“优化义务教育教师资源配置”实施方案评价与改进

教育优质均衡发展关键在于教师均衡发展。为推动义务教育优质均衡发展,《中共中央国务院关于全面深化新时代教师队伍建设改革的意见》出台,提出了“优化义务教育教师资源配置”政策举措。这些举措主要包括三个方面,即推动城乡教师流动、加强乡村教师培养、实施乡村教师补充计划。各省也纷纷出台相关政策以落实中央要求,围绕上述三个方面内容,提出了本地优化义务教育教师资源配置的实施方案。各省的实施方案属于公共政策再生产的文本,是政策实施的重要环节,关系着政策执行成效。对各省实施方案进行内容分析发现:总体上,各省并未较好地细化国家“优化义务教育教师资源配置”政策,仅部分省份在有关方面进行了政策突破与创新。基于当前实施方案现状,各省要重点推动政策目标有效实现:一方面围绕国家规定和举措做好政策细化与创新工作,另一方面进行政策内容补充与完善工作。具体包括:加强紧缺学科教师的城乡流动;重视定向师范生小班化教学能力的培养与提升;细化“银龄讲学计划”教师的选聘标准,提升教育质量;依据乡村学校偏远与落后情况进行师资精准配置;聚力“数字赋能”,实现城乡教师交流常态化。     

Transporting attachment and biobehavioral catch-up to Norwegian child welfare services: A feasibility study

Transportation of evidence-based programs (EBPs) to a new cultural setting is often preferred over the comprehensive process of developing a new program. Intervention fidelity has been suggested as a predictor of successful transportation. The present study examined whether fidelity and parent behavior improved when implementing the U.S.-developed Attachment and Biobehavioral Catch-up (ABC) intervention in Norwegian child welfare services (CWS). 11 child welfare workers received training and supervision to become ABC parent coaches. Fidelity was assessed through video-recordings of parent coaches' in vivo feedback at each home-visit session. Parent sensitive behavior was assessed using video-recordings of parent–child interactions, recorded before each ABC session. Mixed effects modeling showed that ABC fidelity increased over the course of training and supervision. Furthermore, parent behavior improved over the course of families' exposure to the intervention. These demonstrate that an EBP transported to a novel cultural setting can obtain promising levels of fidelity and intervention outcomes.     

Why Does Cell Implementation Stop? Factors Influencing Cell Penetration in Manufacturing Plants

There is little understanding as to why firms have various degrees of cell usage. The intent of this study was to identify factors that had arrested continued implementation of cells at surveyed manufacturing plants. We found no dominant factor that had prevented the firms from continued cellularization. However, by sub‐dividing the plants into those with low and high degrees of direct labor hours spent in cells, short and long experience with cells, and those with and without plans for further cells, a clearer pattern emerged. The inability to find families with high and stable demand, lack of time to implement more cells, the existence of service processes, and the difficulty of cost justifying new cells were the most important factors, although their relative importance varied. The findings support the notion that cellular manufacturing has broad applicability as a form of work organization and that cell users pursue further implementations until no more viable cells with sufficient utilization, demand stability, or economic value can be found.     

How are policies implemented in children's services? Developing an initial programme theory to evaluate the implementation of the new Child Sexual Exploitation guidance in Wales

Although children's social care is an area rich in guidance, there is very little research looking at the implementation of new policies in the United Kingdom. In this article, we report on the first stage of a realist evaluation of the implementation of the new Safeguarding Children from Child Sexual Exploitation guidance in Wales. We discuss the development of an initial programme theory, for which we conducted semi-structured interviews with practitioners and managers in three local authorities. We developed programme theories across three areas: policy nature and development, implementation plans and organizational context. Findings suggest that, for policies to produce a significant impact on practice, they need to be sufficiently different to social workers' current perceptions of practice. Second, we found that the coordination between national and local policies is critical for successful implementation as contradictions between them might lead to confusion in what local teams should prioritize. Finally, our findings highlight the importance of effective communication of policy changes, as well as a supportive organizational culture to strengthen implementation in local contexts. These findings illustrate the complexity of policy implementation and the need for policymakers to consider the meaningful involvement of local practitioners in national policy development.     

国家共振视角下中国环境公正政策回应模式的解释

国家共振是一种基于政府政策制定和执行的环境公正运行模式，在中国环境公正政策回应模式的演进中具有较好的适应性。当下随着不同的环境公正主体之间博弈加剧 ，我国传统的环境公正政策模式面临巨大挑战，催生政府主导、社会参与、协商民主、利益和谐的环境公正政策新模式。建构这一模式，需要转变环境公正的治理理念 ，供给环境公正的共振平台，统筹环境公正的共振维度，完善环境公正的监督体系。     

工程教育认证在地方高校专业建设中的实施路径探索与成效——以河北工程大学为例

为进一步调整优化学科专业结构,加快推进学校本科教育高质量发展,河北工程大学以专业认证为切入点,全面贯彻新发展理念,积极主动适应经济社会发展需求,以保合格、上水平、追卓越的三级专业认证体系打造国家级一流专业。在以专业认证工作为抓手的前提下,实现人才培养基本单元、核心要素的全面提升,进一步引领专业内涵式高质量发展,为相关高校全面提高人才自主培养质量和工程专业高质量发展提供参考。     

论竞争中性和公有主体

借鉴马克思分析资本主义经济时区分生产领域和流通领域的方法，“只有了解了资本的内在本性，才能对竞争进行科学的分析”，同样，中国特色社会主义经济中只有了解了社会主义经济制度的本质规定，才能正确定位竞争中性。不能泛谈竞争中性，不同含义和适用范围的竞争中性，对我国公有经济的主体地位有着截然不同的影响。要在坚持基本经济制度前提下实行适合中国国情的竞争中性，让竞争中性与公有主体和谐共生。     

新时代党建与乡村振兴有效互动的理论逻辑与实现路径

党建引领是推进中国特色乡村振兴事业的核心机制。党建与乡村振兴有效互动具有一体两面的鲜明特征,它既是推进乡村全面振兴的关键举措,也是促推党建高质量发展的现实路径,二者是党和人民在推进中国特色社会主义实践中相互增能、相互证成的伟大工程和伟大事业。党建与乡村振兴有效互动的内在机理表征为党建与乡村振兴的一致性、党建引领乡村振兴的必然性和乡村振兴促进党建的锻造性。通过对山东省招远市的典型案例分析发现,党建与乡村振兴互动实践取得卓越成效,但仍存在共识凝聚难、主体协同难、平台搭建难和策略实施难等问题,据此应以建构主体认同凝聚价值共识,以推动协同治理实现效能提升,以搭建互动平台奠定物质基础,以确保精准施策提供有力保障,最终实现党建与乡村振兴的互动互促和深度融合。     

Moving from ‘what we know works’ to ‘what we do in practice’: An evidence overview of implementation and diffusion of innovation in transition to adulthood for care experienced young people

Global research has shown that most young people who are care experienced are not prepared to transition to independent living at 18 years of age and require support into early adulthood. We used rigorous systematic methods to identify English-based peer reviewed and grey literature describing innovations relevant to care experienced young people as they transition into adulthood, with a focus upon lessons for their implementation and diffusion. We synthesised the evidence narratively and organise data linked to seven key areas important to the transition to adulthood: (1) Health and well-being; (2) relationships; (3) education and training; (4) employment; (5) participation in society; (6) accommodation; (7) other. Twenty-five papers met our inclusion criteria. This review has found that, whilst there are a broad spectrum of innovations taking place within the social care environment for care experienced young people to support their transition into adulthood, there exists limited insight into how best to support implementation and diffusion of evidence-based innovation. We drew upon the ‘Consolidated Framework for Implementation Research’, developed in the setting of clinical service delivery, to highlight challenges in implementing and diffusing evidence-based innovation for care experienced young people transitioning into adulthood.     

论教学实施与监控的基本策略

教学实施策略和教学监控策略是课堂教学中最重要的两类策略。教学实施主要应采取先行组织者和概念规则教学等基本策略；教学监控主要应采取主体自控、课堂互动、教学反馈、现场指导等基本策略。