综合高中个性化分流与学生主体性实现的研究

… comprehensive and differentiated set of curriculum opportunities. Despite their many similarities, however, some comprehensive high schools … sides of the high school curriculum (NCES…

… schools and high schools are the ones, in which the tracking … schools and high schools are the ones, in which the tracking … on the comprehensive education rather than tracking as much …

… Most but not all nations practice this type of tracking. As discussed above, the … comprehensive middle and high schools serving students of all abilities. Tracking occurs within schools …

Abstract The integration of vocational and academic education serves as an effective pathway to bridge the divide inherent in the vocational-academic dichotomy and represents a critical initiative for advancing educational modernization. This study systematically examines the historical evolution and development models of vocational-academic integration in the UK. Findings reveal that since the establishment of a vocational education system in the 19th century, its integration with academic education has progressed through six distinct phases: a pre-1944 divergence period, the replacement of the tripartite system with comprehensive secondary schools (1944–1970s), the introduction of National Vocational Qualifications Under New Vocationalism in the 1980s, the formation of a triple-track system with General National Vocational Qualifications in 1990, the gradual construction of unified frameworks post-2000, and the post-2015 transition from T Levels to the Advanced British Standard. Integration manifests in diverse forms, encompassing both the pluralistic models of comprehensive schools and the progressive unification of qualification frameworks. The driving forces behind this integration in the UK stem not only from inter-party political contestation but also from underlying economic imperatives. Currently, the UK is advancing the convergence and alignment of vocational and academic education through the Advanced British Standard. Drawing lessons from the British experience, other nations may promote educational equity by establishing comprehensive secondary schools and creating national qualifications frameworks to facilitate vocational-academic integration. Additionally, implementing credit transfer mechanisms can offer personalized developmental pathways, thereby narrowing socioeconomic disparities in education and supporting the construction of a skills-oriented society.

… This study examines the integration of academic and vocational education in eight schools that implemented integration efforts several years prior to the Perkins amendments. …

… themes: Promoting (a) agency in career development, (b) … agency section, with the goal of delineating variables that promote or constrain the exercise of personal agency in academic …

A long-standing ideal of school education has been to connect instruction to a student’s life outside school in order to render subject matter interesting. New technologies enable instructors to personalize learning materials to increase situational interest. After distinguishing three main methods to personalize education (context personalization, choice, and active personalization), we review recent intervention studies designed to increase situational interest, which is necessary for the emergence of individual interest. Across all three kinds of interventions, some studies point to the possibility of increasing interest for students low in initial interest. Despite progress in developing personalized interventions for school practice, research on the theoretical mechanisms behind the success of the interventions has just begun.

While providing choice can be a powerful way to personalize learning for young adolescents, there is also evidence that choice can be challenging for learners. This study investigated middle school students’ (N = 72) feelings about making choices in how they learn during a personalized project. Findings include students’ self-reported enjoyment and stress associated with choice within the project as well as five student vignettes illustrating some of the variations across student experiences. Informed by this variation, we offer several implications for research and practice related to supporting students in making choices in their own learning.

Personalized education—the systematic adaptation of instruction to individual learners—has been a long-striven goal. We review research on personalized education that has been conducted in the laboratory, in the classroom, and in digital learning environments. Across all learning environments, we find that personalization is most successful when relevant learner characteristics are measured repeatedly during the learning process and when these data are used to adapt instruction in a systematic way. Building on these observations, we propose a novel, dynamic framework of personalization that conceptualizes learners as dynamic entities that change during and in interaction with the instructional process. As these dynamics manifest on different timescales, so do the opportunities for instructional adaptations—ranging from setting appropriate learning goals at the macroscale to reacting to affective-motivational fluctuations at the microscale. We argue that instructional design needs to take these dynamics into account in order to adapt to a specific learner at a specific point in time. Finally, we provide some examples of successful, dynamic adaptations and discuss future directions that arise from a dynamic conceptualization of personalization.

… teachers and students had different values, expectations, and interests related to student choice, which contributed to struggles for power and control within the personalized learning …

… –high school aspirations. This study examines the phenomenon of student differentiation in high schools … students during their four years in a high school. Using social network methods, …

… Three national studies of high school transcripts have been … In 1990, only 19 percent of high school graduates completed … a high school diploma, and it is not clear how far schools can …

… In this study, we examined the effects of curriculum differentiation on growth in student achievement in high school using two data sets with two different measures of track or ability …

… differentiation of instructional experiences and opportunities for meaningful learning in the 24 schools… pattern is Cibola High School, where we observed effective high-quality instruction …

This paper examines curricular differentiation and stratification in the Australian education system. Our aim is to contribute to the development of a comparative framework about curricular differentiation and stratification in national systems of education. Using a typology from LeTender, Hofer and Shimizu (2003), we show how and where curricular differentiation and stratification occur in Australia. We draw on secondary sources and our insider, lived knowledge to show how and where curricular differentiation and stratification occur as well as the structural features of Australian schooling that mediate them. Curricular differentiation and stratification are not widely researched in the Australian context, suggesting that these processes are naturalised. As such, this paper presents preliminary insights that can serve as a foundation for future research.

… of how curriculum differentiation reinforces social class differences in educational pathways. … Indeed, one study of US high schools indicates that more elaborated tracking systems are …

ABSTRACT The way in which young people’s post-school intentions and pathways reflect their social background has been the subject of a good deal of research. However, much less attention has been paid to social differentiation in the amount and kind of career guidance information received by young people and its role in reinforcing or ameliorating social differentiation in transitions. This article contributes by examining the extent to which sources of information and guidance activities vary by social background and school social mix and the consequences of this variation for intentions to go on to higher education. The paper draws on data from a large-scale longitudinal study of young people in Ireland, the Growing Up in Ireland study. It finds that young people from more advantaged backgrounds are much more reliant on their parents as a source of information and advice, reflecting access to insider knowledge of the educational system, and are more likely to pay for private guidance services. In contrast, young people from less advantaged backgrounds and those attending schools with a concentration of working-class students are more reliant on school-based sources of information, though these resources are insufficient to boost their chances of making the transition to higher education.

… We will first consider liberal, humanist critiques, which insist that lifelong career guidance should respond to both economic and democratic imperatives, ie, it should facilitate autonomy (…

… In 2008, the Vietnam Ministry of Education and Training issued regulations on career guidance and job counselling in higher and intermediate professional education institutions [1] with …

Effective career decision-making outcomes may depend on the type of motivation underlying career development. The purpose of this study was to analyze how autonomous and controlled motivation predict exploration behaviors and career indecision and in which degree the effect of motivation on indecision is mediated by career exploration (environmental exploration, self-exploration, intended-systematic exploration and amount of information), among a group of high-school students (10th, 11th, and 12th grades, N = 523, M = 16.40). An integrative model was tested using path analysis to test direct and indirect effects and model fit (AMOS 20.0). The final model showed good fit to the data. Three indirect effects were found significant, being self-exploration, and amount of information presented as mediators. Our results highlight the importance to design career interventions not only focusing on promoting exploration behaviors but also on creating purposeful planning, based on students’ reasons underlying their involvement in the career decision-making process.

Grounded in self-determination theory, this study aimed to (a) identify profiles of parental autonomy support and control and (b) examine how these profiles predict indicators of adolescents' career development (i.e., autonomy and competence in career exploration and indecision). To this end, we used three annual waves of data covering the postsecondary transition: the last 2 years of secondary school (T1 and T2) and 1 year after graduation (T3). The sample included 637 French-Canadian adolescents (54% girls; Mage at T1 = 14). Latent profile analyses were conducted to identify parenting profiles at T1 and T2, which were then associated with the indicators of career development at T2 and T3, respectively, while controlling for their autoregressive effects and sociodemographic information. Four comparable profiles were identified at both waves (i.e., Autonomy Supported, Generally Controlled, Mixed, and Guilt Induced), with a fifth profile (i.e., High Expectations) emerging only at T2. As expected, Autonomy Supported adolescents reported the highest levels of autonomy and competence and the lowest levels of indecision at both T2 and T3. The expected maladaptive nature of the Generally Controlled profile, however, was found only at T3, when this profile of adolescents became clearly differentiated from the autonomy supported profile on their career development outcomes. Regardless of the saliency of one specific controlling strategy, parental control hampered adolescents' career development, undermining autonomy and competence in career decision-making. These findings reiterate the benefits of autonomy support and the costs of parental control in adolescents' career development particularly in the long run. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

The parent–teacher system is influential in promoting students’ career development. Guided by the systems theory framework of career development and spillover theory, this study examined the direct association between parent–teacher relationships and high school students’ career development. Furthermore, it analyzed the indirect effect of parent–teacher relationship on career development through parents’ and teachers’ support for students’ autonomy and the moderating role of the type of school. Data analyses were conducted on 1,452 students (46.5% males) in Grade 10 (aged approximately 15–16 years) from an academically oriented high school (53.0%) and a vocational high school (47.0%) in Beijing. The students completed questionnaires on the parent–teacher relationship, parent autonomy support, teacher autonomy support, and career development. The results indicated that the parent–teacher relationship predicted career development directly as well as indirectly through parent autonomy support. Moreover, there was no difference in the results of the structural equation model analysis among students in academically oriented and vocational high schools. Last, further implications and limitations are discussed.

This study examined the unique and interactive effects of various career-specific parenting practices (i.e., parental career support, interference, and lack of engagement) on Chinese high school students’ career decision-making self-efficacy (CDSE) as well as the mediating role of autonomy in such associations. Based on data from 641 Chinese high school students (47.6% male; mean age = 15.28 years old, SD = 0.49) in 2016, two moderated mediating effects were identified. Higher level of parental career engagement strengthened the positive association between parental career support and adolescents’ autonomy, which in turn, was associated positively with adolescents’ CDSE. Parental career interference related negatively with adolescents’ CDSE via autonomy when lack of parental career engagement was low, but related positively with adolescents’ CDSE via autonomy when lack of parental career engagement was high. These findings advance our understanding of the underlying processes between career-specific parenting practices and adolescents’ CDSE. Implications for practices were discussed.

… This article explores the impact of student‐centred learning on the Chinese students … student awareness and participation in class, and appeared to enhance autonomy and student …

Abstract Background First career-related decisions such as choosing a high school major have effects on adolescents' later life. Employing Self-Determination Theory (SDT), this study was conducted to investigate the association between parental support and the type of motivation adolescents adopt while deciding, and the mechanism underlying these relations. Aims The study aimed to examine whether perceived parental support of autonomy in adolescents' first career decision is associated with motivation to learn, satisfaction with choice, wellbeing, and success. Moreover, the study aimed to assess the mediating role of the extent to which adolescents' decision was made autonomously. Samples Two hundred and twenty-nine 10th-grade students participated in this study. Methods Participants completed questionnaires at the very beginning and end of the school year. Results Through path analysis with bootstrapping, the findings indicated that adolescents who perceived their parents as autonomy-supportive during the process of decision making, made an autonomous decision. This “autonomously motivated decision” was found to be the mediating mechanism that explains the relations between parents' autonomy-support and the cognitive/emotional outcomes. Conclusions The results highlight the positive role that parents can play in adolescents' career decisions by supporting their autonomy and helping them make an autonomous decision.

… the influences of the high school curriculum on student learning … comprehensive high school and then examine the curricular … new courses that high schools added to their curricula were …

… Historically, however, the specializing function of the comprehensive high school has been … At Middle town high school course offerings grew from about 20 courses in the 1890s to …

… the curricular issues attached to the comprehensive high school … find expression in the comprehensive high school, along with the … He suggested electives for high school students and …

Viewed historically, the integrative programs and practices in today's secondary schools reflect changing assumptions and beliefs about adolescent youth, how they grow and develop, and how they learn; about instructional materials and activities; and about the functions of teachers and administrators in their professional roles. In the late nineteenth and early twentieth centuries the curriculum was based mainly on subjects. In recent years the trend in new curriculum developments has been away from this subjectcentered approach and toward a recognition of the needs and the experiences of youth as sources for basic content. The modern curriculum expert asserts that "the curriculum consists of all the experiences the learner has under the direction of the school." 1 This quotation suggests the changing conception of the secondary school. The change is also reflected in the wide variety of courses offered, in graduation requirements, and in college-entrance requirements. Traditional views and practices continue and even exist side by side with newer ones. As a result, there is probably no field of education about which there is more discussion and controversy than the secondary curriculum. The nature of subject matter and its function, the organization of the curriculum, the source of curriculum content, and the criteria for its selection are important issues to which there are no easy solutions. Interwoven with these developments-perhaps even the incentive for them-is the problem of planning for the integration of the learner's experiences. Some

… AP courses (designed and supported by The … high school courses offering college curriculum. Most striking in Adelman’s (1999) findings was that students completing a set of courses …

… The purpose of this article is to describe the Elective Course … problem for the actual high school timetabling in Denmark and is an … It takes 3 years to complete a high school education in …

… created in the school should be conducive to the comprehensive … in the teaching of secondary school elective courses. They … required to work up one of the school elective course topics. …

To prepare students for lifelong learning, and their role in society, student agency has been foregrounded as an important aim of secondary education. In general, student agency is seen as the will and skill to intentionally transform one's functioning or circumstances. Yet, research on promoting student agency in secondary education is based on a fragmented view of both agency and the curriculum. This study reviews 86 empirical articles to establish guidelines for a curriculum that supports student agency in secondary education. Using Bandura's framework for student agency and Van den Akker's curricular model, this systematic review highlights how various curriculum elements influence student agency. It presents a curriculum model to inform teachers' choices in promoting student agency. Implications for future studies on the interplay between curriculum elements, student agency, learning and citizenship are discussed.

… comprehensive education systems and education systems using between-school tracking with regard to disparities in the quality of student–teacher relations between low and high …