Optimizing location and size of rural schools in Chile

The Chilean Ministry of Education oversees preschool, primary, and secondary education in both urban and rural areas. Many parts of Chile are sparsely populated and there are currently over 4,000 rural schools (almost 38% of all schools in Chile) educating 9.5% of the students in the country. Many of the rural schools are small with only one teacher responsible for instruction of all local students (multigrade schools). The geographical distribution of the rural schools has not been coordinated and this has resulted in unequal utilization of existing schools and some unreasonably long travel distances by students. Good management of the rural schools is fundamental to meeting Chile's goal of providing quality education to its citizens. Seeking to improve the situation, the Ministry of Education ordered a study of the optimal location and size of rural schools with the general goals of reducing the number of lesser quality multigrade schools and reducing student travel distances while maintaining reasonable costs. This paper presents results of this study obtained using an integer linear program that has been embedded in a geographical information system. We present computational results for the entire country. Recommendations include where to open new rural schools as well as where to expand, reduce, close, or leave unchanged existing schools. We show how recommendations are sensitive to key parameters such as the cost of transportation.     

Online education as a toll good: An examination of the South Carolina virtual school program

Education has long been considered merit good; however, inequitable distribution has made it more akin to a toll good. This was most recently demonstrated by Henry, Fortner, and Thompson (2010). Choice requirements designed to remedy the inequitable distribution of education, have largely been confined to brick and mortar schools. Subsequently, they face challenges comparable to traditional programs. With shrinking state budgets and an increasing achievement gap, online choice options are growing in popularity as means of satisfying choice requirements specified in No Child Left Behind. This paper considers whether online options facilitate education as a merit good, or if they extend education as a toll good.     

既有学校改造设计的思考——以阳江应用型本科院校为例

在用地集约化背景下,既有学校的改造设计逐渐成为学校扩容和再利用的主要手段之一。以阳江应用型本科院校改造为例,比较和分析其他校园改造案例,针对既有校园空间存在的空间利用低效、原有功能无法满足现代使用需求、新旧风貌不协调、校园环境特色缺失、互动性差等问题,分别提出空间布局集约化策略,提升校园容量,实现功能复合;智慧化校园建设策略,满足现代教学使用需求;风貌协调,延续校园文化策略,场所营造策略及分步实施策略。这些策略可以为今后既有校园改造提供借鉴与思路。     

基于博世汽车诊断工作站开展社会服务的实践

介绍了国家示范校重点专业建设"博世汽车诊断实训工作站"的创新发展,在运行中对我校汽车运用与维修专业的实践教学、工学交替、校企合作、社会服务、技能竞赛等方面起到综合平台作用,逐步形成了具有地方特色的运行模式,为中职院校的发展建设提供借鉴。     

动态能力理论在高职学校的应用研究

我国高职教育经过20多年的发展,在完善高等教育结构体系、促进高等教育的大众化、培养高技能人才等方面起到了重要作用。在复杂、动荡的外部环境中,高职学校如何形成和培育动态能力以增强自己的竞争力,可持续地发展下去,是一个值得深思的问题。从动态能力理论出发,探讨了高职学校动态能力的形成过程和培育途径。     

浅析对建筑院校大中专学生的教育探讨

针对如何对建筑院校大中专学生进行道德礼仪教育这一课题展开探讨,从道德礼仪的内涵、重要性、教育的途径等方面进行了阐述,以达到使学生具有良好道德礼仪的目的。     

WATER CONSERVATION AND ITS PERCEPTION IN PALESTINE: A CASE STUDY

This paper describes a pilot project, based upon a specific approach for encouraging effective water use in schools. The project included (a) constructing two low-cost sewage-treatment plants for irrigation water re-use in two schools, and (b) conducting an awareness campaign for effective water use in fifteen schools in the Jenin rural area. Data show that the campaign increased the pupils' knowledge of water and positively impacted on attitudes and practices.
Statistical analysis demonstrates that good knowledge and positive attitudes in students will result in improved effective water use. The schools with pilot sewage-treatment plants for irrigation water re-use benefited the most and encouraged students to modify their water-use practices.     

Problems of educational innovation: the primary teacher's response to using the microcomputer

Abstract An important source of data in ascertaining why teachers avoid using the computer are teachers themselves. Attribution Theory encourages the rationalization of individual actions which may then form a cumulative pattern across and within pre-specified groups (in this case, primary schools). Such attributions may be used in the design of in-service education about educational computing.     

IT capability in primary schools — a case of something lost in the translation?

Abstract  This paper examines the National Curriculum guidelines for Information Technology in Key Stages 1 & 2. Problems of interpretation are identified. The results of a survey indicate that primary school teachers lack sufficient understanding, of the concepts involved, to translate guidelines into practice. In-service training is recommended. The likely outcomes of National Curriculum guidelines for information technology are also considered.     

直面青少年"突围"者

青少年学生群体中存在“差生”与“问题学生”。“差生”与“问题学生”不是天生的,而是特定教育机制下的评价尺度、思维定式与行为模式塑造的。“差生”与“问题学生”得不到学校与教师的关爱,只能自己“突围”去寻求伸展空间。“差生”与“问题学生”其实很多都是异才型青少年,他们的问题其实是成人的问题;要解决他们的问题,先得解决成人的问题。