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篇名 美国基础教育循证学校问责制研究——内布拉斯加州学校质量评价与提升新探索
並列篇名 Evidence-based School Accountability System in Basic Education in the United States - New Exploration of School Evaluation and Improvement in Nebraska
作者 兰彧(LAN Yu) 、王祖浩(WANG Zuhao) 、冯用军(FENG Yongjun)
中文摘要 作为美国基础教育改革的典范,内布拉斯加州于2018年建立全新的学校问责制。此举是回应教育改革对公平的终极诉求和教育问责对发展的现实需求,也是学校问责走向“循证”的必然结果。内布拉斯加州循证学校问责制以政府为主导、多元主体共同参与,设计了涵盖公共关系、公平学习机会、学生成就和教育工作者有效性等证据导向的质量标准;开发了收集政策、程序和活动证据等实践取向的循证分析工具;构建了公开透明的结果呈现方式和聚焦发展的循证学校改进模式。以“循证”为核心理念,内布拉斯加州学校问责制以其公平性、科学性、规范性、公正性和发展性等特点,为利用证据评价与提升学校质量提供新的发展视角。
英文摘要 As a model for basic education reform in the United States, Nebraska established a new school accountability system in 2018. The action responds to the ultimate demand for equity in education reform and the strong need for accountability in education, also is the inevitable result of the move toward "evidence-based" school accountability. Nebraska's evidence-based school accountability system is government-led and multi-participant, with evidence-based quality standards covering public relations, equal learning opportunities, student achievement, and educator effectiveness. It has developed practice-oriented tools for collecting evidence on policies, procedures, and activities; and constructed an open and transparent information mechanism and development-focused evidence-based school improvement model. With "evidence-based" as the core concept, the accountability system is fair, scientific, normative, impartial, and developmental, providing a new perspective on developing evidence-based evaluation and school quality improvement.
頁次 086-095
關鍵詞 基础教育 学校问责 循证 basic education school accountability evidence-base CSSCI
卷期 44:5
日期 202205
刊名 比較教育研究
出版單位 北京師範大學/研究所
DOI 10.20013/j.cnki.ICE.2022.05.10