When community becomes an agent of educational support: communicative research on Learning Communities in Catalonia

Educational support is a key component of any inclusive school. However, many traditional forms of support have been proven ineffective and even exclusionary for the most vulnerable students and their families. This article presents the results of a study conducted over four years by a diverse research team of university professors, PhD students, teachers and head teachers of schools operating as Learning Communities in Catalonia, Spain. The communicative and dialogic approach of these schools offers an alternative understanding of educational support, which is influenced to a great extent by the creation of networks that include participation by diverse agents. The current article provides a theoretical grounding for this approach to support. The article describes the role of different agents from the community and analyses the main effects of this approach and students’ experiences. Finally, a proposal for a dialogic orientation for educational support is discussed.     

吉林省职教师资教育智库建设对策性研究

职教师资教育智库成为推动职业教育内涵式发展,进而提高人才培养质量的重要支撑力量,吉林省职教师资教育智库在发展中存在独立性不足、偏重理论研究、视野有待拓宽以及社会影响力不足等问题,从体制机制、理念设计、团队构成、媒体宣传等多个角度探索吉林省职教师资智库建设的建议.     

元朝蒙古族教育的异彩华章

蒙元统治者高度重视教育,百余年间采取了一系列兴教政策和措施,创办了诸多各级各类学校,使蒙元教育一改传统的、单一落后的教育方式,以其在教育领域的诸多创新和鲜明特色而独树一帜,不仅谱写了蒙古族教育的异彩华章,也为中华民族乃至世界教育史留下了耐人回味的一页。     

试论彝族古代教育典籍《玛牧》的和谐精神

本文拟就彝族古代教育经典《玛牧》所蕴涵的"和谐"精神内容,具体分析其民族特点,继而阐述继承和发扬《玛牧》中的和谐精神及其在当前的重要现实意义。     

现代教育技术与高校美术教育管理

随着现代教育技术的迅猛发展,现代教育技术对于高校美术教育的教学管理、教师管理、学生管理等的影响日益深入.如何应对现代教育技术背景下的美术教育管理,如何建立系统、科学的美术教育管理体系,需要在教学管理体系、教师素质等方面着手.     

试论近代教会大学教育学科的师资

近代中国随着教会大学教育学科的建立和发展,教育学科的师资队伍形成了它自身的特色.如师资从牧师兼职逐渐发展到专业教师,从洋化、宗教化走向中国化、世俗化,师资来源多样化等.近代教会大学教育学科在许多方面开中国高等学校教育学科的风气之先,重要的原因就是它拥有一支高质量的师资队伍.研究近代教会大学教育学科的师资,目的是为当代教育学科师资队伍建设提供有益的经验.     

激励员工:图书馆管理的新机制

本文通过分析激励的内涵、激励机制的准则、激励的具体措施来论述激励机制在图书馆管理中的重要性及意义     

浅谈教育创新与大学生创造性思维的培养

21世纪是知识经济的时代 ,知识经济的特征之一就是创新性。作为高等院校来说 ,必须立足于创造性人才的培养 ,不断进行教育创新 ,特别是课程设置、教学过程、教学手段等方面的创新 ,才能与时俱进     

尊重的教育——21世纪人类教育理念的新选择

“尊重的教育”是 2 1世纪人类教育理念的新选择。它体现出人类教育活动的发展从“神化”教育到“物化”教育进而走向“人化”教育的过程 ,反映出人类教育理念的发展从“崇拜的教育”转向“占有的教育”进而选择“尊重的教育”的逻辑 ,具有鲜明的时代性、和谐的民主性和实施的可操作性 ,是 2 1世纪人类教育发展的必然趋势。     

No place like home? Familism and Latino/a–white differences in college pathways

Recent research has argued that familism, defined as a cultural preference for privileging family goals over individual goals, may discourage some Latino/a youth from applying to and attending college, particularly if they must leave home (Desmond and López Turley, 2009). Using data from the Education Longitudinal Study, we find that Latino/a students and parents indeed have stronger preferences than white students and parents for living at home during college. For students, most differences in preferences for proximate colleges are explained by socioeconomic status, academic achievement and high school/regional differences. Moreover, controlling for socioeconomic background and prior achievement explains most racial/ethnic gaps in college application and attendance among high school graduates, suggesting that familism per se is not a significant deterrent to college enrollment above and beyond these more primary factors. However, results indicate generational differences; cultural factors may contribute to racial/ethnic gaps in parental preferences for children to remain at home.