• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>The International Journal of Educational Management >School autonomy and 21st century learning: the Canadian context
【24h】

School autonomy and 21st century learning: the Canadian context

机译：学校自治与21世纪学习：加拿大背景

获取原文
获取原文并翻译 | 示例
           
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

Purpose - The purpose of this paper is to report on the policy and practice contexts for school autonomy and twenty-first century learning in Canadian provinces. Design/methodology/approach - This paper reports on an analysis of policies in Canadian provinces (particularly the provinces of Alberta and Saskatchewan). The authors review policies related to school autonomy and twenty-first century learning initiatives. Findings - In this paper, the authors argue that autonomy is a complicated and multi-levelled phenomena with a measure of autonomy devolved from the state to local school divisions, and yet other elements of autonomy devolved to the school and to individual teachers. The link between autonomy and twenty-first century learning are unclear as yet. This paper attempts to establish the policy contexts for school autonomy and twenty-first century learning without making claims about a causal relation between the two. Originality/value - The originality of this paper lies in its description of autonomy beyond the school level. Autonomy, as a construct, is rarely examined as a dynamic process among multiple layers of the educational system.
机译：目的-本文的目的是报告加拿大各省学校自治和二十一世纪学习的政策和实践环境。设计/方法/方法-本文报告了加拿大各省（尤其是艾伯塔省和萨斯喀彻温省）的政策分析。作者回顾了与学校自治和二十一世纪学习计划有关的政策。调查结果-在本文中，作者认为自治是一种复杂且多层次的现象，其程度从州到地方学校各部门，而自治的其他内容则由学校和个别教师继承。自治与二十一世纪学习之间的联系尚不清楚。本文试图建立学校自治和二十一世纪学习的政策环境，而不主张两者之间的因果关系。独创性/价值-本文的独创性在于它对超出学校水平的自治的描述。自治作为一种建构，很少被视为教育系统多层之间的动态过程。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号