美国大学与中小学合作中的跨界人研究  

A Study on Boundary Spanners of School-University Partnership in America

作　　者：张晓莉[1] 

机构地区：[1]东北师范大学国际与比较教育研究所,吉林长春130024

出　　处：《比较教育研究》2013年第2期47-51,68,共6页International and Comparative Education

基　　金：中央高校基本科研业务费专项资金资助项目"美国教师教育中大学与中小学合作的体制与机制研究"(项目编号:11SSXT109)的阶段性研究成果

摘　　要：跨界人的概念植根于组织理论,是探讨组织间合作参与者的重要术语。将此概念引入大学与中小学合作领域,一方面弥补了已有研究忽视合作参与者"跨界"特征的缺陷,另一方面突破了已有研究针对某一项目中某一角色进行探讨的弊端。本文在澄清跨界人内涵的基础上,框定跨界人的范围、明确其职责与要求、解析其困境与对策,为全面认识跨界人并对其进行更加深入的研究奠定了基础。Boundary Spanner, deeply rooted participants in inter-organizational collaboration. in organizational theory, is an essential term to discuss the Incorporating this term into the realm of School-university Partnership not only makes up the deficiencies of existed research which ignores the ＂boundary-spanning＂ feature of participants, but also breakthroughs the disadvantages of current research which focuses only on one role in one program. Based on the clarification of the boundary spanners connotation, the scope of boundary spanner, the responsibilities and requirements, the dilemmas and countermeasures are explained, which is very important for us to fully understand the boundary spanners in school-universitv nartnershin and for filrther study.

关 键 词：美国 大学与中小学合作 跨界人 全美教育变革院校合作网络 

分 类 号：G649.712[文化科学—高等教育学]