美国学校效能研究的回顾与反思  

Review and Reflection on America School Effectiveness Research

作　　者：蔡永红[1] 

机构地区：[1]北京师范大学教育学院,100875

出　　处：《比较教育研究》2005年第11期1-6,共6页International and Comparative Education

基　　金：全国教育科学"十五"规划重点课题(批准号:CBA030044);优秀博士论文基金课题资助

摘　　要：提高教育质量是教育改革中持久不衰的话题,20世纪80年代以来,美国经历了新一轮的教育改革高潮,在这个过程中,学校效能研究的开展为这场改革提供了知识基础、政策来源和实践指导,并形成了一种以实证研究为先导的美国教育政策制订的新模式。尽管学校效能研究也不断遭到各方面的批评,但学校效能研究所取得的巨大成果以及它所带来的政策模式的变化,却是众所公认的知识和经验的财富,值得我们学习和参考,其研究中的不足也值得我们借鉴和克服。本文通过对美国学校效能研究的发展历程的回顾和分析,探讨其经验与教训,反思其不足。Improving education quality is a persistent topic of educational reform. From the 1980s, America has experienced a new round upsurge of educational reform and school effectiveness research provided knowledge base, policy source and practice guidance for the reform. It also formed a new pattern of American educational policy making-basing it on empirical research. Despite continue criticism from various aspects, the great achievement of school effectiveness research and the changes it has brought on policy-making pattern, are well recognized as wealthy knowledge and experience. It deserves Chinese education field to learn and consult. This paper reviews and analyzes the development of America school effectiveness research, comments on its experiences and lessons, and also reflects on its weaknesses.

关 键 词：学校效能研究 教育质量 教育政策 

分 类 号：G571.2[文化科学—教育学]