Education Next最新文献

Interfacial confinement surface modification (ICSM): A study on the chemical modification of external surfaces of porous powder 界面约束表面改性（ICSM）：多孔粉体外表面化学改性的研究

Education Next Pub Date : 2025-12-12 DOI: 10.1016/j.nexres.2025.101234

Dapeng Fan, Xin You, Haiqun Qi, Fei Zhao, Xupeng Li

引用次数: 0

Mechanochemical engineering of zero-valent iron: Coordinated lattice distortion and reactive oxide layer construction for superior chromium sequestration 零价铁的机械化学工程：协调的晶格畸变和活性氧化层结构，以获得更好的铬隔离

Education Next Pub Date : 2025-12-04 DOI: 10.1016/j.nexres.2025.101183

Hangyu Li, Linbo Qian, Zhen Ni, Zhenyu Kang, Hongtao Sheng, Yuqing Wang, Cong Liang, Mengfang Chen

引用次数: 0

Study of a green and multifunctional nanozyme for skin care 一种绿色多功能护肤纳米酶的研究

Education Next Pub Date : 2025-10-04 DOI: 10.1016/j.nexres.2025.100895

Xiaojuan Yan, Manhong Liu, Jiaqi Miao

引用次数: 0

Effect of the construction of α-Al2O3 interface layer on the interfacial properties of Alumina fiber/Alumina-silica composites α-Al2O3界面层结构对氧化铝纤维/氧化铝-二氧化硅复合材料界面性能的影响

Education Next Pub Date : 2025-04-11 DOI: 10.1016/j.nexres.2025.100336

Fengyong Guo, Yining Zhang, Fengdan Cui, Shaokai Wang, Q.W. Wang, Zilan He, Jian Zhang, Yizhuo Gu, Min Li

引用次数: 0

Tilting at Windmills: School Reform, San Diego, and America's Race to Renew Public Education 向风车倾斜:学校改革，圣地亚哥和美国更新公共教育的竞赛

Education Next Pub Date : 2014-01-01 DOI: 10.5860/choice.51-2205

N. Glazer

{"title":"Tilting at Windmills: School Reform, San Diego, and America's Race to Renew Public Education","authors":"N. Glazer","doi":"10.5860/choice.51-2205","DOIUrl":"https://doi.org/10.5860/choice.51-2205","url":null,"abstract":"Harvard Education Press, 2013, $29.95; 296 pages. By Richard Colvin Reading this account of Alan Bersin's successful, by the test scores, but highly contentious time as school superintendent in San Diego, 1998-2005, I could not help but think back to an account of another successful superintendency, that of Pat Forgione in the Austin, Texas, public schools, related in Larry Cuban's book As Good As it Gets (see \"Lessons from a Reformer,\" book reviews, Fall 2010). The challenges were similar: substantial gaps between black and Latino and white and Asian schoolchildren, school systems in disarray, and school boards looking for strong leadership. The remedies that the new leaders proposed and implemented were also similar: bringing in the best consultants, introducing new curricula, removing and replacing the principals of poorly performing schools, adding math and reading coaches, requiring summer staff training, bringing in charter school organizers to manage the worst-performing schools. Yet San Diego became notorious for the fierce resistance of its teachers union, abetted by school board members, to any and all efforts at change, whereas there is hardly any reference to the role of the unions in Cuban's account of Austin. Cuban, writing in 2010 of Forgione's success there, notes, \"his performance matched that of big-city superintendents ... such as Carl Cohn of Long Beach, California, Beverly Hall in Atlanta, and Tom Payzant in Boston.\" Bersin is striking for his absence from this list: Carl Cohn, who succeeded him in San Diego, did not last two years, apparently driven out by the atmosphere of incessant and poisonous conflict that prevailed even after Bersin left. Bersin was one of that group of reforming superintendents who were being brought in at the time from outside the world of education to manage big-city systems, the most prominent being Joel Klein in New York City. School boards and mayors thought these leaders could do what those professionalized in the world of education could not. Bersin, Colvin tells us, the son of \"Russian immigrants\" (better described as Eastern European Jews) in Brooklyn, had \"benefited from a rigorous public school education\" (though there is no mention of his attending one of New York City's examination high schools); gone on to Harvard, Oxford (as a Rhodes Scholar, in the same class as Bill Clinton), and Yale Law School; and enjoyed a successful legal career culminating in service as the U.S. attorney for the Southern District of California. Clearly, only his desire for further challenging and serious public service could have led him to consider the superintendency of the troubled San Diego public schools, the eighth-largest school district in the United States. Two members of the five-member school board, strong supporters of the teachers union, were doubtful about him, though Bersin was a Democrat and should have been considered sympathetic to unions. Bersin jumped into the job with remarkable vigor. Month","PeriodicalId":38945,"journal":{"name":"Education Next","volume":"68 1","pages":"92"},"PeriodicalIF":0.0,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74833274","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Inside the Black Box of Classroom Practice: Change without Reform in American Education 课堂实践的黑盒子里:美国教育的不改革而改变

Education Next Pub Date : 2014-01-01 DOI: 10.5860/choice.51-2206

M. Bauerlein

{"title":"Inside the Black Box of Classroom Practice: Change without Reform in American Education","authors":"M. Bauerlein","doi":"10.5860/choice.51-2206","DOIUrl":"https://doi.org/10.5860/choice.51-2206","url":null,"abstract":"Harvard Education Press, 2013, $29.95; 243 pages. By Larry Cuban Reviewed by Mark Bauerlein One of the abiding features of education reform in the United States, including the continuing saga of Common Core, is an unfortunate reality Larry Cuban addresses in his latest book (his sixth since 2009). It is the vast, multilayered distance from one end of a reform effort to the other. At the beginning, we find governors and mayors, foundations and advocacy groups that propose changes in funding, governance, and curriculum. At the end lies what actually transpires in classrooms: the things students study, the assignments they complete, where they sit and the teacher stands, and other factors that make up on-the-ground instruction. In between, a complex and unreliable process of policy formulation, adoption, and implementation unfolds. An idea arises, say, digital learning, that attracts researchers and educators, then thrills a politician and a donor, which then yields a 1:1 laptop program, which calls for the purchase of hardware, software, and curricular materials, which requires training for teachers and a support team of tech experts ... before the crucial engagement of teacher, student, and laptop happens in class. Cuban monitored one such initiative in a Bay Area high school during 1998-99 and 2008-10. Charting the history of the school, conducting interviews, and observing classes, Cuban found that * in both periods, student and faculty populations changed significantly, drawing energy away from technology matters * test scores fell below state and national averages, pressuring staff to orient instruction to test-taking skills (California put the school on Probation in 2004.) * the 1990s principal spearheading the initiative left just as it was blossoming (The school had four different principals from 1998 to 2010.) * teachers themselves varied in their commitment, some using technology all the time, others sparingly * every year, costs of maintaining equipment went up, while funding was inconsistent. The fits and starts explain one conclusion Cuban submitted to the school: \"Connections between student achievement and teacher and student use of laptops are, at best, indirect and, at worst, nonexistent.\" The idea was sound (digital technology can enhance learning), initial funding was generous (federal and state grants, Silicon Valley donors), and school leaders were enthusiastic. But when the technology finally made it to the classroom, integration was an inconsistent activity. Even when teachers adopted the tools, they largely maintained customary pedagogical styles. [ILLUSTRATION OMITTED] The case illustrates Cuban's subtitle, \"Change Without Reform.\" Big ideas and well-backed programs end up affecting instruction barely at all, particularly the teacher-centered approach, which Cuban singles out as especially hard to dislodge (though he holds back from insisting on child-centered tactics as clearly superior). Reforms are debated in public and ","PeriodicalId":38945,"journal":{"name":"Education Next","volume":"2007 1","pages":"89"},"PeriodicalIF":0.0,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83339981","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 110

In the Wake of the Storm. 在风暴之后。

Education Next Pub Date : 2010-01-01 DOI: 10.2307/j.ctt2005wk6.44

Michael Henderson

{"title":"In the Wake of the Storm.","authors":"Michael Henderson","doi":"10.2307/j.ctt2005wk6.44","DOIUrl":"https://doi.org/10.2307/j.ctt2005wk6.44","url":null,"abstract":"Voucher programs and their supporters have had a tough last few years. The Florida Supreme Court declared vouchers in that state unconstitutional in 2006. Three years later, the Arizona Supreme Court did the same. In 2007, voters in Utah handed a resounding defeat to a voucher program there. In 2009, the U.S. Congress refused to continue funding the federal voucher program in Washington, D.C., effectively killing the program in the nation's capital. The Louisiana legislature stood apart from this trend and in the summer of 2008 passed Student Scholarships for Educational Excellence, the state's first voucher program, specifically for New Orleans, In the fall, 870 students in kindergarten through 3rd grade whose families earned less than two and a half times the federal poverty level and who would otherwise attend some of the worst schools in the city received vouchers worth up to $6,000 to attend private schools of their choice. In the second year, 2009-10, the maximum voucher amount rose to more than $7,000. The number of students receiving vouchers increased to 1,324. Thirty-one private schools, most of How vouchers came to the Big Easy them parochial, in Orleans Parish and neighboring Jefferson Parish serve these students. As was the case before Hurricane Katrina (see \"Hope after Katrina,\" feature, Fall 2006), private schools educate about one-third of the students in Orleans Parish (see Figure 1). How did the Louisiana legislature pass this proposal when so many other states were rejecting similar programs? At first glance the question may not seem particularly interesting. After all, Louisiana is seen as the perennial exception to the general rule of American political culture. The state's most famous political personality and a uniquely Louisianan character, Huey P. Long, once described himself as sui generis, one of a kind. The moniker is as fitting to the land of Long as to the man himself. On top of that, Hurricane Katrina brought unprecedented physical destruction, demographic shifts, and economic impacts that reshaped state and local politics as well. [ILLUSTRATION OMITTED] In fact, passage of House Bill 1347, which established the Student Scholarships for Educational Excellence Program, depended on many factors, only some of which can be traced to Hurricane Katrina. The legislative success of the program was more a political story than a fluke of geography or history. [ILLUSTRATION OMITTED] \"In a way we've never done before\" Policy innovation comes slowly along (he muddy banks of the Mississippi River. Frequently, it seems only an external catalyst (federal civil-rights enforcement, international fluctuations in the price of oil, or floodwaters) can spur new approaches to the social and economic challenges that have long faced New Orleans. The city's Old World persona has frustrated the reformer at least as much as it has intrigued the tourist. School governance is no exception. Prior to Hurricane Katrina. The Orleans Parish School Bo","PeriodicalId":38945,"journal":{"name":"Education Next","volume":"76 1","pages":"42-50"},"PeriodicalIF":0.0,"publicationDate":"2010-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76786221","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

High Stakes in Chicago 芝加哥的高风险

Education Next Pub Date : 2005-01-01 DOI: 10.1057/9781403981875_16

B. Jacob

引用次数: 3

The Human Capital Century. 人力资本世纪。

Education Next Pub Date : 2003-01-01 DOI: 10.2307/j.ctvjf9x5x.4

C. Goldin

引用次数: 26

The Philadelphia Experiment. 费城实验。

Education Next Pub Date : 2003-01-01 DOI: 10.1063/pt.5.010005

J. Mathews

引用次数: 11