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This book traces the decline of the public comprehensive high school. New educational markets emphasized school diversity and parental choice rather than social equity through common schooling, and they were criticized for declining standards. The book also considers government education policies and their regional manifestations.

This book traces the decline of the public comprehensive high school. New educational markets emphasized school diversity and parental choice rather than social equity through common schooling, and they were criticized for declining standards. The book also considers government education policies and their regional manifestations.

Drawing on the great wealth of knowledge and experience of educational practitioners and theorists, the volumes in The Sociology of Education set of the International Library of Sociology explore the very important relationship between education and society. These books became standard texts for actual and intending teachers. Drawing upon comparative material from Israel, France and Germany, titles in this set also discuss the key questions of girls' and special needs education, and the psychology of education.

Since colonisation, schooling in Australia has developed from patterns of partial and elite provision. These patterns were initially made available at an elementary level and have today grown to levels of mass participation in both primary and secondary schooling. By drawing on distinctive institutional and policy shifts in the historical emergence of mass schooling, this article puts forward an historical materialist explanation that is both retrospective as well as prospective. The intention is to critically appreciate the changing patterns and forms of schooling in ways that reveal their class character. This is done by focusing on the theorisation of the mental and manual division of labour in Marx's historical materialist theory.

In recent years numerous position papers (Visscher, 2001; Wang, Shieh, & Wang, 2008) have been written about the need for ensuring the efficient and effective performance of educational institutions and an increasing number of policy makers are advocating that educational institutions be held accountable for their performance. Our purpose in this study was to construct performance indicators (PIs) for comprehensive high schools (CHSs), which provide general and occupational education programs. A literature review was completed, a panel discussion held, and field interviews were conducted. An analytical hierarchy process was used to make decisions on a framework of PIs for CHSs in Taiwan. The 2 main conclusions were that the most important indicator of performance in CHSs is the domain of \"student and development\" and that the difference between the experts' and practitioners' viewpoints on those schools' performances should be addressed in the near future.

In recent years numerous position papers (Visscher, 2001; Wang, Shieh, & Wang, 2008) have been written about the need for ensuring the efficient and effective performance of educational institutions and an increasing number of policy makers are advocating that educational institutions be held accountable for their performance. Our purpose in this study was to construct performance indicators (PIs) for comprehensive high schools (CHSs), which provide general and occupational education programs. A literature review was completed, a panel discussion held, and field interviews were conducted. An analytical hierarchy process was used to make decisions on a framework of PIs for CHSs in Taiwan. The 2 main conclusions were that the most important indicator of performance in CHSs is the domain of \"student and development\" and that the difference between the experts' and practitioners' viewpoints on those schools' performances should be addressed in the near future.

Since colonisation, schooling in Australia has developed from patterns of partial and elite provision. These patterns were initially made available at an elementary level and have today grown to levels of mass participation in both primary and secondary schooling. By drawing on distinctive institutional and policy shifts in the historical emergence of mass schooling, this article puts forward an historical materialist explanation that is both retrospective as well as prospective. The intention is to critically appreciate the changing patterns and forms of schooling in ways that reveal their class character. This is done by focusing on the theorisation of the mental and manual division of labour in Marx's historical materialist theory. [Author introduction, ed]

我國自1996 年開始試辦綜合高中，該政策的目的在於促使我國後期中等教育能在高中、高職之外，提供另一條不同的選擇進路，俾使學生得以適性發展，學得多方面知識，達到適性教育的目標。綜合高中分流政策立意甚佳，然而就歷年來綜合高中學生數變化來看，顯然綜合高中在我國後期中等教育仍不是主流，何以綜合高中沒有成為我國後期中等教育的主流？是否與國內相關研究發現綜合高中分流政策在執行上遭遇瓶頸有關，且進一步影響到國中畢業生在選擇就讀綜合高中的考量？此外，過去國內關於綜合高中分流政策的研究，大都集中在探討綜合高中的辦學績效和實施困難，而非該政策對學生學習成就的影響之探討。有鑑於此，本研究進一步探討綜合高中分流政策對綜合高中學生學習成就的影響？原始資料取自臺灣教育長期追蹤資料庫（Taiwan Education Panel Survey）公共使用版中的第一波到第四波國中追蹤樣本資料，並使用傾向分數配對法（propensity score matching）進行資料分析。研究結果發現：在學生學習成就表現上，就整體平均效果來看，就讀綜合高中的學生並不比就讀普通高中或高職的學生來得好。最後，說明本研究結果對綜合高中分流政策的意涵，及提出研究建議供相關人員與後續研究之用。 Since 1996, the Taiwanese government has launched the policy of comprehensive high school (CHS) to relax the traditional system of curriculum tracking at the level of senior secondary education. The aim of CHS is to offer junior high graduates delaying their choice between senior high and vocational curricula, an opportunity to increase their common knowledge and achieve a goal of personally tailored development. However, in contrast with students in both senior high and vocational schools, the percentage of those in the comprehensive high schools has been rather small since the 1998 school year. Furthermore, a number of studies and on-site evaluation reports on CHS have been conducted. Thus far, these studies and reports have focused on exploring the performance of comprehensive high schools and difficulties in implementing the policy. No evaluation of the impacts of the CHS policy on student achievement has yet been performed. Hence, the main purpose of this study is to investigate the causal effects of CHS policy on students’ achievement in comprehensive high schools in Taiwan. Using the data from the public released core panel data of the Taiwan Education Panel Survey in 2001, 2003, 2005, and 2007, this study employs the method of propensity score matching to estimate the average treatment effect of CHS policy on students’ achievement in comprehensive high schools. The results show virtually no gain in students’ achievement from the CHS policy for those enrolled in comprehensive high schools in Taiwan. Finally, the present study discusses the implications of the CHS policy and suggests directions for stakeholders and future research.