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Este artigo apresenta os resultados de uma pesquisa feita em Quebec sobre as necessidades, expectativas, representações e conhecimentos dos agentes do sistema educativo quanto às formas, modalidades e práticas que utilizam e que poderiam e deveriam utilizar no processo de transferência e divulgação de resultados de pesquisa sobre o ensino. Entrevistas semi-estruturadas feitas com os principais agentes do sistema educativo (pesquisadores, responsáveis por associações pedagógicas, sindicatos e Ministério da Educação) e um estudo realizado com os professores constituem o material no qual baseamos nossa metodologia. A síntese dos dados sugere pistas para a solução das dificuldades atualmente enfrentadas para a difusão das pesquisas universitárias junto aos professores. This article presents the results of a research carried out in Quebec on the needs, expectancies, representations, and knowledge among education system agents concerning the forms, modalities, and practices that they use, and that they may and should use in the process of transferring and disclosing teaching research results. Semi-structured interviews with the main agents of the education system (researchers, people in charge of teaching associations, unions, and the Ministry of Education) and a study conducted with teachers are the material on which we have based our methodology. Data synthesis gives us clues for solving the difficulties presently faced in making university researches known to teachers.

El artículo propone una agenda de "cuestiones educativas" orientada a la reconstitución del lazo entre educación y democracia después de las reformas implementadas en los años 90. Construye previamente un estado de situación caracterizado por la presencia de tres procesos: a. un proceso de des-institucionalización escolar que se expresa tanto en la dificultad de la escuela para sostener un marco normativo sancionado socialmente, como en la crisis de identidad por la que atraviesan las instituciones; b. un proceso de fragmentación del sistema educativo que se diferencia de la tradicional segmentación de los sistemas; c. el agotamiento del instrumental teórico-conceptual con el que tradicionalmente nos hemos propuesto organizar y dar sentido a los fenómenos de la realidad. En este marco el artículo propone: 1. discutir los limites de la modernidad educativa en países periféricos como el nuestro y, en este marco, los de la pedagogía moderna para superar las problemáticas de discriminación y exclusión educativa; 2. rediscutir el concepto de ciudadanía y el papel de la escuela en la formación ciudadana; 3. repensar y discutir el papel del conocimiento y la investigación en la modificación de las practicas políticas y pedagógicas. This article proposes an agenda on "educational matters" which is meant for binding afair education to democracy after the reforms carried out in the 90's. First it describes the current state which is characterized by three processes: a. a school deinstitutionalization process which is expressed both in terms of the difficulty to keep a socially-sanctioned normative framework, and the identity crisis the institutions currently go through; b. a fragmentation process of the educational system which is different from the traditional segmentation of the systems; c. the wearing out of the theoretical and conceptual instruments on which we have been traditionally supposed to rely for organizing and making sense out of reality's phenomena. On this framework the article proposes: 1. to discuss the limits of educational modernity in peripheral countries such as ours and, in this context, those of modern pedagogy in order to deal successfully with discrimination and educational; 2. to review the concept of citizenship as well as the role ascribed to school in the shaping of citizenship; 3. a second thought and discussion on the role of knowledge and research in changing the practices in politics and pedagogy.

Recent research has claimed that American private high schools are more effective than public high schools. Two critical aspects of this research are at the center of this article: a) whether the short-term benefits of private schools which were found to exist persist over an extended period of time; b) whether these effects can be explained by differences in funding. In the Netherlands public and private education are equally funded. Longitudinal data on the educational attainment of the 1965-cohort during the whole of their secondary education were used to establish whether Dutch Catholic, Protestant and public secondary schools have differential effects on their pupils' educational achievement. The results of the study demonstrate the presence of a school sector effect in the Netherlands on the educational attainment of their pupils.

Prices paid for 15 foods by USDA and different-size school systems were compared for 1973/74. School systems were grouped into five size categories ranging from fewer than 2,500 students to 25,000 or more. Data were obtained from telephone interviews with school personnel. The average price paid per pound of all foods was substantially lower for school systems with 25,000 or more students than for those with fewer than 2,500 students. Products with greatest cost differences were turkey, chicken, ground beef, and frankfurters. Price paid per pound averaged over 7 percent higher for all schools than for USDA., This study was undertaken to determine the cost of a uniform bundle of foods purchased in the open market during the 1973/74 school year at prices paid by: (1) the U.S. Department of Agriculture (USDA) commodity program; (2) the largest school systems; (3) the smallest systems; and (4) all school systems combined.

Recent research has claimed that American private high schools are moreeffective than public high schools. Two critical aspects of this research are atthe center of this article: a) whether the short-term benefits of privateschools which were found to exist persist over an extended period of time; b)whether these effects can be explained by differences in funding. In theNetherlands public and private education are equally funded. Longitudinaldata on the educational attainment of the 1965-cohort during the whole oftheir secondary education were used to establish whether Dutch Catholic,Protestant and public secondary schools have differential effects on theirpupils' educational achievement.The results of the study demonstrate the presence of a school sector effect inthe Netherlands on the educational attainment of their pupils.

Recent research has claimed that American private high schools are more effective than public high schools. Two critical aspects of this research are at the center of this article: a) whether the short-term benefits of private schools which were found to exist persist over an extended period of time; b) whether these effects can be explained by differences in funding. In the Netherlands public and private education are equally funded. Longitudinal data on the educational attainment of the 1965-cohort during the whole of their secondary education were used to establish whether Dutch Catholic, Protestant and public secondary schools have differential effects on their pupils' educational achievement. The results of the study demonstrate the presence of a school sector effect in the Netherlands on the educational attainment of their pupils.

Purpose The purpose of this study was to conduct historical research of the educational systems of the People's Republic of China during the period of 1949-1963. It is hoped that this study will help to clarify the Chinese Communist regime's approach to education and some of the problems encountered in its attempt to mold an educational system suitable for its economic and political need and purpose. More specifically, this study met the following objectives: To know the picture of the school ladder. To understand the deviation between actual practice and propaganda of Communist China's education. To comprehend relationships between Party and educational administration. Procedures The basic methodology in this study was historical. The development of educational system was traced from 1949 to 1963. To accomplish the purpose of this study, the procedures consisted of a review of literature, including government documents, originally periodicals and newspapers and radio broadcasts, a collection of information which provided knowledge of Communist China's education. Findings and Conclusions The Communist China school system was characterized by an emphasis on vocational education, displayed in three ways: First, they set up various technical schools according to different occupations. Secondly, they enhanced the spare-time education for cadres still at work. Thirdly, schools at all levels stressed vocational training. The Communist China school system was a multi-track one. All students of these schools were interchangeable. it was very flexible. The other characteristic of the Communist China School System was abolishment of compulsory education. It is no doubt, the half-work half-study schools in Communist China, that the youth in these schools were able to finish their university education while taking part in labor activities. Eventually, those schools intended to solve financial problems in education and use the youth by enrolling those age 17 to 22 to undertake manual labor for communes. Communist China educational authorities opposed the principle of estimating the individual ability of the students before teaching them. The Red and Expert Schools were responsible for offering both regular and vocational education. On the other hand, in these schools there was emphasis on the theory of being "red" first and then expert and both "red" and expert. The Chinese Communists had no intention to abide the school system they established. It could be held that the Communist China system was in a transitional period and a new one was expected to take its place. The function of political education in the eyes of the Communists could be likened to the function of liberal education in the eyes of educators in the West. However, in Communist China, the political ends and educational ends were to be identical. Educational opportunities must be first given to the working class and the children of the working class in preference to the bourgeoisie and the children of the bourgeoisie. In Communist China, the Party's control over educational affairs was through its personnel in charge of propaganda. The head of the propaganda organ of the highest authority for the school district.

Letter concerning a list of eighth grade graduates and high school graduates from public schools in Utah.