learning.     

Contextual influence on evaluation capacity building in a rapidly changing environment under new governmental policies

Evaluation capacity building (ECB) is a context-dependent process. Contextual factors affecting ECB implementation have been explored theoretically and practically, but their influence within a changing environment has seldom been discussed. This study examined essential context-sensitive parameters, particularly those involved in implementing new governmental policies regarding higher education. Taiwan was used as a case study for exploring the effect of contextual change on ECB attributes from the perspectives of training receivers and providers. Surveys and interviews were used for data collection and importance–performance analysis was applied for data analysis. Four prominent features were identified. First, the ECB attributes perceived as important by receivers were performed adequately, whereas those perceived as less important were performed less well. Second, under new policies, training provider designed training covering a wide range of ECB, whereas receivers focused on those can be directly applied in evaluation process. Third, in a small education system such as Taiwan’s, the complexity of peer review is high and ethical issues become important. Fourth, because the evaluation structure has been changed from single- to dual-track, receivers expect more training for institution staff, whereas providers insist on hierarchical training. Aligning ECB supply and needs is paramount for adaptation to new policies.     

Personal sacrifice and corporate cultures: career progression for disabled staff in higher education

Disabled people are under-represented in higher education (HE), especially in senior posts. This article reports research on the perspectives of career progression into leadership held by disabled staff in one post-1992 university. Findings indicated that some participants were already engaged in leadership or aspired to such roles, and reported positive experiences. However, participants also experienced barriers to progression, including a lack of awareness of equality and diversity among managers and colleagues, inadequate professional development opportunities and the competitive organisational culture of management that could impact on their health and work–life balance. We conclude that disabled staff in HE do not yet have equal opportunities for progression into leadership roles compared with their non-disabled peers. There is a need for realignment of the culture of leadership and management to make it more compatible with the full inclusion of disabled staff in HE such that their unique contributions are valued.     

教育民主的内涵、路径及限度

教育是实现民主社会最根本、最有效的途径，民主是教育的基本原则。学校是民主社会的“雏形共同体”，民主生活是学校日常化的生活方式。教育目的是民主，是培养共同体生活的民主社会的公民，教育过程、手段和方法等也都应该是民主的，通过非民主的方式实现民主，这既不可取也不可能。当前我们应该创造公平的受教育机会，剔除教学中专制的形式权威，消解教育管理中的命令化和行政化方式，促进教育走向民主，社会走向和谐。     

企业社会责任的价值相关性研究述评

以往企业社会责任的价值相关性研究的结果显示,两者间的关系是模拟两可的、矛盾的和不确定的。本文在归纳和分析国内外相关研究的多样化结果及其产生原因的基础上,从引入中介变量、考虑时间跨度和解构社会责任三个角度梳理该领域研究的新发展,并提出目前研究中急需进一步解决的问题,为未来研究提供方向性的指引。