摘要
伴随着薄弱学校社会关注程度的提升,美国陆续出台了一系列改造政策。其中,以《改造低绩效学校》为代表的新政策呈现出前所未有的新特点。包括对弱势群体的聚焦关注、学校领导者专业自主权的凸显、教师队伍的改革式发展、教育经费的针对使用、多元主体的深度参与等。美国薄弱学校改造政策给我国基础教育带来启示,即:公平的价值取向是教育发展的基础、竞争机制的引进是教师队伍发展的动力、学校领导者的专业强调是学校发展方向的保障。
With society＇s great concern on low-performing school, America has issued a series of acts. Improving Achievement in Low-Performing Schools is a turning point on low-performing school. Four new models are available in improving strategy, such as turnaround model, restart model, closure model and transformation model. There are some new characteristics in improving policy, such as key concern on disadvantaged group, professional leadership of headmaster, reform of the faculty and focused expenditure. Some experiences are also effective for China, such as equality, competition and professional lead for lowperforming school.
出处
《外国中小学教育》
CSSCI
北大核心
2014年第8期21-24,20,共5页
Primary & Secondary Schooling Abroad
基金
教育部委托课题<城镇化背景下我国义务教育改革与发展>(课题编号:YWJY-2013-A4)的阶段性研究成果
关键词
美国
薄弱学校改造
教育政策
United States
improving low-performing school
education policy
