美国弱势群体补偿教育政策形成与变迁研究
发布时间：2018-07-14 15:42
【摘要】：教育公平是教育改革中的热点话题。补偿教育是各国追求教育公平的基本途径。基于“自由”、“民主”、“平等”的政治理念,美国的历次教育改革与政策制定始终围绕教育民主化、教育平等化和教育公平化展开。对弱势群体实施补偿教育以期达到教育结果公平的理论和实践,正是这一点的具体体现。本文主要围绕美国弱势群体补偿教育政策的形成和变迁展开论述。除绪论部分外,其余各章根据各时期的不同特征,分为政策问题、政策初始、政策发展和政策演化进行阐述,第五章为政策分析和政策借鉴。详述如下：第一章从补偿教育政策产生的社会历史背景与教育改革进行论述,试图阐明补偿教育政策产生的原因。首先论述了冷战时期的社会背景、教育情况以及联邦政府推行的课程改革；接着描述了种族隔离学校的形成和发展、“布朗案”和民权运动以及由此产生的反种族隔离的教育改革；最后论述了美国的贫困问题与教育机会均等运动及其教育改革。第二章论述了补偿教育政策的形成过程,重点阐述了1965年《初等和中等教育法》的形成与实施过程。首先,笔者详细描述了联邦教育特别小组、总统与健康教育福利部所做的工作,以及其他反对者的声音。其次,对法案的主要内容及其修订进行论述。最后,阐述了法案的实施过程以及公众对此的评价。第三章主要围绕政策的发展进行论述,面对里根政府的“新联邦主义”政策,补偿教育的发展受到了抑制,但是20世纪80年代的教育危机促使联邦再次调整教育发展策略。随后,克林顿政府实施了国家目标的教育改革,从重视教育投入转向教育产出,补偿教育的发展也面临着新的挑战。最后,对三个补偿教育法案进行对比研究。第四章探讨了补偿教育政策的演化过程。新世纪伊始,联邦政府对教育发展提出了更高的要求,布什总统颁布了2002年《不让一个孩子掉队法》,该法再次提高了教育发展的要求。随后,笔者论述了奥巴马政府推行的教育改革措施,2015年国会颁布了《让每一个学生成功法》,为奥巴马政府的教育改革画上了一个完整的句号。第五章分析了补偿教育政策发展的特点、补偿教育法案的修正机制以及补偿教育政策的功用；进而对当前我国弱势群体补偿教育的现状进行了描述；最后尝试总结美国经验可以给我们带来的几点启示。结语部分对补偿教育政策发展的内在逻辑进行解释。
[Abstract]:Educational fairness is a hot topic in educational reform. Compensatory education is the basic way for countries to pursue educational fairness. Based on the political concepts of "freedom", "democracy" and "equality", the educational reform and policy making in the United States has always been centered around the democratization of education, the equalization of education and the equalization of education. The theory and practice of carrying out compensatory education to the disadvantaged groups in order to achieve the educational result equity is the concrete embodiment of this point. This paper mainly discusses the formation and changes of the policy of compensation education for the disadvantaged groups in the United States. In addition to the introduction, the other chapters are divided into policy issues, policy initial, policy development and policy evolution according to the different characteristics of each period. The fifth chapter is policy analysis and policy reference. The first chapter discusses the social and historical background of compensatory education policy and educational reform, and tries to clarify the reasons for the emergence of compensatory education policy. First, it discusses the social background, education and curriculum reform carried out by the federal government during the Cold War period, and then describes the formation and development of apartheid schools. Brown's case and the civil rights movement and the resulting anti-apartheid educational reform. Finally, the poverty and equal opportunities movement and its educational reform in the United States are discussed. The second chapter discusses the formation process of compensatory education policy, focusing on the formation and implementation of the 1965 Elementary and Secondary Education Act. First, the author describes in detail the work done by the Federal Education Task Force, the President and the Department of Health Education and Welfare, as well as the voices of other opponents. Secondly, the main contents of the bill and its amendments are discussed. Finally, the implementation of the bill and the public evaluation of this process. The third chapter mainly focuses on the development of policy. Facing the "new federalism" policy of Reagan administration, the development of compensatory education was restrained, but the education crisis in 1980s prompted the Federation to readjust its educational development strategy again. Subsequently, the Clinton administration carried out the education reform of the national goal, from emphasizing the educational input to the educational output, and the development of compensatory education also faced new challenges. Finally, a comparative study of the three compensatory education laws is carried out. Chapter four discusses the evolution of compensatory education policy. At the beginning of the new century, the federal government put forward higher demands on the development of education. President Bush promulgated the No Child left behind Act of 2002, which once again raised the requirements of educational development. Then, the author discusses the Obama administration's educational reform measures, the 2015 Congress enacted the "every student success Act", the Obama administration's education reform to a complete end. The fifth chapter analyzes the characteristics of the development of compensatory education policy, the amendment mechanism of compensatory education bill and the function of compensatory education policy, and then describes the current situation of compensatory education for the disadvantaged groups in our country. Finally, try to sum up the experience of the United States can bring us a few enlightenment. The conclusion part explains the inner logic of the development of compensatory education policy.
【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2016
【分类号】：G571.2
本文编号：2122128
[Abstract]:Educational fairness is a hot topic in educational reform. Compensatory education is the basic way for countries to pursue educational fairness. Based on the political concepts of "freedom", "democracy" and "equality", the educational reform and policy making in the United States has always been centered around the democratization of education, the equalization of education and the equalization of education. The theory and practice of carrying out compensatory education to the disadvantaged groups in order to achieve the educational result equity is the concrete embodiment of this point. This paper mainly discusses the formation and changes of the policy of compensation education for the disadvantaged groups in the United States. In addition to the introduction, the other chapters are divided into policy issues, policy initial, policy development and policy evolution according to the different characteristics of each period. The fifth chapter is policy analysis and policy reference. The first chapter discusses the social and historical background of compensatory education policy and educational reform, and tries to clarify the reasons for the emergence of compensatory education policy. First, it discusses the social background, education and curriculum reform carried out by the federal government during the Cold War period, and then describes the formation and development of apartheid schools. Brown's case and the civil rights movement and the resulting anti-apartheid educational reform. Finally, the poverty and equal opportunities movement and its educational reform in the United States are discussed. The second chapter discusses the formation process of compensatory education policy, focusing on the formation and implementation of the 1965 Elementary and Secondary Education Act. First, the author describes in detail the work done by the Federal Education Task Force, the President and the Department of Health Education and Welfare, as well as the voices of other opponents. Secondly, the main contents of the bill and its amendments are discussed. Finally, the implementation of the bill and the public evaluation of this process. The third chapter mainly focuses on the development of policy. Facing the "new federalism" policy of Reagan administration, the development of compensatory education was restrained, but the education crisis in 1980s prompted the Federation to readjust its educational development strategy again. Subsequently, the Clinton administration carried out the education reform of the national goal, from emphasizing the educational input to the educational output, and the development of compensatory education also faced new challenges. Finally, a comparative study of the three compensatory education laws is carried out. Chapter four discusses the evolution of compensatory education policy. At the beginning of the new century, the federal government put forward higher demands on the development of education. President Bush promulgated the No Child left behind Act of 2002, which once again raised the requirements of educational development. Then, the author discusses the Obama administration's educational reform measures, the 2015 Congress enacted the "every student success Act", the Obama administration's education reform to a complete end. The fifth chapter analyzes the characteristics of the development of compensatory education policy, the amendment mechanism of compensatory education bill and the function of compensatory education policy, and then describes the current situation of compensatory education for the disadvantaged groups in our country. Finally, try to sum up the experience of the United States can bring us a few enlightenment. The conclusion part explains the inner logic of the development of compensatory education policy.
【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2016
【分类号】：G571.2
【引证文献】
相关期刊论文 前1条
1 李娟;;创新与卓越的追求:《让每个学生成功法案》介评[J];外国教育研究;2017年06期
，本文编号：2122128
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