对英国全纳教育中“特殊教育需要”的评估概述

全纳教育研究是21世纪全球教育研究的焦点,世界各国纷纷有很多教育学、医学、社会学、法学等领域的专家深入研究全纳教育的理论及实践。从英国全纳教育的一个重要方面——评估入手,对早期特殊教育需要的认定和评估、在学校中对有特殊教育需要的认定和评估以及特殊教育需要评估的途径等三方面进行描述。     

Financing smallholder production: A comparison of individual and group credit schemes in Zimbabwe

Credit programmes aimed at individual smallholders in Africa have had disappointing results, particularly with regard to loan repayment. This article enquires whether group lending under terms of joint liability is a more effective approach. Data are derived from the performance of smallholder credit schemes in Zimbabwe in the period 1980–1984. The findings are as follows: (a) access to credit is easier for small farmers if they belong to voluntary agricultural associations; (b) loans issued on terms of joint liability have lower administrative costs; (c) most importantly, joint liability arrangements lead to higher repayment rates than schemes based on individual liability; (d) although joint liability is better enforced by mandatory sanction than by selective incentive, this advantage is offset by a disintegrative effect on farmer organizations. The conclusion is that a policy of group lending is generally more viable than an individual approach, but only in the context of the creation and strengthening of local farmer institutions.     

Do Metropolitan Special Districts Reinforce Sociospatial Inequalities? A Study of Sewerage and Technical Education in Milwaukee County

Public choice scholars state that federal systems are more responsiveand efficient than unified ones. In addition, through overlappingunits, federal systems provide a measure of interjurisdiclionalequity. This research addresses the equity claim and extendsthe testing of it beyond previously-examined federal, state,and county role! to the unexamined role of metropolitan districtsthat overlap cities and suburbs. Services provided by the MetropolitanMilwaukee Sewerage Qistricl and the Milwaukee Area TechnicalCollege are found to be disparity-reducing between the Cityof Milwaukee and its suburbs.     

高等教育的新理念:全人教育

本文针对我国高等教育存在的严重的科学主义倾向,以至形成所谓的“半个人”或者“单面人”教育的现象,提出应树立全人教育的理念,认为应通过传授“整全的知识”以形成“健全的人格”,不仅使学生懂得“何以为生”,更重要的是使学生知道“为何而生”,成为德业双收、人格完善的人才。     

The Effect of Limiting Participation in Special District Elections to Property Owners: A Research Note

Scholars have found significant policy differences between special districts governed by elected officials and those overseen by appointees. However, their research ignores U.S. Supreme Court rulings that allow many special districts to restrict electoral participation to property owners. This study finds that the presence of officials elected by property owners upon a district's governing board is related to a reduced reliance upon property taxes for revenues and a greater reliance upon service charges. Using Census data sets and a review of state statutes, the study demonstrates that board elections can be an effective means for property owners to influence policy.     

Science Education Policy: A Symposium

This article introduces Science Education Policy: A Symposium. The symposium examines trends and issues from the vantage points of individuals from a variety of backgrounds who are concerned with science education in the US. Although optimistic, most of the contributors to this symposium agree that considerable research and evaluation is still needed before we can make informed policy decisions that would have a lasting impact on science education. The expected outcome of the symposium is to stimulate discussions among educators and policymakers.     

Capital Financing of Schools: A Comparison of Lease Purchase Revenue Bonds and General Obligation Bonds

School building construction is on the rise nationwide and Texas has led the nation in outlays on school construction. We consider key factors that distinguish lease purchase revenue (LPR) bonds and general obligation (GO) bonds as debt instruments for financing school facilities in Texas. Our research shows that LPR bonds typically have a higher interest cost than GO bonds and they do not have any advantages over GO bonds in circumventing state restrictions on school district tax and debt authority. Voter approval requirements implicit in the state aid formulae supporting school bond repayments and the bond election requirements are however both less stringent in the case of LPR bonds than GO bonds.     

Education finance reform: A dynamic perspective

We use a dynamic Tiebout model to analyze the consequences of moving from a pure local system of education finance to a pure state system of finance in which each student receives the same resources. While much of the education finance literature focuses on the static or immediate effects of such a change, our analysis also examines the dynamic effects. Numerical simulations for a calibrated version of our model indicate that these dynamic effects are very important. Comparing steady states, we find that aggregate welfare increases on the order of 10 percent following the switch to a state system. The key to this welfare gain is that a local system yields inefficiently low investment in human capital of children from low-income families.     

Corruption,Trust and their Public Sector Consequences: Introduction to the Special Edition

Abstract

Corruption and trust are two important determinants of the quality of public sectors. Empirical studies in different literatures suggest that corruption and trust have effects on factors such as economic growth, the quality of democratic institutions, life quality, the size and effectiveness of the public sector and much more. The purpose of this special issue – one that goes to the heart of the comparative policy ethos which is central to the journal's mission – is to draw on a number of country examples to shed light on the state of the literature on the connection between corruption and trust. The aim is to show that these two concepts are highly relevant to each other, and that their interconnections are important to understand the public sector consequences of corruption and trust. By focusing on these concepts, we hope that this special issue can pave the road for further comparative research.     

Citizenship Education and Post-16 Students: A Habermasian Perspective

This article is based on a research project carried out at the Graduate School of Education, Queen's University Belfast. The researchers conducted a study of discussion-based citizenship education for post-16 students in Northern Ireland (UK) over a period of 18 months. One of the researchers designed and delivered a course of citizenship education for students in a case study school (100 of whom were involved). This course was constructed within a theoretical framework that drew heavily upon the work of Jurgen Habermas. The results of the study showed that an overwhelming majority of the students involved gave comprehensive and positive evaluations of a citizenship course that was reliant upon a discussion-based form of education. This article argues that such courses, premised on the need to encourage communicative competence amongst young people, should be offered to all students within the non-compulsory education sector in the UK and beyond.     

Adult Education Policy Formation and Implementation: A Global Perspective

Adult education policies around the world during the post-World War II period owe a debt to UNESCO (United Nations Educational, Scientific, and Cultural Organization) both in their conception and implementation. Four UNESCO-sponsored world conferences on adult education (UNESCO, 1949; UNESCO, 1963; UNESCO, 1972; UNESCO, 1985) and several other conference reports and surveys (Bhola, 1989b; Lowe, 1982; UNESCO, 1976) have contributed to adult education as an area of study, as a progressive movement in its own right and in developing adult education throughout the Third World, an area of special, but not exclusive, interest in this paper.