论高校教师评价功能的实现

教师评价是高校管理工作的重要一环,在高校管理实践中教师评价工作在观念和技术上都存在着急需改进的地方.本文试从阐述教师评价功能入手,进而结合当前的教师评价的实际情况,分析影响这些功能实现的几个主要因素,以期对当前教师评价工作有所裨益.     

美国文官录用中退伍军人优待政策的历史演变

美国联邦政府文官录用中对退伍军人的优待政策经历了早期联邦政府对退伍军人非制度性的照顾、两次世界大战后政策性的优待以及 1978年开始实行有限制优待政策等几个历史演变阶段。在历史演变过程中 ,优待政策也经历了从无限制优待向有限制优待的历史转变过程。这种转变并没有从根本上改变优待政策是以违背“功绩制”原则和牺牲文官素质为代价这一事实。因此 ,协调联邦政府文官录用中退伍军人的“优待”政策与“功绩制”原则二者之间的矛盾 ,仍然是新世纪美国文官制度改革所面临的一个重要课题。     

Strategic evaluation criteria to assess competitiveness of the service industry in Taiwan

This study uses industrial upgrading (I), export development (E), and investment promotion (K), or collectively, the IEK model to identify critical indicators to asses competitiveness of the service industry in Taiwan. The proposed development and evaluation model for the service industry uses the DEMATEL (decision-making trial and evaluation laboratory) method to construct an influential relationship between the dimensions and criteria; a DEMATEL-based analytic network process (DANP) to obtain influential weights; and a modified Vlšekriterijumska Optimizacija I Kompromisno Resenje (m-VIKOR) method to assess gaps in industry development performance. It illuminates current industry demands and helps to improve service firms’ operations through fewer developmental gaps and stronger policy and strategy. Further, an influential network relationship map (INRM) and influential weights can unravel the complex assessment system and prioritise industry improvements. The results demonstrate that upgrades must occur first to the industry, then to promoting of investments, and lastly, in developing exports. Finally, the practical implications for managing service firms have been discussed.     

Disability rating system reform in Korea: focusing on improving of the service delivery system for people with disabilities

The purpose of this study is designed to explore of improving the service delivery system for people with disabilities in Korea according to the reforming disability grading system. Focus group interview was conducted with public officials involved in the pilot project. As the analysis results, The study suggested it was able to provide integrated services for people with disabilities through intergraded network for public-private partnership, to be connected case management between public-private sector, to establish a unified window for the disabled to handle complaints while using the service and to be accessibility improvement through counseling visits to the disabled. Findings from the study have both practical and policy implications for the service delivery system for people with disabilities. Future studies should include opinions from the perspective of the people with disabilities who participated in the pilot project.     

Assessment as the Site of Power: A Bourdieusian Interrogation of Service User and Carer Involvement in the Assessments of Social Work Students

The centrality of service user and carer involvement in social work education in England is now well established, both in policy and practice. However, research evidence suggests their involvement in student assessments is underdeveloped and under researched. This study focused on the positioning of service users and carers in relation to other stakeholders involved in the assessments of social work students in England. Using narrative research methodology, 21 participants, including service users, carers, social work students, social work employers and social work educators, were offered a semi-structured individual interview. Participants’ narratives revealed different power relations among those involved in social work students’ assessments and a lack of confidence among service users and carers in making failed assessment recommendations. The paper concludes by arguing the case for social work educators and service user organisations to provide joint training to support service users and carers in their role as assessors of social work students.     

Framing Service Learning in Social Work: An Interdisciplinary Elective Course Embedded within a University–Community Partnership

While academic service learning has grown in popularity across disciplines and universities, the pedagogical strategies for service learning courses vary greatly, especially for courses focused on development in underserved communities. Ideally, service learning pedagogy should place equal importance on student and community benefits, build reciprocal relationships with community partners, and engage students in deep reflection about social cultural and economic issues. In designing a new service learning elective course to engage students in a rural town revitalization project, we intentionally framed the course to meet the aforementioned goals. We used a three-component service learning pedagogy model that: (1) embedded the course in an existing university–community partnership; (2) mobilized interdisciplinary teams of students for community-identified projects; and (3) promoted reflection on complex economic and social justice issues by integrating students' processing through blog, faculty–student–community discussions, and community feedback. Benefits to students and community based on two qualitative studies are discussed, as are implications for social work education and research.     

(Re)Conceptualising inclusive education in New Zealand: listening to the hidden voices

This article explores the experiences of 14 students with severe and complex behaviour, their caregivers, and teachers/principals as the students transition from a disestablished residential school back to mainstream schools, with support from the Intensive Wraparound Service (IWS). Interviews were the primary source of data collection. Data were collated into 14 cases, and analysed using a general inductive approach. Two broad themes are addressed in the article: education and relationships/communication. The research found that the IWS is not living up to its rhetoric. Suggestions made for improvement are based on approaches that participants found worked for them.     

Engaging with Disability Services: Experiences of Families from Chinese Backgrounds in Sydney

People from Chinese backgrounds remain underrepresented in disability service use. This paper explores family experiences of using child disability support services to understand how migration and their cultural expectations about disability and service affect the way they use services. Qualitative semistructured interviews were conducted with 13 family carers in Sydney. They were striving to gain good support for their child from formal services. However, most of them were reluctant to express any dissatisfaction to service providers, which meant that assertively requesting different support was difficult and culturally inappropriate. In response, service providers can design nonconfrontational ways to elicit this vital information and support families to gain experience tackling conflict.     

公共事业管理专业课程设置现状、原则及其方法

由于起步较晚、发展速度过快、专业方向众多、授予学位庞杂、师资力量薄弱等诸多主客观因素的影响,我国高校公共事业管理专业课程设置总体上呈现出课程开设数量不均、课程开设质量差强人意、课程课时分配随意等一系列现实问题和不足。对该专业课程设置所应遵循的科学性、创新性、社会需求导向、实践性等原则及其与之对应的具体设置方法进行深入探究,能够达到规范和完善公共事业管理专业课程设置的目标。     

杜威的工具主义语言观及其当代意义

美国实用主义哲学家杜威从工具主义观念出发,把语言问题作为哲学研究的对象,提出了语言的作用和语言的意义学说,反对构造抽象的形而上学,具有行为主义和操作主义的特征。杜威对语言哲学的研究,丰富了世界哲学的研究内容,体现了实用主义对西方传统哲学的反思,主张用意义理论解决传统哲学问题,对逻辑实证主义、现代经验主义和日常语言学派等都有重要的影响。