经典重温的教育学意蕴——在柏拉图与卢梭之间

教育学的发展离不开经典的滋养,需要不断学习经典的教育情怀与建构教育学的方式.笔者从政治哲学的视角出发,重读柏拉图与卢梭的教育思想,对教育学的建构有三重意义:从自然正义到自然权利——教育思想价值取向的转换;从“统一”到“公意”——教育理论思维的传统与创新;从“隐微”到“直白”——教育思想叙述范式的个性化.     

Applying to college: Do information deficits lower the likelihood of college-eligible students from less-privileged families to pursue their college intentions?: Evidence from a field experiment

Information deficits are considered an important source of why students from less-privileged families do not enroll in college, even when they are college-eligible and intend to go to college. In this paper, we examine whether correct and detailed information on the costs of and returns to higher education increases the likelihood of college applications of less-privileged high school graduates who expressed college intentions in their junior high school year. We employ an experimental design with a randomly assigned 25-minute information treatment about funding opportunities for, and returns to, higher education given at Berlin schools awarding university entrance qualifications. Our analyses show that our information treatment indeed substantially increases the likelihood of treated less-privileged students to apply to college. Our study indicates that our low-cost provision of financial information not only increased their college knowledge but also substantially changed their college application behavior, despite other existing barriers, like economic constraints.     

近代贵阳文通书局的教育出版探析

贵阳文通书局创立于维新变法潮流之下，以服务西南文化教育为职志。抗战期间汇集西南地区的知识文化群体促进了文通书局的发展，特别在编辑所所长马宗荣的主持下，文通书局制定了教育出版的宗旨、计划，出版了众多教科书与教育类丛书，为近代贵州、西南地区的教育发展作出了重要贡献。但随着战后知识群体的东归，贵阳文通书局的出版优势不再，由此折射出近代教育出版格局的变化对出版机构的巨大影响。     

发展教育学：基于社会问题的学科建构

一门学科研究的问题域是对其研究对象和研究视野进行双重界定的结果。发展教育学是一门用教育学科群的综合视野来研究一个国家社会发展带来的教育问题的应用学科。开展社会教育问题研究不仅是增强教育学实践关怀意识的必由之路，更是彻底根治社会问题的一剂良药。     

以党的十六大精神为指导创新大学生教育管理工作

大学生教育管理工作是促进教育质量提高,保障人才培养质量的重要手段.新形势下创新大学生教育管理工作,必须以党的十六大精神为指导,努力遵循"六项原则",切实做到"六个结合",努力实现"六化".     

“四五”育人工程教育理念－－关于太原铁路分局思想政治工作的报告

“四五”育人工程作为太原铁路分局新的思想政治工作法,对于落实德治方略,提高员工素质,促进企业发展具有强烈的时代意义。本文将“四五”育人工程的教育理念,总结为六个字,“敬、耻、和、修、信、实”。并对它的发展趋势作了论述:1.科学组织,系统管理;2.立足国内,放眼世界;3.与时俱进,开拓创新。     

贯彻"三个代表"重要思想 推进高等教育创新

推进高等教育的创新,既是全面建设小康社会、加快推进社会主义现代化的客观要求,也是构建完善的国家创新体系的基础,更是高等教育自身实现跨越式发展的必然选择.在新形势下,推进高等教育创新,必须以"三个代表"重要思想为指导,努力推进教育思想与观念、教育理论、教育制度和体制创新.推进高等教育创新,必须遵循正确的途径和方法.     

Accounting for dynamic selection bias in educational transitions: The Cameron-Heckman latent class estimator and its generalizations

The sequential logit model of educational transitions has long been the dominant modeling framework for the study of inequality of educational opportunity ever since the seminal works of [Mare, 1980] and [Mare, 1981]. But conventional applications of the model are known to be biased by the ubiquitous presence of unobserved heterogeneity. Cameron and Heckman (1998) propose a logit model that allows for two or three latent classes if the selection bias is solely generated by a person-specific component of stable unobserved heterogeneity. To evaluate the latent class logit regression estimator, this study makes use of simulated data to eliminate the influences of other problems of transition modeling. The simulation is based on five independent pairs of large samples generated from standard distributional assumptions of transition modeling. The new estimator appears to be an effective way to adjust for dynamic selection bias when family background effects are transition-invariant and sample size is in the order of ten thousand or above. By contrast, the conventional sequential logit model produces results that are very different from the data generating models. This study also considers two alternative ways to improve statistical efficiency: (1) incorporate a crude indicator of stable unobserved heterogeneity; (2) pool the effect estimates across transitions, background variables, and alternative estimators to smooth out noise under the null hypothesis of transition invariance. In addition, this study examines the impact of indicator reliability and sample size on the performance of the latent class regression models and suggests practical guidelines.     

清末新政时期湖南官绅对书院改制政策的不同思考——以俞廉三、王先谦、赵尔巽的教育改革活动为例

清末新政时期湖南官绅对书院改制政策所持的不同观点,反映了他们对于教育改革的不同思考。通过俞廉三、王先谦、赵尔巽的教育改革活动可见,虽然思考的侧重点相异,但主流官绅延续了湖南自甲午战争以来积极兴办近代教育的潮流。他们以自己理解的方式推动或参与教育改革,使清末湖南教育在整体上表现出了转变革新的强劲张力。     

城乡教育统筹发展问题研究

在城乡二元经济社会结构与诸多制度安排长期运行作用结果下形成的城乡教育发展失衡,不仅表现为城乡教育经费投入、师资力量对比、办学软硬件条件等资源配置失衡,还表现为城乡教育机会获得性差异大、教育管理体制滞后、教育制度创新不足等。中国城乡教育统筹发展必须突破城乡二元经济社会结构的束缚,通过重构动态均衡、双向沟通、良性互动的教育体系和机制,实现城乡教育资源共享、优势互补、空间布局优化,最终构建城乡教育在条件、起点、过程和结果等方面的公平发展体系。