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1.
Andy Hargreaves 《Educational Research for Policy and Practice》2012,11(1):7-17
This article has two main objectives. It first outlines the first three waves of change termed by Hargreaves and Shirley (The
Fourth Way: The inspiring future for educational change. Thousand Oaks, CA: Corwin Press, 2009) as the First, Second and Third Way that defined global educational policy and practice since the 1960s. It then introduces
the main tenets of the Fourth Way, which is characterised by inspiring success stories of educational leadership and change
that have led to remarkable leaps forward in student learning and achievement. The Fourth Way is distinguished by a paradigm
shift in the change mindset of educational leaders of how they push educational frontiers to achieve a more sustainable future.
It is defined not merely as a destination but a journey in itself. Second, it considers how Singapore presents an interesting
case study of paving the Fourth Way through its many forward-looking educational initiatives and fidelity in the implementation
of these reforms. In doing so, this article also sets the stage for the other articles in this volume which cover different
aspects of the Singapore education story, from pre-primary to tertiary education, to teacher preparation, and leadership development
to the internationalization of its teacher education programmes and how educational research translates into policy and practice
in this unique nation. 相似文献
2.
Saravanan Gopinathan 《Educational Research for Policy and Practice》2012,11(1):65-70
Hargreaves and Shirley’s The Fourth Way offers a valuable framework for considering the challenges and dilemmas that confront
education change practitioners. In this article, I consider how well their framework fits the evolution and more recent changes
in Singapore education. History, context culture and aspirations are seen as providing for significant differences in the
Singapore education story. 相似文献
3.
Oon Seng Tan 《Educational Research for Policy and Practice》2012,11(1):35-41
Policy makers are often looking for solutions to develop their educational systems in today’s highly competitive knowledge-based
economy. Hargreaves and Shirley’s Fourth Way provides a useful approach in analysing policy trends, successes and pitfalls,
based on an observation of practices and research evidences in the west, particularly, the USA and the UK. This article discusses
and illustrates how teacher education in Singapore reflects the Fourth Way in action. 相似文献
4.
Chew Leng Poon 《Educational Research for Policy and Practice》2012,11(1):19-25
This article discusses the relationship between policy, research and practice in the Singapore education landscape in response
to Hargreaves and Shirley’s arguments of Fourth Way principles of educational change. Examples of recent policy developments
in Singapore are used to illustrate the interaction between judicial uses of research data and pragmatic knowledge of classroom
practices and stakeholders’ interest in policy formulation in Singapore. It is advocated that a key ingredient of the success
of Singapore’s education system is the unity of vision and mission of the people behind policy, research and practice. 相似文献
5.
In recent years, education systems around the world have been keeping a keen eye on rankings of student achievement as measured
by internationally benchmarked tests. This has led to considerable attention being paid to teasing out success factors that
may account for countries that have emerged top of the ranks or those that have shown the most rapid improvement from one
test period to the next. Singapore’s education system, which has consistently emerged as one of the higher ranking countries
has garnered much international attention as a consequence. Even as other nations are learning more about Singapore, it is
timely for Singapore to share our expertise and experience to benefit other systems. In this article, one such effort of internationalisation
is focused on i.e., teacher education and professional development programmes. The underpinning philosophy of internationalisation
is to serve the global educational community. Three models of internationalisation are expounded upon, namely; building the
local capacity of our partner countries, training the trainers, and the offering of executive leadership training programmes
to an international market. The past and future challenges of internationalisation are also discussed. The article ends with
how it began, in terms of examining Singapore’s internationalisation of its teacher education and professional development
programmes in the light of whether we are indeed, paving the Fourth Way as espoused by Hargreaves and Shirley (2009). 相似文献
6.
This article discusses the application of Shulman's “signature pedagogies” through the utilization of films for preservice teachers and school leaders in Singapore. Using the films Dead Poets Society and Ahead of the Class, this article explains how these films facilitated the participants' engagement with the surface, deep, and implicit structures of education. In the process, they applied critical thinking by arriving at criteria-based and context-appropriate judgments reflectively. The research findings reveal two broad themes. First, the educators were cognizant of the key issues, opportunities, constraints, and obstacles in teaching and school leadership. Second, they appreciated the importance of adopting situated teaching and leadership approaches to cater to the needs of various educational stakeholders. This study highlights critical thinking as a sociocultural practice where the educators (re)interpreted the films through their cultural lenses and drew on local resources and logics to deal with the challenges in teaching and the school contexts. 相似文献
7.
Ng Pak Tee 《Educational Research for Policy and Practice》2003,2(1):27-39
Nation', schools in Singapore are now asked to develop themselves into excellent schools. To support this change, the way that schools are being appraised has been changed since 2000. The school today is asked to do self-appraisal using the new School Excellence Model (SEM), which is adapted from a business excellence model. This article discusses the SEM, its major implications to the leadership and management of schools in Singapore and the areas still to be addressed in the implementation of the model. In particular, school leaders should focus on the substance and not the form of the SEM, be systemic in their approach to quality improvement in schools and truly lead the way by being the first believing and practicing member of this movement. Key Words: excellence, leadership, quality, school, self-appraisal 相似文献
8.
The article examines organisational challenges in the Finnish vocational education and training (VET) to support students’ lifelong learning pathways. Investigation of organizational challenges is done through the students’ transitions either within one school level or from one school level to another or to working life. For supporting the students’ learning pathways, it is argued here that specific attention has to be paid to collaborative practices of the personnel in order to guarantee the transitional fluency. This kind of collaboration is here called distributed pedagogical leadership. For examining the shared practices in the frame of distributed pedagogical leadership, the article introduces both quantitative results from a national survey and a Finnish VET case school and qualitative results from this particular school as several interviews of the leadership team and the teachers. 相似文献
9.
Instructional leadership practices in Singapore 总被引：1，自引：0，他引：1
Foo Seong David Ng Thanh Dong Nguyen Koon Siak Benjamin Wong Kim Weng William Choy 《School Leadership & Management》2015,35(4):388-407
This paper presents a review of the literature on principal instructional leadership in Singapore. The authors investigated the dimensions of instructional leadership in the practices of Singapore principals and highlighted the strategies these leaders adopt to enact their instructional roles. Singapore principals were found to play an active role in defining the school vision and promoting the school climate. However, in the areas of curriculum implementation and classroom instruction, the middle management team in the school played more active roles as compared to principals. Five broad conclusions were discussed to provide perspectives on instructional leadership practices in Singapore. This paper also highlighted limitations on current instructional leadership research in Singapore and pointed to areas of future research. 相似文献
10.
Dennis Shirley 《Journal of Educational Change》2011,12(2):131-139
Recent social policy reforms have sought to overcome the limitations of “First Way” strategies emphasizing the welfare state
and “Second Way” approaches advocating markets. Scholars and policymakers instead have begun to explore optimal synthesis
of the public and private sector in a new “Third Way” of leadership and change. According to one line of interpretation advanced
by Andy Hargreaves and Dennis Shirley, however, the Third Way as developed in education has ushered in a new orthodoxy of
testing, accountability, and data-driven decision making. This new orthodoxy is said to distract educators from their true
moral purposes. Hence, Hargreaves and Shirley have called for a new “Fourth Way” of change that draws upon international best
practices in education. In this interpretive essay for a Festschrift issue of the Journal of Educational Change celebrating Andy Hargreaves’ 60th birthday, Dennis Shirley revisits Fourth Way change architecture to inquire after the appropriate
role of new technologies in classrooms and schools. He retrieves the concept of mindful teaching and learning from the Fourth
Way change model and illustrates how it can be used as a lens to adjudicate various interpretations of the appropriate role
of new technologies in schools. 相似文献
11.
Singapore’s remarkable performance in Programme for International Student Assessment (PISA) has placed it among the world’s high-performing education systems (HPES). In the literature on HPES, its ‘secret formula’ for education success is explained in terms of teacher quality, school leadership, system characteristics and educational reform. This article offers an alternative explanation for the education success of Singapore and, in so doing, questions the basic assertions of the HPES literature and, in particularly, the use of PISA results as the prime indicator of the educational performance of a school system. The explanation is informed by a historical perspective on the development of the Singapore education system and based upon a body of empirical findings on the nature of pedagogical practice in classrooms, both of which are vital for understanding the educational performance of Singapore’s education system. The article concludes by addressing the implications of this analysis for educational policy borrowing. 相似文献
12.
‘Societal culture’ in Singapore can be understood as an evolving mix of ‘traditional’ and ‘modernizing’ cultural strands, complexly related to dominant political and economic processes and aligned in the pursuit of a wider national vision. Following the mid-80s economic slowdown, there was a major realignment in these cultural strands that resulted in a process of decentralization of the education system, and a rethinking of the principal's role. Though the immediate effect of this was the creation of independent and autonomous schools, a space for autonomous action was opened up generally for school principals who were willing and able to seize the opportunity. We draw on two case studies of improving Singapore secondary schools to explore the links between societal culture, school leadership and school improvement. We argue that although both of the case study principals appropriated aspects of societal culture as part of their improvement strategies, it was the nature of the appropriation that made the schools and leadership styles distinctive. 相似文献
13.
In this article, we discuss principals’ perspectives on the priority given to the place in the curriculum of and the supporting practices related to health and sustainability education in schools in Denmark (for pupils aged 6–16). The study is situated within the discourses about critical health and sustainability education and treats the two issues as societal challenges that are important to address in schools as educational examples. We draw on the literature on school leadership challenges linked to global neoliberal trends in educational reform. The context of the study is the ongoing school reform in Denmark. The data were generated through an online survey of principals in Denmark (n = 118). The findings show that although the principals view school as an important arena for health and sustainability education, their actual support for such education lags behind. Health education is prioritized somewhat more than sustainability education; however, both are characterized by insufficient attention to teachers’ professional development and the low prioritization of collaboration within the school and between the school and community actors. Acknowledging the contradicting demands that principals face in the context of the reform, we argue for reconnecting the concept of leadership with the wider purposes of schooling and for providing space for an emergent, whole-school curriculum that addresses health and sustainability. 相似文献
14.
《Africa Education Review》2013,10(1):51-67
Abstract In this article we critically engage with some of the challenges and issues pertaining to the implementation of the Advanced Certificate in Education: School Leadership following a national agreement by the national Department of Education, provincial education departments and several universities. The rather idealised vision of the programme to provide learning opportunities to promote quality education in South African schools through the development of a corps of education leaders who apply critical understanding, values, knowledge and skills to school leadership and management in line with the vision of democratic transformation seemingly meshed with our own approach to the development of leadership. However, consequent to the planning, budgeting and implementation of this school leadership programme we realised that realities posed serious challenges. In this paper we narrate how it became increasingly clear how “the devil is in the detail”. 相似文献
15.
Michelle Jones Donnie Adams Mabel Tan Hwee Joo Vasu Muniandy Corinne Jacqueline Perera Alma Harris 《Asia Pacific Journal of Education》2015,35(3):353-365
This article outlines the findings from a contemporary study of principals' leadership practices in Malaysia as part of the 7 System Leadership Study. Recent policy developments within Malaysia have increased principals' accountability and have underlined the importance of the role of the principals in transforming school performance and student learning outcomes. This article draws upon emerging empirical evidence about principals' leadership practices and highlights some of the challenges associated with the new accountability expectations and demands placed upon principals in Malaysia. It provides a contemporary insight into the way in which principals in Malaysia view their leadership practice. The article proposes that despite the pressure on them to secure better school and student outcomes, principals in Malaysia increasingly view their leadership practices as transformational and distributed. 相似文献
16.
Alma Harris 《Journal of Educational Change》2011,12(2):159-171
This article outlines how the work of Andy Hargreaves has significantly and substantially informed our understanding of educational
change, particularly systemwide change, by drawing upon his most recent research and writing to consider what is known about
the process of successful, large-scale reform. It focuses on some of the “fallacies of change” derived from a recent project
of high performing organizations the author has co-directed with Andy Hargreaves and then considers an alternative way of
realizing and sustaining large-scale reform—described as the Fourth Way by Hargreaves and Shirley (The fourth way: The inspiring
future for educational change, Corwin Press, Thousand Oaks, 2009). The article reflects upon the current reform process in Wales in relation to Fourth Way principles and considers the development
of professional learning communities as a deliberate strategy for building and sustaining the capacity for systemwide change. 相似文献
17.
This research paper is about the role of the principal in enabling teacher leadership for pedagogical innovations and school
improvement studied in two Innovative Designs for Enhancing Achievements in Schools (IDEAS) schools in Singapore and Australia
over a 3-year period from 2005 to 2007. The research reported is based on the developing relationship between principals and
teacher leaders as they collaboratively engage in a process of whole school improvement. Both case study schools used the
IDEAS school improvement program which originates from the Leadership Research Institute, University of Southern Queensland.
The cases trace the facilitation of the IDEAS process in each school and highlights the centrality of teacher leadership in
bringing about change in school-wide pedagogy and a process of school re-culturing. It underlines the fact that principals
need to support the enabling of leadership among teachers by giving them the space, time and responsibility to make decisions
about curriculum work and ensuring that these are aligned with new organizational structures and processes. The paper discusses
how the schools were different and yet similar in many ways between the two countries, Singapore and Australia, with regard
to the nature of the enabling processes for organizational revitalization and school capacity building. It draws out some
implications for school leadership and school improvement. 相似文献
18.
祝刚 《华东师范大学学报(教育科学版)》2022,(2):114-126
全球教育变革的意义、动力与实践模式正在发生新的范式转变。面对全球以新自由主义为主导的教育改革运动,国际知名教育变革与教师教育学者丹尼斯·舍利教授与同事提出了旨在促进可持续发展、创新和包容的全球教育变革的"第四条道路"。目前,"第四条道路"变革模式已经在芬兰、加拿大、新加坡和韩国等国家开展。针对教育变革所面临的一系列新紧迫性,丹尼斯·舍利教授分析了他提出的以"中间引领"与"社区组织"为突破口的教育改革模式。鉴于教师教育在全球教育变革的重要性,丹尼斯·舍利提出了正念型教师的概念,探讨了教师教育中需要发展的5种类型的专业资本,即人力资本、社会资本、决策资本、道德资本和符号资本。同时,丹尼斯·舍利还关注教育变革背景下教师的幸福感与不同样态的教师文化。针对人类面对的全球性问题,如新型冠状病毒和气候变化,丹尼斯·舍利呼吁通过跨文化对话和交流,同时加强人文课程来应对这些挑战。就上述问题,本次对话从理论进路与实践样态两方面开展了深入的学术对话,以昭示"第四条道路"关照下的教育领导变革与教师专业发展。 相似文献
19.
新加坡的学校领导培训实践不断发展与完善,自1984年至今,新加坡主要有两大校长培训项目,即教育管理文凭(DEA)和教育领导者计划(LEP)。新加坡校长培训项目的主要特色及其对我国校长培训的启示为:强调合作学习,共同创造知识;重视构建愿景、规划未来以及构建完善的保障机制。 相似文献