四川简阳县私立纪云中学办学记

简阳县私立纪云中学,是由一位四川简阳籍爱国大盐商罗华垓独资创立。从1943年创办到1950年停办,历时7载。学校设备新制,管理严格,成绩斐然,在当地享有崇高声望。罗华垓不仅创立并在艰难困苦的环境下支撑起照常运行,写下了事业生涯辉煌的篇章,体现了盐商办学的鲜明特质。     

论学校效能及学校有效管理

学校工作变得越来越复杂，要求也越来越高，效率、效益和效能一直是学校组织管理者们所追求的价值和目标。分析研究学校效能对于提高我国学校运行的效率及效益，从而提高办学水平和质量，都有着重要的理论和实践价值。本文试图从效能的影响因素，去总结探求效能建设的有效途径，从而更好地指导学校的管理工作。     

When school meets the Other: intercultural policies in the Basque inclusive school

ABSTRACT

Gatti, Irazuzta and Martinez address the intercultural public policies implemented in the education system of the Autonomous Region of the Basque Country (Spain). Focusing on the education system allows them to reconstruct the historicity of identity-alterity production in a region in which language has been central for the establishment of ethnic frontiers. More specifically, they examine the implementation of these policies in three pre-school and primary educational institutions in a multicultural neighbourhood of the city of Bilbao. They look at Euskara—the Basque language—as a key element of the us-them distinction. The various education models regarding language and the teaching in/of Euskara or Spanish pave the way for the specialization and spatialization of the schools analysed. ‘Integration’ policies are implemented in ethnically marked schools only, based on a rhetoric of interculturality that assumes that any ‘racial or ethnic discrimination’ can be overcome through knowledge of the Other. Moreover, the assessment of public policies through ‘interculturality figures and best practice’ developed to address the so-called ‘immigration issue’ promotes a protectionist intervention on behalf of the assumed social vulnerabilities of immigrant schoolchildren and their families, which are read as ‘problematic characteristics’. The article argues that, as a result of the approach based on the social conditions of immigrant children and their families in the Basque Country, the race issue evaporates.     

A neighborly welcome? Charter school entrance and public school competition on the capital margin

Public Choice - In 1999, the Utah State Legislature allowed charter schools to enter and be administered under the broad oversight of school districts. The structure of the Utah Charter School...     

Centralization of school finance in Michigan

School finance reform in Michigan involved centralization (at the state level) of spending decisions about schools, a large tax shift (mostly from property to sales), and a small tax cut. The changes came about after two decades of failed attempts to reduce property taxes in the state, and were the immediate result of an unlikely piece of legislation that abolished all funding for public schools. Unlike most centralized systems, foundation grants in Michigan differ by district. Distributionally, the reforms favor residents of small, rural districts (whose spending was increased sharply). Residents of poorer urban areas, including Detroit, lost net income as a result of the reforms, as did residents of some of the richest suburbs in the state. Michigan permits a number of districts to supplement their foundation grants by limited amounts, a strategy that we argue may be a promising way of combining the efficiency benefits of local control with the equity benefits of foundation grant systems.     

Developing the school financial audit model

This paper examines the development of school＇s financial audit model. The overall sample consists of 100 school auditors in Malaysia. Field work covered 4 states in the northern part of the Peninsular Malaysia, i.e., Perak, Pulau Pinang, Kedah and Perlis. A structured questionnaire with 41 closed ended items was used to collect the data. This study uses quantitative method such as correlation, chi-square and multiple regression analysis to test the variables. The finding confirms that the school financial audit model consists of general standard, audit work standard and reporting standard. This model can be used by various parties including private entities, state education department and other government agencies.     

The implementation of school finance reform

The reform of educational finance systems is underway in various states. The results of the reforms in early states can act as guides to the design of new finance systems in other states. Based on recent experiences in New Jersey, the authors discuss the role that policy analysis can play in aiding the school finance reform process. The results of the New Jersey reform suggest that the policy analyst must understand the behavioral responses of school districts to new aid and must take into account likely changes in the underlying economic conditions of local areas if he or she hopes to accurately assess the impacts of alternative finance proposals.