克服巨大困难获得教育成功:对教育政策的积极偏差分析

E. Ponte
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引用次数: 0

摘要

在全球范围内,电子教育被视为一种资源,但目前在世界许多地方被认为处于危机之中。就人类的繁荣和福祉而言,这构成了一个重大缺陷,因为教育不仅是受过教育的劳动力的关键,也是人道、合作和关怀社会的关键。即使在这种暗淡的环境中,也有某些教育系统无视这种可能性,比其他类似的系统表现得要好得多。本文建议用一种不同寻常的视角来进行教育政策比较研究,即积极偏差的视角,以帮助我们朝着更稳定的教育状态前进。本研究采用积极偏差方法论,专注于学习在挑战和克服重大挑战的系统中什么是有效的,本研究调查了三个选定案例的模式、态度和行动:马萨诸塞州是美国的积极偏差,爱沙尼亚是欧洲的积极偏差,卡斯蒂利亚是西班牙的积极偏差。目的是通过分析教育政策、法律和其他相关文件,找到解释这些系统优于其他系统的共性。比较分析的结果指出了一些领域和战略,可以为那些处于困境中的主要教育系统提供信息,例如对公平和正义的坚定承诺,将教师置于改革的中心,将评估作为进程监测和总结性调查的工具,以及使所有人都能接受学前教育。
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Success in Education by Defying Great Odds: A Positive Deviance Analysis of Educational Policies
EEducation is seen as a resource at a global level but is currently considered to be in crisis in many parts of the world. This constitutes a significant drawback in terms of humanity’s prosperity and well-being since education is the key not only to an educated workforce but also to humane, collaborative, and caring societies. Even within this dim landscape, there are certain educational systems that defy the odds and perform significantly higher than their otherwise comparable systems. This paper proposes using an unusual lens for educational policy comparative studies, that of positive deviance, to aid us in progressing towards a more stable educational state of affairs. Using a positive deviance methodology, which focuses on learning what is working well in systems that defy and overcome substantial challenges, this study investigates the patterns, attitudes, and actions of three selected cases: Massachusetts as a positive deviant in the US, Estonia as a positive deviant in Europe, and Castile-Leon as a positive deviant in Spain. The purpose is, by analysing educational policies, laws, and other related documents, to find commonalities that explain why these systems outperform others. The results of the comparative analysis pinpoint areas and strategies informative to those leading struggling educational systems, such as a strong commitment to equity and justice, placing teachers at the centre of reforms, using assessment as a tool for process monitoring and summative inquiry, and making preschool education accessible to all.
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来源期刊
CiteScore
1.30
自引率
0.00%
发文量
35
审稿时长
24 weeks
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