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美国“标准驱动教育改革”:理念与内涵 被引量:7

Standards-driven Education Reform in US: Rationale and Implication
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摘要 标准驱动教育改革有两个核心特征,一是制定面向所有学生的严格的学术标准;二是为了使标准得到落实,使教育系统的某些环节或全部环节与这些标准相一致。支撑这一改革策略的是三个关键的理论假设。
作者 陈霞
出处 《外国中小学教育》 CSSCI 北大核心 2003年第12期11-15,共5页 Primary & Secondary Schooling Abroad
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参考文献8

  • 1Jennings, John F. (1998). Why National Standards and Tests?-Politics and the Quest for Better Schools. SAGE Publications. p6. p.3. pp.12-13.p.5.
  • 2Roeber, Edward D. (1999). 'Standards initiatives and American educational reform', In Cizek, Gregory J, Handbook of Education Policy. Academic Press. lala. 152-153.00.153-154.
  • 3Schwartz, Robert B. and Robinson, Marian A. (2000). "Goals 2000 and the standards movement', In Ravitch, Diane. Brookings Papers on Education Policy 2000. Washington, D C: Brookings Institution Press. p.173.
  • 4Nolet, Victor, Mclaughlin, Margarer J. (2000). Accessing the General Curriculum: Including Students With Disabilities in Standards-Based Reform. Corwin Press, INC. PP. 2-3.
  • 5Brandt, Ron. (2003).'With the real standardsbased education please stand up? Educational Leadership. pp.17, 19, 21.
  • 6Massell, Diane, Kirst, Michael & Hoppe, Margaret. (1997). Persistence and Change:Standardsbased Reform in Nine States.pp. 1-2.
  • 7Goertz, Margaret E.(1999). Implementing Standards-Based Reform: Challenges for State Policy. Council for Basic Education.pp. 1-21.
  • 8St John, Mark, Pratt, Harolt (1997).The Factors That Contribute to the 'Best Cases' of StandardsBased Reform. School Science & Mathematics. 97(6),pp. 316-324.

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