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Tsafi Timor 《School Leadership & Management》2017,37(1-2):94-119
The study explored the perceptions of student-teachers of educational leadership and management with regard to the roles of homeroom teachers and subject teachers in secondary schools. The participants of the study are students in the biggest College of Education in Israel. The analysis was conducted on the students’ posts in an online forum of an academic course using qualitative and quantitative methods. The students’ posts indicated a differentiation between the perceptions of the two roles on the level of ideology as opposed to the practical level. The most prevailing leadership model that emerged from the findings is transformational with four other models, all of which are congruent with the humanistic approach to teaching. Further research should focus on the gaps between school reality and teacher education programmes in order to facilitate the induction phase for novice teachers. 相似文献
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Despite strong support for inclusive education in principle, many teachers and administrators still demonstrate mixed responses to the inclusion of certain students in their classrooms. Students with specific learning difficulties (SpLD) form a large group of students in inclusive classrooms yet some provincial, state and national jurisdictions fail to acknowledge the existence of these students. Not acknowledging and understanding these students can deny them the recognition and resources necessary for their genuine participation in education and, in turn, society. The aim of this study was to examine British in-service secondary teachers’ attributional responses to students with and without specific learning difficulties. The participants included 122 British secondary school teachers who were surveyed in response to vignettes of hypothetical male students who had failed a class test. The study found that while teachers attributed more positive causes towards students without SpLD, they exhibited more negative causes towards students with SpLD. Teachers’ causal attributional outcomes of students’ level of achievement can impact upon the students’ own attributions, with teachers’ responses for students with SpLD having the potential to, unintentionally, influence students’ own sense of self-efficacy and motivation. The paper concludes with a consideration of the implications of the research and recommendations for practice. 相似文献
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T.A.W. N. MacKay J. M. Boyle 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2):187-196
A questionnaire survey was conducted in all primary schools in the Dunbarton division of Strathclyde region (N=117) to obtain the views of headteachers regarding the involvement of local authority educational psychologists in the area of learning difficulties. This was a follow‐up to a previously published study of the views of learning support coordinators in secondary schools throughout the division. The results of the primary survey are presented and comparisons made with the secondary schools. The findings suggest that schools perceive psychologists as having a central role to play in the area of learning difficulties but indicate a considerable shortfall between present and desired levels of service. It was also noted that after more than a decade of reconstruction of psychological services in which a major theme has been a reduced emphasis on direct work with individual children, the traditional role of individual assessment and counselling is the one which continues to be strongly endorsed by teachers. Some implications for psychological services and schools are considered. 相似文献
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《Critical Studies in Education》2013,54(3):299-310
This paper outlines a theory of the educational encounter, the space of, and the right to that encounter. Situated in response to neoliberal educational reforms, this theory is developed through a reading and synthesis of the educational theory of Gert Biesta, the architectural component of his theory, and literature on the right to the city. The author argues that the notion of the encounter is latent yet central in Biesta’s work and that it can be further cultivated and more precisely attended to by turning to theoretical work on the right to the city, which is engaged here primarily through the lens of the encounter. Several themes are drawn out from the literature that can help in formulating a theory of the educational encounter such as the habitat/inhabit dialectic, the use/use-value/exchange-value framework of space, and the role of struggle in the production and maintenance of space. 相似文献
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《Paedagogica Historica: International Journal of the History of Education》2012,48(5-6):591-616
The works of the Belgian neurologist and educationist Ovide Decroly (1871–1932) extended over the medical and pedagogical fields as well as both the practical‐professional and the theoretical‐disciplinary fields. For this reason, Decroly seemed to be a suitable starting point for a contribution to the problem outlined by Hofstetter and Schneuwly of “the birth and development of a disciplinary field in education”, all the more so because they proposed that the topic be broached from “the role of institutes and congresses”. Putting Decroly in the centre of our perspective offers a double advantage. The making of science, thus also the discipline‐formation process, is an inherently communicative and social event and is bound to the individual or “the actor as an agent of change”. In addition, a case study of Decroly gives the opportunity to test against a multitude of different congresses the concrete problem of the birth and development of a disciplinary field in education. In the limited scope of an article, however, it is not possible to analyse all these congresses in detail. In spite of his apparently very wide‐ranging congress itinerary, two constants struck us: first, it turned out that Decroly in his presentations limited himself to only a handful of closely related subjects, and, second, two associations predominated throughout Decroly's entire congress itinerary: the Société protectrice de l'enfance anormale (SPEA) and the Société belge de Pédotechnie (SBP). The SPEA and the SBP seemed to form a bridge between the academic‐institutional level and the communicative level of the congresses. The two associations, which can be considered networks that operated at the intersection of the theoretical‐disciplinary and the practical‐professional fields, thus provided a promising way for the authors to operationalize their objective – the study of congresses and institutes starting from Decroly. This article will proceed in three stages. First, the SPEA and the SBP will be introduced and the relationship Decroly had with these associations will be examined. Then, the extent to which the SPEA and the SBP determined Decroly's congress itinerary will be examined, and on the basis of Decroly's relationship with these associations, it will be shown how they contributed to the institutionalization of the educational sciences in Belgium. Finally it is wondered whether, by shifting the focus from congresses and institutes to networks, one does have a concretization of what Hofstetter and Schneuwly, refering to Stichweh, call the “(predominantly) secondary disciplinarization” of the educational sciences? 相似文献
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Janet Bottoms 《History of education》2013,42(3):267-282
I have advocated the cause of technical education for thirty years, for I have seen how, slowly but surely, year by year, and step by step, the Germans more than any other nation, have made advances, solely through the superior instruction of their people. (A.J. Mundella, Hansard CCCXVIII, 9 August 1887, 1849) 相似文献
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This study explores the structure of French teachers’ educational beliefs. First, instruments to measure these beliefs are adapted and developed. Data is collected through focus group discussions and an online survey (n = 302). Factor analyses reveal a three-factor structure to measure teachers’ general beliefs about teaching and learning: ‘beliefs about student regulation of learning processes and knowledge construction’, ‘beliefs about teacher regulation of learning processes’, and ‘beliefs about knowledge reproduction’. Furthermore, a two-factor structure to measure teachers’ subject-specific beliefs about French language teaching is found: ‘traditional beliefs about French language teaching’ and ‘constructivist beliefs about French language teaching’. Second, this study explores the relationships between and within teachers’ general beliefs about teaching and learning and their subject-specific beliefs about French language teaching. Results show two distinct and independent belief structures: a traditional and a constructivist belief structure. Via cluster analyses, two clusters of teachers are found whose beliefs are consistent with these belief structures. 相似文献
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Maaike van der Vleuten Eva Jaspers Ineke Maas Tanja van der Lippe 《Educational studies》2016,42(2):181-200
This study aims to explain why boys and girls in secondary education choose different educational tracks. We argue that adolescents internalise gender expectations as to what is “appropriate” male and female behaviour in their gender ideology. Gender ideology can affect educational choices by influencing (1) how adolescents evaluate their competence in certain subjects (competence beliefs), (2) what they find important in a future occupation (occupational values) and (3) what school subject they prefer right now (subject preferences). Longitudinal data collected among adolescents at age 15 and 16 (N = 1062) are used. Multinomial path models show that gender ideology shapes boys’ occupational values and subject preferences, whereas for girls it shapes their competence beliefs. Only for boys this leads to gender-stereotypical educational choices, however. Our results support the idea that gender expectations are stricter for boys than for girls and may prevent men from entering more feminine career tracks. 相似文献
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This study examines impact of the educational use of Facebook group on the high school students’ proper usage of language. The study included thirty students who attend 11th grade in a high school in Trabzon, Turkey. Firstly, preliminary data about Facebook usage of students were obtained to understand the factors that motivate students to use Facebook and whether they use them for the educational purpose or not. Then, a Facebook group was created, in which a literature teacher was assigned as the guide of the group. This study lasted twelve weeks. The students’ assignments such as compositions, poems, and vignettes, discussions, the teacher’s views and observation, data from the interviews with participants were analyzed in this study. Results from this study indicated that that Facebook group was effective on issues such as development of writing abilities of students, communication and cooperation between teacher and students, and cooperation and communication among students. The original idea for this research was to determine that proper usage of language can be improved in social context if Facebook group is created as a flexible online community with interactive and reflective activities, effective tool of sharing and communication. This study demonstrates how Facebook can successfully be used in educational environment appropriately. 相似文献
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《Journal of Further & Higher Education》2012,36(2):291-301
This article provides a citation analysis of Lave and Wenger’s work on ‘communities of practice’ and ‘situated learning’ over the period 1991–2001. The data relate to educational research in the UK, although comparisons are made with the USA. The findings indicate that although the text was incorporated and heavily used within educational research over the period of the study there were very few citations that could be identified as cumulative. The discussion considers the value of using citations as an indicator of quality within any research excellence framework and argues the case for taking a broader, more qualitative approach to assessing research quality in the social sciences. 相似文献
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This article, through looking at mothers’ modes of engagement with their children’s education, proposes an integrative analytical approach to the study of the making of mothers, mothering, and motherhood. The article presents and brings into dialogue four different bodies of anthropological and sociological literature: mothering as a form of care work, anthropological work on child-rearing in different cultural settings, sociological studies of the class negotiation of home–school boundaries, and the theoretical and empirical literature on consumption in post-industrial society. Bringing together ideas of care, culture, class, and consumption into one analytical framework is crucial for attending to, in holistic fashion, the complex ways in which mothering, in different social–cultural contexts, is perceived and practiced. 相似文献
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Dorthe Staunæs 《Journal of educational administration and history》2011,43(3):227-247
This article critically explores how educational leadership is becoming increasingly affective in order to cultivate pupil potential and thereby meet the challenge of creating the best schools in the world. It critically analyses policy and handbook approaches to affective educational leadership technologies by showing the difficulty in keeping promises and by introducing the Massumian distinction between possibilities and potentiality. The analysis draws upon the notion of governmentality and the ‘affective turn’, and highlights affective, educational, leadership technologies as they appear in contemporary leadership handbooks in Denmark using four examples: (1) How school becomes the managed core of society. This reshapes educational leadership as onto-power, which means governing through ideas and materialities of perception and neurons. (2) How affectivity becomes synonymous with positive feelings, while more indeterminate parts of affectivity are neglected. (3) How educational leadership becomes a matter of governing the future through simulation and imagination. (4) How affective leadership is energised by a temporally and spatially structured bio-morality. I argue that such discourses tend to maintain the status quo rather than challenge basic premises and thereby, the edifying nature of the technologies paradoxically overshadows the possibilities promised by the technologies. 相似文献
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A discussion of the developing role of educational psychologists within Children’s Services 总被引：5，自引：5，他引：0
This paper reflects upon the developing role of educational psychologists (EPs) within the local authority Children’s Services, from the starting point that the EP role has, through numerous reviews, been clearly conceptualised. Detailing the philosophy and framework for the inception of Children’s Services in England, the authors propose two specific directions for EP work within this context. With an illustrative case study of one local authority EP service, it is argued that, whilst the core EP functions remain constant, it is the range and derivation of EP work which is being, and will continue to be, transformed. Reinforcing Stobie’s emphasis from 2002 upon EPs’ ability to respond flexibly to the changing socio‐political context, and the associated challenges for initial professional training, the authors highlight the significance of issues of role specialisation, commissioning of educational psychology services, and evaluation of the outcomes of EP work. A strategy for future EP role reviews is proposed. 相似文献
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Fanny Pettersson 《Education and Information Technologies》2018,23(3):1005-1021
In this review focus is on how digital competence in educational contexts has been addressed in international research over the last 10 years in terms of policy, organizational infrastructures, strategic leadership as well as teachers and their teaching practices. The analysis shows that although research on digital competence in educational contexts has increased, knowledge on digital competence related to organizational infrastructures and strategic leadership are sparse. The analysis indicated that most research focuses on the specific competence needed by teachers and therefore tends to neglect the influence of broader contextual conditions in the wider school setting. Based on the review, three suggestions for further research can be provided. Firstly, to address research on organizational infrastructures and digital competent leadership. Secondly, to elaborate on theoretical frameworks that can close the gap between research on policy, organizational infrastructures, strategic leadership as well as teachers and their teaching practices. A third suggestion is for researchers to become involved in the development of new approaches that can enhance digital competence in educational contexts. It can be concluded that digital competence might not benefit from being regarded as an isolated phenomena on the level of single actors. Rather, it can be regarded as an organizational task, influenced and driven by several contextual factors embedded within and across a wider school organization. 相似文献