英美中小学多样化办学体制的改革演进与启示

This article examines the institutionalisation of physical education in Portugal from the advent of liberalism in the early nineteenth century to the end of the First Republic in 1926. Liberal governments assigned physical education a significant role in various aspects of public life. It was expected to contribute to the expansion of the school system, the activities of institutions focused on rehabilitating marginalised populations, and the preparation of the armed forces. During this period, several legislative initiatives sought to promote the integration of physical education into national life. However, their outcomes were disappointing. This article explores the reasons for this failure, highlighting the inability to expand the primary and secondary school systems as a key factor. In this context, the institutionalisation of physical education relied on limited-scale actions in both the public and private sectors. Portugal’s participation in World War I heightened awareness of the shortcomings of public policies regarding physical education and reinforced a militaristic view of the discipline. During the same period, the emerging sports movement became crucial in engaging urban Portuguese populations with sports practices.

This essay outlines the significance and position of religious education in the primary and secondary education systems in Austria-Hungary around the turn of the twentieth century. The powers of the state and the Church in the organization of these lessons and their means of control over them are indicated. The growing attention of the Church and the clergy to improving the quality of lessons of worship is emphasized, which occurred in response to the deterioration of the moral condition of young people, the spread of religious indifference, atheism, and the growing popularity of leftist ideologies. The clergy's rethinking of the methodology of teaching religion is shown. The measures of the Church to improve textbooks on this subject, increase the requirements for the education and moral and human qualities of priest-candidates for the position of catechists are traced. Emphasis is placed on the importance of religion lessons as an influential factor in the formation of the national identity and consciousness of Ukrainian youth. Special attention is paid to the problem of the opposition of the Greek Catholic clergy to the Latinization and Polonization activities of Polish circles, and in particular to measures to protect the right to teach religion in the Ukrainian language.

The international community is increasingly adopting intergovernmental frameworks at the global level, such as the World Programme for Human Rights Education (from 2005 onwards), which aim at encouraging the development of sustainable national strategies and programmes in human rights education. In particular, the Plan of Action for the first phase (2005-2007) of the World Programme, which is contained in this booklet, focuses on the integration of human rights education in primary and secondary school systems.

This chapter provides an overview of Singapore’s early care and education landscape, as contextualized within the nation’s unique economic and sociopolitical setting. It introduces Singapore’s political and cultural history as a British colony as a backdrop to understanding the development of subsequent current educational policies. The chapter considers key government initiatives in the private preschool sector vis-a-vis the government-run primary and secondary school system and the educational issues arising in the last decade.

Texas has one of the largest primary and secondary school systems in the United States. Funding equity has been a concern in the state courts, and significant legislative actions have been taken. We examine two votes taken in the Texas State Legislature in 1993 and 2006 that follow the directives from a series of education finance equity legal cases, collectively known as Edgeworth Independent School District, et al. v. Kirby, et al . The first Edgeworth cases directed the legislature to develop a more equitable education funding system and, as a result, the 1993 vote on Senate Bill 7 (SB7) created a system of “recapture” in which a few of the richest school districts were subject to redistribution of their property tax revenue to the poorest districts. This funding system, known as the “Robin Hood” law, increased significantly the level of redistribution across the Texas school districts. Over time, the list of school districts required to transfer funds to poor schools districts quadrupled. The property-rich school districts across the state reached the maximum property tax rates specified in the law, which these school districts argued effectively made the tax a “statewide” property tax rate, unconstitutional under Texas law. The Texas Supreme Court found the education finance system “adequate” but unconstitutional based on the effective statewide property tax. The court finding ultimately reopened the door for the unequalized funding that existed prior to Edgeworth and SB7, as the legislature responded through the passage of House Bill 1 (HB1) in 2006. HB1 reduced property taxes and allowed wealthy districts to supplement the minimum foundation program with higher taxes without state recapture, reducing the finance equity created by SB7. We estimate a legislative voting model on the passage of HB1 and SB7 in both houses of the Texas state legislature. We include several measures of whether the legislator’s district benefitted from the drop in inequity in the 1993 law and the rise in inequity in the 2006 law. As predicted, the legislator was more likely to vote against a fall in inequity if the district had greater household income. A similar hypothesis involving college grads receives very little empirical support. Democratic legislators, who generally support a district’s poorer households, were much more likely than Republican legislators to support reductions in inequity. Similarly, legislators representing liberal districts were more likely to support proposals to reduce inequality in school spending.

The article describes the results of monitoring the health environment in primary schools in the Kharkiv region (Ukraine), which was carried out in 2017 and 2018. In the study, school principals of 77 primary schools, 42 (the number of administrative districts in the Kharkiv region) inspectors of educational departments, 462 teachers, and 847 parents of children answered the questions. Through a qualitative model built on this basis, the implementation of the health environment in the primary schools was evaluated. The model was built taking into account organizational, managerial, medical, methodological, pedagogical, and family aspects. Monitoring results indicate that school principals rate the state of the health environment in the primary schools slightly higher than officials. At the same time, the general indicator is at medium and sufficient levels. Together with the general development of the health environment, the analysis revealed a decrease in the development of family and pedagogical aspects (parental involvement in health events, school work of young parents, etc.). The decrease in the level of cooperation with parents is also confirmed by the results of the parents' responses. The smallest number of participants in the study characterized the health environment monitoring system in primary schools at a high-level. We reaffirm the importance of involving all stakeholders in the context of planning, implementation, monitoring, and management of the health environment.

Uspostavljanje modela filmske edukacije u srednjoj školi

In this paper, we propose an opportunistic spectrum sharing protocol that exploits the situation when the primary system is incapable of supporting its target transmission rate. Specifically, the secondary system tries to help the primary system to achieve its target rate via two-phase cooperative OFDM relaying, where the secondary system acts as an amplify-and-forward relay for the primary system by allocating a fraction of its subcarriers to forward the primary signal. At the same time, the secondary system uses the remaining subcarriers to transmit its own signal, and thus gaining opportunistic spectrum access. As a part of the protocol, if the primary system finds that outage will occur even when the secondary system serves as a pure relay, the primary system will cease transmission and the secondary system will be granted access to the primary spectrum. We study the joint optimization of the set of subcarriers used for cooperation, subcarrier pairing, and subcarrier power allocation such that the transmission rate of the secondary system is maximized, while helping the primary system, as a higher priority, to achieve its target rate. Simulation results demonstrate the performance of the proposed spectrum sharing protocol as well as the win-win solution for the primary and secondary systems.

Two factors are hypothesized to underlie the prestige of students within secondary school systems: family background, and personal qualities of the student. In a survey of two school systems, this hypothesis was not supported. An additional hypothesis suggested that the content of student values should become more like those of the adult world as the students progress through high school; this was partially supported. The prestige values cited by student respondents are similar to those found in earlier studies by Coleman and Hollingshead. However, a new complex of anti-establishment values is also revealed in student responses.

The Rwandan education system has undergone multiple changes since it was first established. These changes have been mainly related to education policy and practice and have influenced the primary school system in various ways. For example, since the genocide of 1994, the primary school curriculum has been reformed many times, and measures aimed at increasing access to post-primary school education have been taken in order to correct pre-genocide educational imbalances and errors (Ministry of Education, 2003). Furthermore, because the effect of the genocide on children’s schooling was so devastating, international aid agencies provided significant assistance to Rwanda to reconstruct and develop the primary school system.

This paper examines the spatial distribution of teachers across the primary school system as a trait of educational policies in Latin America. These policies are generally justified in terms of their impact on the development of equality of opportunities and their emphasis on justice, efficiency and equity. We discuss this question using data from a survey undertaken in Brazil, Argentina, Chile and Mexico: in 96 schools located in poor districts of Belo Horizonte, Buenos Aires, Santiago and Guanajuato, we interviewed 96 teachers and principals, tested 2,048 fourth grade students and surveyed their parents. Recent economic and sociological studies have shown that some of the professional characteristics of teachers, especially their experience, can improve the achievements of poor students. But our data suggest that the distribution of teachers across the school system tends to reduce the equality of educational opportunities for these students by denying them the more experienced teachers.

The purpose of this study was to evaluate the feasibility of Partnering to Achieve School Success (PASS), a multimodal intervention for children with attention-deficit/hyperactivity disorder (ADHD) based in urban primary care practices. Using a quasi-experimental design, families in PASS ( n = 33) were compared with those in a control condition receiving treatment as usual plus 4 parent education and support groups ( n = 39). Participants included children with parent-reported ADHD in Grades K to 4. PASS components include the following: (a) family engagement strategies, (b) family behavior therapy, (c) family–school consultation, (d) collaborative care with the pediatric primary care provider, and (e) trauma-informed care. The findings indicated that on average, families attended 9 PASS sessions, similar to the amount of treatment provided in clinic-based studies. Parents viewed PASS as an acceptable treatment. Preliminary outcome findings demonstrated that PASS is a promising approach to reducing barriers to care, improving parenting practices, and reducing child impairment. The findings affirmed the feasibility of providing PASS in urban primary care, and highlighted the challenges of engaging families in treatment and linking the primary care and school systems in urban settings.

Comprehensive Versus Selective Schooling in England in Wales: What Do We Know?

The main aim of this article is to shed light on the extent to which differences in higher education participation between people with and without a migrant background of low/higher social origin can be explained by two macro-level characteristics of national educational institutions: stratification of the secondary school system and provision of alternative access to higher education. General assumptions are that people with a migrant background of low social origin benefit in low-stratified secondary school systems and in systems that provide alternative access to institutions of higher education more than their native peers in the same social stratum, owing to primary and secondary effects of migrant background. Database is a pooled dataset of the five waves of the European Social Survey. Results of logistic multi-level analyses indicate that a low-stratified secondary school system improves the probability of people with a migrant background/low social origin attaining a higher education degree. On the other hand, a stratified secondary school system reduces their chances regarding this educational stage. The provision of alternative access to an institution of higher education improves their likelihood of becoming higher education graduates.

The EBR-II reactor at Idaho National Laboratory was a liquid sodium metal cooled reactor that operated for 30 years. It was shut down in 1994; the fuel was removed by 1996; and the bulk of sodium metal coolant was removed from the reactor by 2001. Approximately 1100 kg of residual sodium remained in the primary system after draining the bulk sodium. To stabilize the remaining sodium, both the primary and secondary systems were treated with a purge of moist carbon dioxide. Most of the residual sodium reacted with the carbon dioxide and water vapor to form a passivation layer of primarily sodium bicarbonate. The passivation treatment was stopped in 2005 and the primary system is maintained under a blanket of dry carbon dioxide. Approximately 670 kg of sodium metal remains in the primary system in locations that were inaccessible to passivation treatment or in pools of sodium that were too deep for complete penetration of the passivation treatment. The EBR-II reactor was permitted by the Idaho Department of Environmental Quality (DEQ) in 2002 under a RCRA permit that requires removal of all remaining sodium in the primary and secondary systems by 2022. The proposed baseline closure method would remove the large components from the primary tank, fill the primary system with water, react the remaining sodium with the water and dissolve the reaction products in the wash water. This method would generate a minimum of 100,000 gallons of caustic, liquid, low level radioactive, hazardous waste water that must be disposed of in a permitted facility. On February 19-20, 2008, a workshop was held in Idaho Falls, Idaho, to look at alternatives that could meet the RCRA permit clean closure requirements and minimize the quantity of hazardous waste generated by the cleanup process. The workshop convened a panel of national and international sodium cleanup specialists, subject matter experts from the INL, and the EBR-II Wash Water Project team that organized the workshop. The workshop was conducted by a trained facilitator using Value Engineering techniques to elicit the most technically sound solutions from the workshop participants. The path forward includes developing the OBA into a well engineered solution for achieving RCRA clean closure of the EBR-II Primary Reactor Tank system. Several high level tasks are also part of the path forward such as reassigning responsibility of the cleanup project to a dedicated project team that is funded by the DOE Office of Environmental Management, and making it a priority so that adequate funding is available to complete the project. Based on the experience of the sodium cleanup specialists, negotiations with the DEQ will be necessary to determine a risk-based de minimus quantity for acceptable amount of sodium that can be left in the reactor systems after cleanup has been completed.