达特茅斯代写Essay:公共教育

2018-04-13 21:21

在Jones-Sanpei(2009)的一篇研究文章中，该研究首先确定了公共教育的具体总体目标。本研究评估的教育目标是个体成果(学术成就和工作准备)社区成果(家长授权和社会资本网络)，以及个人的社会成果，如未来的政治参与、社会技能和公民技能。其次，Jones-Sanpei的研究讨论了社会资本的理论和研究，并利用来自五个南部学区的数据和2000年社会资本社区基准调查(SCCBS)的数据，来研究社区社会资本与种族隔离公立学校之间的关系。这项研究的结论是，通过对公立学校重新划分社区和个人社会资本的潜在影响进行推测。Jones-Sanpei的研究指出，有几个因素会促进学生的个人学业成绩，这些结果通常是通过标准化考试成绩来衡量的。根据Jones-Sanpei(2009)的研究，学生个人的学业成绩严重依赖于教师的属性、教学理念(教学风格)和学校结构。该研究还考虑了学校混合因素(社区措施)，如家长参与、课程资助、股权问题和社区参与，弱化了使用单一标准的测试模型来量化学生的学习成果和学生潜在的未来竞争力的实践。文献进一步证明了社区措施作为公共教育的重要成果的重要性。公共教育可能促进的社会资本的具体形式“包括个人网络、信息渠道和社会规范的义务和期望。社会资本使社区成员相互信任，建立商业和政治组织，并参与公共教育。通过公立学校媒介的互动有可能增加社区的一般社会资本。
达特茅斯代写Essay:公共教育
In a research article by Jones-Sanpei (2009), the research first identifies specific overarching goals of public education. The goals of education that this study evaluated are individual outcomes (academic achievement and job readiness) community outcomes (parental empowerment and social capital networks) and, individual social outcomes, such as future political engagement, social skills, and civic skills. Secondly the Jones-Sanpei research discussed the theory and research surrounding social capital and used data from five southern school districts and matching data from the 2000 Social Capital Community Benchmark Survey (SCCBS), (7) to examine the relationship between community social capital and segregated public schools. The study concluded by speculating about the potential effect of re-segregating public schools on both community and individual social capital.The Jones-Sanpei study stated that several factors promote student individual academic outcomes, which are usually measured by standardized exam scores. According to Jones-Sanpei (2009), student individual academic outcomes rely heavily on teacher attributes, pedagogical philosophy (teaching styles), and school structure. The study also takes into consideration school-mixed factors (community measures) such as parental involvement, curriculum funding, equity issues and community involvement, deemphasizing the practice of using solely standardized testing models to quantify student's learning outcomes and student potential future competitiveness. The literature further legitimizes the importance of community measures as important outcomes of public education. Specific forms of social capital that may be fostered by public education “include obligations and expectations among a network of individuals, information channels, and social norms. Social capital enables community members to trust one another, establish business and political organizations, and to be involved in public education. Interactions through the public school medium have the potential to increase the general social capital of a community.

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