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至尊木虫 (职业作家)

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爱与雨下(金币+2): 辛苦~！ 2011-08-30 09:32:32
安娜8885(金币+40, 翻译EPI+1): 2011-08-30 10:18:16

Clinchy (2004) used a term education management organization (EMO) and argued that such a strategy would benefit not only the school itself but quite possibly the entire public education system as such management companies would use well established management practices. Clinchy (2004) 使用了一个“教育管理组织”的术语，并认为，由于这类管理公司会采用经过确认的管理实务，这样一种策略将不仅使学校自身受益，而且整个公共教育系统也非常可能从中获益。This point of view was in lieu with the movement in the early 2000s to introduce vouchers and to privatize public education. 这种观点是对2000年代早期引入教育券和公共教育私有化运动的替代。The idea to allow parents to make their own choices regarding education was later used as free market-like environment for a public education. 这种观点使得家长有可能把公共教育置于自由市场样环境中作出他们自己的选择。The role of delivering knowledge in a process of educating at the public, K-12 level is unusually similar to the properties of information as used and applied in a knowledge industry. 就在公众教育流程中传递教育的角色而言，K-12水平在应用的信息性质上通常与知识产业中应用的相似。Roberts (2003) pointed out at these similarities and argued that by identifying the real properties of the knowledge lifecycle process, school administrators and educators would be able to coordinate their efforts.Roberts指出了这些相似性，并认为，通过识别知识周期过程的真正性质，学校管理者和教育者将能够协调他们的努力。

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