中学教育今日: 30|主题: 9636

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请教Hurstville到North Sydney Girls High的交通问题最后跟贴：M20 红色的bus, 从city 直接到NSG 最后发表：笨猫 ...2	lyrtech 2011-11-30 14:26	345585	笨猫 2012-2-2 21:16
ZT: 破解美国式“高考” 你就别八卦了 - [阅读权限 10]	Yonny 2012-2-2 11:19	493	YEEE88 2012-2-2 15:28
VCE即将取消6月份高考最后跟贴：thanks for sharing 最后发表：gwang	elena_sokolova 2011-12-16 22:03	92123	gwang 2012-2-2 14:47
2011 HSC排名大战中castlehill HS 已经跑在carlingford HS 前面了。最后跟贴：本帖最后由 csy26 于 2017-4-17 09:00 编辑 carlingford HS 最后发表：csy26	yxfc2003 2011-12-26 07:08	41902	csy26 2012-2-1 22:38
请问 International Baccalaureate School 是啥性质的学校最后跟贴：我家弟弟小学也是IB的。最后发表：jinluo	shyyh 2012-2-1 19:08	71522	jinluo 2012-2-1 22:24
对比 2011 HSC 的二个人最后跟贴：有的家长太纠结表面上的所谓的“精英” “私校”之类的了，其实有更重要的东西被忽略了淡定些，神马95， 59都是浮云善哉善哉最后发表：limit-2010 ...2	waterjuice 2012-1-30 14:53	443767	limit-2010 2012-2-1 20:28
canterbury girl's secondary college这所学校如何?请有孩子在这所学校读书的爸爸妈妈介绍一下最后跟贴：这个学校有zone的。我两个同事都是这个学校毕业的，有一个非常喜欢，VCE当年号称学校整体考的很好；但是另一个说她那年学校很差，她喜欢的课程都要去外校上。我觉得这所是在公校里面算总体不错的。要说生源和师资，又在Canterbury，是无法跟这个区周围的私校群相提并论的。住Canterbury girls zone里面的，有钱的大多数都私校，成绩拔尖的也可以考奖学金。而且好私校都在家里附近。最后发表：loushenghong	妞妞妈 2012-1-28 14:30	21786	loushenghong 2012-2-1 19:22
转贴《变形计》富二代和山里孩子互换身份最后跟贴：这个节目也改变了山里孩子的命运！最后发表：公主 ...2 3	蛋挞 2012-1-13 14:19	675015	公主 2012-2-1 10:06
"换妻" --看看别的妻子是如何为妻为母教育小孩的最后跟贴：我还是喜欢DINA的，积极的人生态度很重要。最后发表：milestone2011 ...2	JuJu 2012-1-8 12:43	303712	milestone2011 2012-2-1 09:55
华人重教育：孩子最需补啥课最后跟贴：华人也有开朗的交际好的，西人也有交际障碍的不开心的。这种一概而论既不严谨也没有任何意义最后发表：bensmum	百科园丁 2012-1-9 09:33	81837	bensmum 2012-1-31 20:33
大家觉得让孩子上足迹来好吗最后跟贴：看同学的FACEBOOK，比新足迹亲子版有趣多了。最后发表：D妈妈	bensmum 2012-1-27 15:42	131817	D妈妈 2012-1-31 20:24
Teenager假期都在做什么最后跟贴：学习了最后发表：笨猫	goooo 2012-1-12 10:08	152181	笨猫 2012-1-30 21:08
哪里买那种很大的school bag? 中学生用。最后跟贴：原帖由虞宅与美丽于 2012-1-30 12:02 发表 RT，谢谢! School bag不是去学校校服店买吗？最后发表：jinluo	虞宅与美丽 2012-1-30 11:02	31697	jinluo 2012-1-30 13:18
Northern Beaches Second College - Manly Campus 最后跟贴：住North Sydney, 去这个学校，交通如何？最后发表：ayuz8888	anne 2011-11-4 15:45	222523	ayuz8888 2012-1-30 11:54
done 你就别八卦了 - [阅读权限 100]	lotus1993 2012-1-25 19:32	22590	lotus1993 2012-1-27 12:40
你们都怎么控制孩子上网的？最后跟贴：如果说：上网及玩其他电游对智力发展，提高成绩，增强自信和社交能力很有用，家长是不是就没有焦虑和负罪感了？注：以上言论只是半开玩笑呦最后发表：blessed ...2 3	Barry2008 2011-12-18 18:02	605083	blessed 2012-1-26 06:45
看到这个觉得好笑--你们有木有? 最后跟贴：笑翻了，我肯定是那种mum的最后发表：蛋挞	JuJu 2012-1-24 10:48	172180	蛋挞 2012-1-25 20:13
求教一数学题最后跟贴：再次谢谢！新年快乐！最后发表：rabbitmel	rabbitmel 2012-1-21 20:04	91492	rabbitmel 2012-1-22 09:59
国内高中生理课最后跟贴：做个男人http://www.youtube.com/v/phMlaPMwOfs&feature=player_embedded http://www.youtube.com/v/phMlaPMwOfs&feature=player_embedded 最后发表：feihong	feihong 2012-1-20 20:08	01422	feihong 2012-1-20 20:08
推荐一本好书“子女上名校，父母谈心得” 最后跟贴：强！最后发表：Juliamichael	aus2005 2011-12-20 14:42	223704	Juliamichael 2012-1-20 19:18
看刘莉莉想起的问题最后跟贴：忘了在哪看到的了，一个装逼的参与者，碰到一个傻逼的主持人，被一群二逼的BOSS群殴觉得同意的加分啊，要回血最后发表：花蕾般的钟声	春来草自青 2012-1-17 00:12	292603	花蕾般的钟声 2012-1-19 22:33
请教关于中学校车的问题最后跟贴：原帖由 jennifer_lf8 于 2012-1-18 16:54 发表那就拿EPPING做例子吧，不一定看上的房子就在火车站边上对吧，比如说考上了James Ruse，那Epping火车站是有校车开过去的，这个我在网上查到了，可是我想知道的是，如果你住在校车路线的中间，是不是可以就近上车，还是只有指定的一两个地方才能上车，因为我在网上看见好象中间只提到了一个地方的停靠时间，所以不清楚是不是中间只停一个地方，还是会隔不太远就停一下的。还有一点就是我可不喜欢住在学校门口或是火车站对面，当然步行10分种到火车站是最理想的，可是也要买得起才行啊，做了6年的司机，中学绝对不想再接送了呼叫D妈妈 :) 我的经验是：校车一般都是要到指定站点上车的，但是遇到人好的司机招手也会停车，我还看见过最nice的司机，会叫正在走路的tx免费搭便车。其实bus司机也不容易啊，遇到不好的线路连上厕所的时间都没有，哪能谁招手都停车呢？最后发表：limit-2010	jennifer_lf8 2012-1-17 18:49	72305	limit-2010 2012-1-18 17:25
HSC补课老师- 求推荐最后跟贴：对的，还是要找专业老师，你可以找陈老师，很有责任心的老师，提供上门1对1的，补课还是1对1最有效果，可联系0412 196 466 最后发表：3sorrell	j0a1n2e7 2011-10-4 18:19	52218	3sorrell 2012-1-18 10:28
ｙｅａｒ　７　数学题最后跟贴：... ... 表示最后发表：oranged	rainmum 2012-1-16 21:36	162017	oranged 2012-1-17 22:02
Canterbury-Bankstown students top HSC subjects 最后跟贴：此地区除了华人外，有一定数量的越裔家庭，他们的孩子读书也很用功。上个世纪70，80年代越裔难民家庭的孩子，很多后来成为这里的专业人士。最后发表：gto52	danny1 2011-12-29 08:19	121737	gto52 2012-1-15 10:59
鬼佬孩子做数学题-----搞笑版！最后跟贴：COOL:si82 最后发表：zz_sg ...2 3	Auburn 2011-6-24 15:46	677471	zz_sg 2012-1-14 20:21
现在去澳洲还是过一年最后跟贴：原帖由 jywz99 于 2012-1-14 11:26 发表谢谢开导，儿子叫我买了所以初中各科的课本要自学，说不能落后于四中的同学。希望他能真正做到。孩子好懂事。我们家属龙的还不知道主动学习。最后发表：jinluo	jywz99 2011-11-22 20:06	292634	jinluo 2012-1-14 17:52
为女儿选悉尼寄宿女校最后跟贴：SCEGGS 只是学业比PLC 好吗？最后发表：jywz99	jywz99 2012-1-13 09:42	92019	jywz99 2012-1-14 10:23
美国念大学你就别八卦了 - [阅读权限 255] ...2 3 4 5 6..7	MyDreamhouse 2011-3-19 23:43	1828171	aus2005 2012-1-13 15:06
可以申请初中过来读书么？最后跟贴：父母可以来陪读, unitl student turns 18 最后发表：D妈妈	summer3967 2012-1-12 16:09	31347	D妈妈 2012-1-13 09:23
IB 成绩出来了。悉尼8个满分MLC Burwood占了一半最后跟贴：同感原帖由 loushenghong 于 2012-1-12 16:50 发表不理解如果不为了去英国加拿大等英联邦读书，为什么要读IB？原来看过一片比较的文章，说IB在澳洲understated，跟VCE相比，取得４５分远比９９。９５要难。再说去美国爬藤的话，IB只做参考，必须要拿SAT的。所以，我真是不理解。最后发表：Exchange	zzn 2012-1-11 09:05	92681	Exchange 2012-1-12 15:55
究竟读几年级最后跟贴：英语好读八年级合适，我儿子也是初一上读完，月底过去读七年级，不过他是2000年3月的，英语不是特别好，语言学校要读6周，所以再读一次七年级。最后发表：jywz99	兔年大吉 2011-9-5 16:55	121967	jywz99 2012-1-10 18:04
是我们华人要求高？期待高？还是我们真的聪明？最后跟贴：没有绝对的聪明只有不停地努力最后发表：3+3 ...2	北京洋娃娃 2011-12-16 11:55	515033	3+3 2012-1-9 13:13
悉尼，开学前带12岁孩子去黄金海岸玩，邀同行最后跟贴：想坐飞机。现在飞机票不是很贵。最后发表：Maggiepoon	Maggiepoon 2012-1-3 16:17	41719	Maggiepoon 2012-1-8 10:10
由prep, 4 年纪，5年纪，或是7年纪上私校各有什么利弊？最后跟贴：同意。最后发表：NicJ ...2 3 4 5	marlene603 2011-12-19 14:25	14211134	NicJ 2012-1-8 09:38
Info Day USYD&UNSW -------Wed 4th Jan 最后跟贴：是因为4号是最后一天免费该志愿：）最后发表：BGS	limit-2010 2012-1-3 15:03	241827	BGS 2012-1-7 05:26
华裔美少女全奖进普林斯顿全家受邀分享移民故事最后跟贴：原帖由 JuJu 于 2012-1-6 17:34 发表没有了, 好象那个新闻贴全被删了, 可能被要求的? 没看到，直接变成文学城的HOME PAGE。不过对这种如数家珍的列举成绩确实审美疲惫，每年美国的藤校一招生，就总有这种“全奖学生”介绍，有些麻木了。最后发表：dlvp1234	aus2005 2012-1-5 09:39	152797	dlvp1234 2012-1-6 18:50
从2012年墨尔本大学国家奖学金的获得者选择的入学专业来看亚裔高材生的择业最后跟贴：原帖由 mark2003 于 2011-12-21 14:51 发表 if you have a daughter, better not let her to study medicine. Almost every female medical intern is struggling to find a boy friend, when they finish horrible resident training: 70-80 hours/week, the ... If Girls not study Med, where do they have chance to meet those Excellent Boys? 最后发表：zz_sg ...2	守望者 2011-12-18 20:27	325153	zz_sg 2012-1-5 09:54
Faulty system in class of its own 最后跟贴：[attach]504598[/attach] With government funding both public and private schools, new arrangements must be made for fairer results. Over the past half-century, Australia has been conducting a radical experiment with schools funding. This has resulted in changes to schooling in Australia that now requires more than financial tinkering to fix. This experiment has changed the student profile in our public schools and left them to take on the ''heavy lifting'', but without the commensurate share of resources, particularly for the schools most affected. Along with their other admission criteria, non-government schools have been able to continue charging and setting the level of their private fees, and to combine this income with high levels of public funding driven by enrolments. This has increased the number and range of private school providers, generally religious. Advertisement: Story continues below The focus of school funding policy since the middle of the last century has largely been on arrangements for the public financing of disparate types of non-government school. For public schools, it has been concerned largely with what can only be called dabbling with the financing of the schools serving the least advantaged students. These schools have become progressively concentrated in the public sector. It is high time to reprise the original rationale for public funding of schooling and to consider the role of government in providing it from here on. When the former Australian colonies moved towards a democratic system of government in the late 19th century, schools were run mainly by churches and other private agencies, assisted by various forms of public funding. These arrangements were unequal to the task of delivering the mass education required for democratic citizenship. Like the Mother Country itself (and other emerging democracies), the Australian colonies introduced systems of compulsory public schooling. By the middle of the 20th century, the case for public investment in compulsory schooling was further strengthened by recognition that economic growth was fuelled by investment in human as well as physical capital. In funding public education, the critical resource governments were providing was teachers. Teaching remains the key cost driver in schooling. Most other countries have put their public investment into public school systems that are universally free or affordable. Some of these public systems include schools catering for religious or other cultural differences. Australia, by contrast, went in very different directions, with a heavy public investment in schools outside the public sector. The main reason for Australia's relatively large private school sector lies in the past willingness of the Catholic population to generate religious teachers, who donated their services to staff the religion's own non-government schools for more than a century. The rapid evaporation of this low-cost teaching force for Catholic schools provided the educational rationale for state aid. Though not widely known or acknowledged, a key feature of changes to Australia's school funding policy has been the progressive transfer of the salaries of teachers in non-government schools to the public purse. Largely bankrolled by the federal government, this has been accompanied by a shift in the balance of enrolments from the public to the private school sector. The total salary bill for non-government schools in Australia in 2009 was $7 billion. In the same year, their total recurrent grants from federal and state/territory governments was about $9 billion, well in excess of this salary bill. What has our radical experiment achieved? For a start, we have managed to produce a school system that sits oddly with our own image of our national character and temperament. It was a deep, bitter and long sectarian divide that gave Australia its dual system of public and private (mainly Catholic) schools. But the experience of the past half-century has produced a more complex mix. Human beings are herd animals. In this country, we seem to have an instinct to buy a house in the best location we can afford, partly in order to live among those who can afford to do the same. The same instinct applies when it comes to schooling. The recent HSC results in NSW demonstrate the tendency for parents of high socio-economic status to congregate their children in schools, public and private. What we have learnt is that it does not take gross intolerance or sectarianism to produce a stratified, hybrid school system where wealth, class and cultural (including religious) differences are overlaid on underlying neighbourhood and geographical inequalities. All that is needed is for parents to exercise what may be mild preferences and for schools to have a differential capacity to select their student intake. This capacity may be based on schools' overt or covert selection by academic ability, or their real or perceived status in a highly uneven market; and for one set of schools only, the public schools, to carry the legal obligations that are necessary to ensure universal access to schooling. Much of this sifting and sorting will happen whatever governments do. The question is whether governments should use public funding to fuel these tendencies or to temper them. The evidence from across the world is that putting public effort and investment into producing highly stratified systems does little to improve outcomes, and possibly depresses them overall. However much we sift and sort our children and transport them across towns and cities to schools, we still have to teach them all. And the countries that produce the best educational outcomes are those that concentrate on this reality. The Australian experience has shown that, apart from the handful that serves students from wealthy backgrounds, schools are only viable in this country if their teaching costs are fully covered by government. And this creates a basis for consensus around future funding arrangements that recognise the mutual interest across the sectors in the supply and quality of teachers for all these schools. The past decades have also shed light on the economics of different forms of schooling. If we consider the public, Catholic systemic and independent sectors from the point of view of their total per-student expenditure and pupil-teacher ratios, then the Catholic systemic schools look as if they are the most efficient. Like their public counterparts, they can achieve economies of scale through their systemic operation when compared with the stand-alone, independent schools. But their apparent efficiency rests largely on the fact that they bear none of the obligations of the public system for overall demographic planning other than to suit their own financial considerations; and that they select their students from among families that can meet private fees out of their after-tax incomes. They now largely leave the costs of educating those growing up in the lowest income families - once over-represented in Catholic schools - to the public system. While ''autonomy'' has become the latest education policy buzzword, the independent school sector has been quick to argue that this non-systemic status constitutes, in itself, a disadvantage for which such schools now need to be compensated with public funding if they are to meet any obligation to enrol students with disabilities. They even argue that this need applies even for those independent schools that have grossly superior resource levels to most other schools. The need for new public funding arrangements to enable provision of high quality and equitable schooling was recognised by the incoming Rudd government as a matter of national interest. In April last year, the then minister for education, Julia Gillard, announced a review of the national school funding arrangements, to conclude in 2011. The review panel, headed by David Gonski, handed its final report to the government on December 20. It will be released early in the 2012 school year. Our national experiment with schools funding has demonstrated that public schools are essential to the operation of non-government schools as they are constituted in this country. The Minister for School Education, Peter Garrett, has set the stage for new arrangements by formally acknowledging that public schools are the ''backbone of our education system''. He has also acknowledged the right of parents to choose non-government schools for their children. Public funding for these is now part of the fabric of schooling in Australia. There are now many parents and communities that seek to express, through various forms of non-government schooling, what they see as different or special about themselves and their children. We look to the Gonski review to provide governments with advice on how they can continue to do so without undermining the operation of a high quality public school system open to all, the provision for students' common educational needs and entitlements, or the equality of educational opportunity that is a hallmark of democracy. We also look to the Gonski review for advice on the distribution of public funds among schools that reflects differences in the teaching workload that they carry, largely reflecting differences in their student intake and in the communities they serve. It is to be hoped that the Gonski review will point out to the federal government in particular the inadequacy of funding the most hard-pressed schools though a plethora of ''special'' programs that come and go; and the need for greater investment on a sustained and predictable basis to create the conditions conducive to successful schooling. If moral arguments for increased funding are not enough, then it needs also to be recognised that the under-resourcing of the schools facing the greatest challenges is already undermining Australia's productivity. Jim McMorrow and Lyndsay Connors formerly held senior policy posts at federal and state levels. Read more: http://www.smh.com.au/opinion/so ... .html#ixzz1iU5QoxJS 最后发表：limit-2010	limit-2010 2012-1-4 20:41	01251	limit-2010 2012-1-4 20:41
HSC多少能上医科? 最后跟贴：牙医现在不收本科了，怎么读呀？是不是先读个Oral health 比较好？收分多少？最后发表：live111	hardlife 2011-12-18 09:21	72628	live111 2012-1-3 19:19