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1.
Introducing a Teacher Evaluation System Based on Teacher Effectiveness Research: An Investigation of Stakeholders’ Perceptions 总被引：1，自引：0，他引：1
Leonidas Kyriakides Demetris Demetriou 《Educational Assessment, Evaluation and Accountability》2007,20(1-2):43-64
Teacher Effectiveness Research (TER) could be a foundation upon which a valid teacher evaluation system could be built. However, even a technically exceptional evaluation system may be doomed to fail if the political dynamics that influence its implementation are not examined. This study examines the extent to which a proposed teacher evaluation system based on TER is possible to gain acceptance from the main stakeholders of the Cypriot educational system. The extent to which stakeholders’ reactions to the proposed system are associated with their personal interests and concerns is also investigated. Both groups recognized that TER could be a foundation upon which a valid teacher evaluation system could be built but were critical of suggestions that might reduce their professional power. In order to reach consensus, policy makers should establish procedures to ensure a clear understanding among stakeholders of both the theoretical assumptions of the proposed system and the type of concerns that stakeholders might have against change. 相似文献
2.
Leonidas Kyriakides Demetris Demetriou 《Journal of Personnel Evaluation in Education》2007,20(1-2):43-64
Teacher Effectiveness Research (TER) could be a foundation upon which a valid teacher evaluation system could be built. However,
even a technically exceptional evaluation system may be doomed to fail if the political dynamics that influence its implementation
are not examined. This study examines the extent to which a proposed teacher evaluation system based on TER is possible to
gain acceptance from the main stakeholders of the Cypriot educational system. The extent to which stakeholders’ reactions
to the proposed system are associated with their personal interests and concerns is also investigated. Both groups recognized
that TER could be a foundation upon which a valid teacher evaluation system could be built but were critical of suggestions
that might reduce their professional power. In order to reach consensus, policy makers should establish procedures to ensure
a clear understanding among stakeholders of both the theoretical assumptions of the proposed system and the type of concerns
that stakeholders might have against change. 相似文献
3.
实施素质教育是我国教育的战略决策。学校教学管理部门应重新审视自己的职能定位,开拓新的工作思路。其中,引导教师转换角色、更新观念;支持教学目标系统的创新改造;拓展教学管理工作的职能,尝试进行服务式管理等三个问题构成了教管部门新的改革课题。 相似文献
4.
We understand very little about what is special that leaders do to facilitate improvement that is both transformational and lasting in previously persistently failing schools in the United States. Relatively little is understood about change not just during the initial turnaround stage, but that endures on the larger journey as the school becomes a healthy organisation for adults and students. This lack of understanding is likely due to the lack of data sources because schools struggle to attain turnaround, let alone maintain the improvement and continue to grow. We conducted a literature review of frameworks implicated in leading a sustained school turnaround. This study synthesises existing frameworks relevant to implicated constructs of (1) school turnaround, (2) effective educational leadership, (3) turnaround external to education, and (4) sustained improvement external to education through developing a cohesive set of practices to inform the work of researchers and practitioners. We end by suggesting that this framework be tested and refined through examination of principal data so that it more robustly represents the work that leaders of sustained improvement undertake. 相似文献
5.
School leaders can ally with other educational stakeholders to encourage undocumented student persistence in Pk-12 schools. We explore (1) how school leaders create systems of support for undocumented and newly arrived immigrant students, and (2) how school leaders interpret and implement policies or school structures that affect student educational access. Border crossing theory guides our examination of how school leaders traverse and transgress borders that can impede students' education. This embedded case study included interviews with nine administrators working on the US-México border. The study finds that leaders expected to make a difference in students' lives by focusing on relationships and programming, committing to equity, and resisting deficit thinking about students and their families. 相似文献
6.
Systems theory and thinking are fundamental for the effective application of human performance technologies and instructional
design to organizational and educational change efforts. One of the cornerstones of systemic change is the involvement of
all stakeholders in what is termed participatory- or user-design. While the value of including the users in the creation of
large systems of education and human performance (such as training, computer systems, and curriculum) is apparent, the reality
of such inclusive efforts has a history of failure. Meeting the challenge of shifting power dynamics, empowering stakeholders
and educating for design must, at some level, fall to the leaders of any dynamic organization. This paper describes systemic
change as a context for user-design and defines user-design in that context. Approaches to user-design are explored, including
ethnographic field methods, cooperative design, and action research-based user-design as applied to the creation and implementation
of new technologies. A proposed research plan for the advancement of user-design practice concludes the work. 相似文献
7.
Artificial intelligence (AI) refers to a type of algorithms or computerized systems that resemble human mental processes of decision making. Drawing upon multidisciplinary literature that intersects AI, decision making, educational leadership, and policymaking, this position paper aims to examine promising applications and potential perils of AI in educational leaders’ data-informed decision making (DIDM). Endowed with ever-growing computational power and real-time data, highly scalable AI can increase efficiency and accuracy in leaders’ DIDM. However, misusing AI can have perilous effects on education stakeholders. Many lurking biases in current AI could be amplified. Of more concern, the moral values (e.g., fairness, equity, honesty, and doing no harm) we uphold might clash with using AI to make data-informed decisions. Further, missteps on the issues about data security and privacy could have a life-long impact on stakeholders. The article concludes with recommendations for educational leaders to leverage AI potential and minimize its negative consequences. 相似文献
8.
Shun-wing NG 《Asia Pacific Education Review》2007,8(3):487-499
The decentralization of the power of school governance is one of the recent trends of educational development in a global society in which the notion of parents as stakeholders and partners of state education is being gradually recognized, albeit at different paces, in several Asian countries. This paper attempts to analyze the chronological development of parent empowerment in Hong Kong. By examining the education policy documents of Hong Kong in the last three decades and looking into related debates in education reforms, the author conceptualizes five phases of development of parent empowerment which include (1) the period of absolute quiescence and acquiescence; (2) the period of wakefulness of parents’ rights and responsibilities, (3) the period of enhancing communication; (4) the period of accountability; and (5) the period of parents as partners. 相似文献
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11.
“External” Organizations and the Politics of Urban Educational Leadership: The Case of New Small Autonomous Schools Initiatives 总被引：2，自引：2，他引：0
Meredith I. Honig 《Peabody Journal of Education》2013,88(3):394-413
Members of organizations traditionally outside public school systems have begun to take on central, and in some cases internal, leadership roles and responsibilities in the implementation of ambitious educational improvement initiatives. How are these arrangements playing out in practice? This article explores that question with a 3-year qualitative investigation of the participation of two such organizations—a school reform support organization and a consortium of foundations—in the implementation of new small autonomous schools initiatives in Oakland (California) and Chicago. Using Malen's politics of implementation framework, this article reveals how external organizations influenced the implementation of district initiatives with significant consequences for both the reform strategy and their own ability to sustain their involvement in implementation over time. The article concludes with implications for the research and practice of educational leadership. 相似文献
12.
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
13.
Kathryn S. Hoff 《Higher Education》1999,38(3):311-331
As the leaders of today's higher educational institutions create and enhance their vision to meet the needs of the changing student population into the twenty-first century, the skills and attributes required are also changing. This article provides an overview of those skills and attributes viewed as valuable in this changing environment, such as encouraging reflective backtalk and the ability to see the long view; the roles (e.g., figurehead, leader, and liaison) and relationships (both internal and external to the institution) in which the leaders are engaged; governance and organizational structures of colleges and universities (particularly in the United States); the culture, values, and vision of these institutions; and strategic planning and financial management processes required. It is imperative that the leaders and managers of our higher educational institutions embrace all their roles, share responsibility with formal and informal leaders from faculty and staff groups, and recognize and embrace change. 相似文献
14.
Reidun Tangen 《Scandinavian Journal of Educational Research》2014,58(6):678-694
This paper addresses ethical issues in educational research with a focus on the interplay between research ethics and both internal and external quality of research. Research ethics is divided into three domains: (1) ethics within the research community; (2) ethics concerning relationships with individuals and groups directly affected by the research, and (3) ethics related to the external value and role of educational research for various user groups and for the quality of education. The three domains represent different stakeholders and interests. The paper presents an ethical matrix method including three types of matrices. The method combines a systematic and a case-based approach to ethical problems and possibilities. The purpose of the matrices is to serve as a framework for identifying, reflecting, analyzing, and discussing ethical issues and balancing ethical dilemmas in educational research and development. 相似文献
15.
Alan Skelton 《School Leadership & Management》2013,33(2-3):229-238
This paper reflects upon the recent wave of integrated curriculum programmes which have been introduced into a number of Sheffield secondary schools with the support of the Curriculum Development Initiative (CDI) and the School‐Focussed Secondment (SFS) Programmes. It compares the initial expansionist phase of implementation (1987–88) with the present move towards confinement, and explains this change with reference to external and internal factors. It argues that as a result of these factors, the central justifying principle for curriculum integration is gradually shifting within Sheffield schools, with transition issues replacing radical educational change as the primary public focus. The final part of the paper considers internal organisation and management issues and offers some practical advice for those with curriculum development responsibilities in schools. 相似文献
16.
Jack W. Lemon L. Pendleton Armistead Jane S. Armistead 《Community College Journal of Research & Practice》2013,37(2):159-167
To adapt to a changing environment, many community colleges are experimenting with new management and decision‐making structures. A number of these structures include self‐managed teams that consist of employees from various levels and areas of responsibilities. This study is an assessment of the effectiveness of team leaders at College of the Mainland, Texas City, Texas. The study included the identification of new leadership skills needed by team leaders and a comparison of the perceptions of team members with those of team leaders regarding the utilization of those new skills as well as the use of some of the more traditional leadership skills. Communication skills were found to be among the most valued within the team management structure. The implementation of preparation programs for team leaders that include the enhancement of communication skills was among the recommendations made. 相似文献
17.
Winston J. Hagborg 《Psychology in the schools》1995,32(1):46-51
One program suggested for personalizing a school's educational program is small group advisory. High school student perceptions of their year-long group advisory program were collected, and high and low student satisfaction groups compared. Satisfied students were more often female, rated their advisory groups as more cohesive, and viewed their teacher advisor as more caring, less directive, and permitting greater student verbal freedom. Also, satisfied students rated their advisory meetings as less often marked by student disruptiveness, more engaging, and less superficial. Notably, student satisfaction was not found to be related to a student's socioeconomic background, performance, or school adjustment, suggesting that group advisory could offer a unique contribution to school life. However, drawing together all student perceptions, reactions to the advisory program were mixed, since students were doubtful about its possible benefits, modestly satisfied, and divided in their desire to continue in the program. The eventual decision to abandon the advisory program at this school is placed within the context of school reform and school change. 相似文献
18.
高校图书馆作为大学生的“第二课堂”,它具有育人的职责和义务。文章分析了图书馆的资源建设、环境建设、对外服务和制度管理等四方面的工作与图书馆育人功能之间的关联,论述了如何通过这四个途径,实现图书馆的育人功能。 相似文献
19.
Patricia Martha Stringer 《Educational Research for Policy and Practice》2009,8(3):153-179
Capacity building is now mentioned synonymously with school improvement in much of the literature with an absence of debate
on the implications of political, social and economic trends. This article explores capacity building in one low decile, multicultural,
New Zealand primary school. The research, positioned within an interpretivist paradigm, utilises a case study and grounded
theory approach to explore four aspects: 1. processes that enhance improvement; 2. internal and external influences on capacity
building; 3. wider societal factors that influence the development of capacity; 4. links between capacity building and improvement.
This article suggests that capacity building for school improvement is time and context dependent and is unique to the setting.
It occurs in response to individual, collective and systemic need in ways that sustain equilibrium while moving towards improvement.
The paper explores key attributes of capacity building: vision; stakeholders as change agents; school culture; professional
development. Practices that are examined include knowledge production and utilisation; division of labour; roles and responsibilities;
a switching-on mentality. These groups of factors lend themselves to a discussion of four important themes in the capacity
building and school improvement process: situated activity; connectedness; leadership, governance and management; outcomes.
This article concludes that the confluence of these contributing factors enables tensions and needs of context to be managed
in ways that ensure equilibrium of people, school and system while moving in the direction of improvement. 相似文献
20.
《Journal of educational and psychological consultation》2013,23(1):47-57
The value and relevance of Alpert's (1977) guidelines for school consultants are reconsidered after 1 1/2 decades of significant societal changes that have resulted in calls for educational reform and restructuring. The debate over the Regular Education Initiative-its underlying assumptions, its proposed methods, and aims-is discussed as an illustration of the necessity for an informed and realistic approach to planned change. Recent additions to the literature on planned change are considered, particularly those pertaining to specific methods and strategies necessary for successful implementation. The importance of institutionalization as the terminal stage of a planned change is also discussed. Finally, the potential impact of the educational reform movement on the role of the school psychologist is addressed. 相似文献