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¡ï ¡ï °®ÓëÓêÏÂ(½ð±Ò+2): ÐÁ¿à~£¡ 2011-08-30 09:32:32 °²ÄÈ8885(½ð±Ò+40, ·ÒëEPI+1): 2011-08-30 10:18:16
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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) ʹÓÃÁËÒ»¸ö¡°½ÌÓý¹ÜÀí×éÖ¯¡±µÄÊõÓ²¢ÈÏΪ£¬ÓÉÓÚÕâÀà¹ÜÀí¹«Ë¾»á²ÉÓþ¹ýÈ·ÈϵĹÜÀíʵÎñ£¬ÕâÑùÒ»ÖÖ²ßÂÔ½«²»½öʹѧУ×ÔÉíÊÜÒæ£¬¶øÇÒÕû¸ö¹«¹²½ÌÓýϵͳҲ·Ç³£¿ÉÄÜ´ÓÖлñÒæ¡£This point of view was in lieu with the movement in the early 2000s to introduce vouchers and to privatize public education. ÕâÖÖ¹ÛµãÊǶÔ2000Äê´úÔçÆÚÒýÈë½ÌÓýȯºÍ¹«¹²½ÌÓý˽Óл¯Ô˶¯µÄÌæ´ú¡£The idea to allow parents to make their own choices regarding education was later used as free market-like environment for a public education. ÕâÖÖ¹ÛµãʹµÃ¼Ò³¤ÓпÉÄܰѹ«¹²½ÌÓýÖÃÓÚ×ÔÓÉÊг¡Ñù»·¾³ÖÐ×÷³öËûÃÇ×Ô¼ºµÄÑ¡Ôñ¡£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. ¾ÍÔÚ¹«ÖÚ½ÌÓýÁ÷³ÌÖд«µÝ½ÌÓýµÄ½ÇÉ«¶øÑÔ£¬K-12ˮƽÔÚÓ¦ÓõÄÐÅÏ¢ÐÔÖÊÉÏͨ³£Óë֪ʶ²úÒµÖÐÓ¦ÓõÄÏàËÆ¡£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.RobertsÖ¸³öÁËÕâЩÏàËÆÐÔ£¬²¢ÈÏΪ£¬Í¨¹ýʶ±ð֪ʶÖÜÆÚ¹ý³ÌµÄÕæÕýÐÔÖÊ£¬Ñ§Ð£¹ÜÀíÕߺͽÌÓýÕß½«Äܹ»Ðµ÷ËûÃǵÄŬÁ¦¡£ |
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