美国大学与中小学合作持续有效发展的影响因素  

The Influential Factors in the Continuing and Effective School-university Collaboration Process 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：《外国教育研究》2013年第4期19-26,共8页Studies in Foreign 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)

摘　　要："如何使大学与中小学合作有效持久地进行"是困扰当前教师教育工作者的重点和难点问题之一。美国教师专业发展学校作为大学与中小学合作培养师资的典型模式,同样面临着这一困境。而地位与愿景、关系建构与维系、组织管理与运行、人员及其职责以及评价体系等因素影响着合作过程的发展。How to make more effective and sustainable is one of the most significant and difficult problems faced by teacher educaiton researchers and practioners. As a typical model of school-university partnership for teacher preparation,professional development school faces the same dilemma.Some essential themes, such as status and vision, the construction and holding of relationships, organization management and running, personnel and their responsibility, and assessment system may impact the development of collaboration process.

关 键 词：美国 专业发展学校 合作 有效性 持续性 

分 类 号：G649.712[文化科学—高等教育学]