首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 46 毫秒
1.
There are significant lacunae in the otherwise highly progressive documents on early school leaving prevention from the European Commission and Council in 2011, as part of the EU2020 headline target of 10% early school leavers across the EU. These documents offer no explicit account or analysis of the voices of children and young people, nor vision of systemic accountability of schools to students’ needs. This article argues that key problems of early school leaving can be interpreted as system level blockages in communication, including blockage in communication of children's voices. It seeks to develop a conceptual framework for understanding relational systems by reinterpreting a particular dimension of the structuralist anthropology of Lévi-Strauss’ cross-cultural examination of systems of relation, namely, the interplay between diametric oppositional and concentric relational spaces. The theoretical framework proposed in this article will also seek to translate structural features of system change into structural indicators for system scrutiny and accountability. Identification of key structural indicators is to facilitate change beyond blocked, diametric school space and towards concentric relational spaces in the school system — based on diverse accounts of students’ voices and needs in specific European contexts, as part of a potential strategy at European level to prevent early school leaving. Emerging issues highlighted as an agenda for reform include authoritarian teaching, alternatives to suspension, splits in communication, emotional supports, teacher conflict resolution skills and substantive structures and processes for active student voices in school.  相似文献   

2.
New accreditation requirements for Australian initial teacher education programs require that universities and schools establish quality partnerships to ensure strong links between pre-service teachers’ university-based learning and school-based professional learning experiences. This paper focuses on the shifts of identity, thinking and practice that occurred for five school-based mentor teachers as they co-created new professional experience practices alongside university-based teacher educators in a Teaching Academies of Professional Practice (TAPP) project. Interview data was analysed through the theoretical framework of Dialogical Self Theory to examine how the repositioning of mentor teachers as fellow teacher educators allowed for expansion in the understanding and enactment of their role. The findings of this study suggest that partnerships between schools and universities can enhance learning opportunities for all participants when commitments are made to creating collaborative and dialogical spaces to support new approaches to teacher education.  相似文献   

3.
School districts within the USA face ever-decreasing autonomy in rendering decisions regarding instruction, curriculum and the leading and managing of schools at the local level due to the ever-increasing accountability measures implemented by district, state and federal governments. This study investigates a joint university–school district partnership designed to develop turnaround administrators by exploring the tensions between autonomy and accountability. The findings indicate that mandates force educators to find new spaces that are contextually appropriate and effective in exercising their autonomy and accountability within a conceptual model for partnerships between schools, districts, universities and the governing bodies that regulate them.  相似文献   

4.
Understanding teacher educators’ reasoning about critical moments in negotiating authority can inform efforts to foster democratic teacher education practices and prepare future teachers to teach democratically. We know very little, however, about critical moments in negotiating authority, particularly in teacher educators’ practices. The purpose of this study was to examine, using self-study methodology, a teacher educator’s assumptions and perspectives about purposefully and explicitly negotiating authority through grading and accountability processes in an undergraduate teacher education course. From a critical pedagogical lens – concerning the intersection of classroom power relations, democratic citizenship, and student growth – the findings suggest that seeking legitimacy through consensual acceptance, responding to students’ expressed interests, and constructing knowledge through continual questioning present potential frameworks for constructing purposeful pedagogical partnerships consistent with democratic aims in teacher education.  相似文献   

5.
The quality of how technology is addressed in teacher education programmes is conditional for how student teachers apply technology in secondary schools after their graduation. Two technology-infused courses of one teacher education programme were evaluated. In line with studies on the development of pre-service teachers’ technological, pedagogical and content knowledge, two important enablers were distinguished: (1) teaching practice to enact what was learned in teacher education institution as well as to receive feedback from students on this enactment, and (2) modelling of teacher educators and teachers in school. Both enablers might require further development of knowledge and skills of both teacher educators and cooperating school teachers.  相似文献   

6.
Partnerships between informal learning environments and schools have been cited as an innovative, effective way for museums, galleries and schools to work together to enrich classroom curricula, support student success, and facilitate the utilisation of available community museum and cultural resources. This article reports on findings from a multi‐year, exploratory arts outreach programme for 31 elementary and secondary visual art educators from a rural school district in the American South. The outreach programme was conceived in partnership with faculty from the neighbouring university's art department, school of education and university art gallery. Utilising a partnership framework, the travelling exhibit was developed through a collaborative research relationship with the participating visual art educators. Findings from this programme indicate that travelling exhibits can be an effective mode of programme delivery for informal learning environments while also supporting the content needs for classroom arts educators if the programme stresses transformative partnerships across all invested parties.  相似文献   

7.
The work of teacher educators is complex and multifaceted and requires knowledge of pedagogy and practice in both schools and teacher education institutions. This complexity, combined with calls for teacher educators to work in close partnership with schools, sees some in teacher education working in hybrid roles and across the boundaries of schools and universities. Drawing on a self-study conducted over a one-year return to teaching, I explore my return home to teach in a secondary school and I examine the continuing impact of this experience on my practice as a teacher educator. Using the concept of tensions as a conceptual framework to analyse the data I explore three tensions in this article: (1) teacher as technician versus teacher as pedagogue; (2) challenging versus being responsive to other’s views of learning; and (3) teacher versus teacher educator identity. I explore how a return to teaching in school and the tensions I experienced enabled me to develop my practice and understandings as a teacher educator. I argue that rich professional learning can result from using self-study to examine teacher educator practice, particularly for teacher educators working in hybrid roles and partnership contexts.  相似文献   

8.
Abstract

In a context of increasing demand for quality and equity in education and a sharp focus on accountability, classroom teachers are also expected to support and improve learning outcomes for pupils in response to their individual needs. This paper explores three issues: how teachers understand assessment in relation to their students’ learning, the curriculum and their pedagogical choices; how teachers’ capacity to use assessment to improve students’ learning can be developed through career-long professional learning (CLPL); and how teachers’ learning can be implemented and sustained in schools, both locally and nationally. In considering these issues, recent thinking about learning and assessment and CLPL are considered alongside empirical evidence from the development and implementation of assessment processes and approaches to professional development in Scotland. The paper emphasises the importance of a dynamic framework of CLPL that recognises the individuality of teachers’ learning needs and the consequent need for tailored professional learning opportunities with different combinations of support and challenge at school, local and national levels.  相似文献   

9.
韦国锋 《高教论坛》2005,2(2):157-160
本文主要论述在<一个孩子都不能落后>(NCLB)的教育法案推行过程美国大学与中小学合作开展的教师教育活动,讨论NCLB对教师资质和素质以及合作伙伴项目的规定,在陈述大学与中小学对NCLB回应的基础上,探讨了美国大学与中小学旨在推进教师专业发展的伙伴关系.  相似文献   

10.
In the 70 year history of Islamic schools in North America, there is yet to be an accredited teacher education programme to train and professionally equip Islamic school teachers with an understanding of an Islamic pedagogy. Arguably, there has been an imbalance of energy placed on curriculum development projects over the considerations of teacher training. From my experience working as a teacher trainer/education consultant for Islamic schools for the past 10 years, it is evident that the underlying assumption for many school administrators is that a State/Ministry certified teacher who is Muslim will know how to teach ‘Islamically’. The aims of this paper are to first establish some semblance of what it means to teach Islamically or, more accurately, to teach through an Islamic pedagogy. From this framework, the crux of the paper is to present findings from a series of focus groups with Islamic school educators about their teacher training needs. The findings of this study establish the need for a formal teacher education programme in Islamic pedagogy within an established faculty of education. Such a programme would achieve three major ends in cultivating the stewardship of Islamic schools in North America: 1. Define and establish Islamic education as a valid and relevant pedagogical model that can contribute to the broader discourse of alternative, faith-based education;

2. Standardise the pedagogy and curriculum of Islamic schools based on the principles of education in Islam and to make both contextually relevant;

3. Contribute to raising the standards of Islamic schools through a teacher education programme at credible faculties of education where ongoing research and development will also be supported.

  相似文献   

11.
ABSTRACT

South African schools experience diverse access to educational technology. Further, South African educators have limited opportunities to attend educator professional development workshops focused on technology integration. These differences can have a tremendous impact on students’ educational experiences and educators’ levels of self-efficacy toward implementing technology in their school settings. To provide further support and training opportunities to educators in South African township schools, administrators are able to partner with nongovernmental organizations and institutions of higher education. This article provides an overview of South African educational contexts and how partnerships can be formed to provide educator support to integrate educational technology in township schools.  相似文献   

12.
The progressive education movement was known in Spain from its very inception, and in fact many of its pedagogical theories and practices reached Spain before reaching other European countries. Yet traditional historiography has always maintained that Spain was never integrated in the progressive education movement, a misconception that helps explain the lack of research in the field. Recent historiographical research, however, has shown that numerous Spanish schools served as laboratories for the implementation of progressive education methods in the 1920s and 1930s. The Spanish educational system proved itself to be especially open to international innovation in general and Spain actually enjoyed a privileged position for the study of how innovative pedagogical ideas could be incorporated and appropriated. Proof of this affirmation can be found in the introduction and dissemination throughout Spain of the experimental public school movement of Hamburg known as Gemeinschaftsschulen.

This article will focus on the way this movement was received in Spain. We will examine the phenomenon from a double perspective, corresponding to the different positions that scholars found themselves in within the educational panorama of the time. On the one hand we will examine the role of the “grass-roots” educators who wished to change schools “from below”, starting with classroom practices. On the other hand we will take a look at the representatives of “high pedagogy”, who were intent on formulating a pedagogical theory on which to base a political–ideological model that would serve to change the school “from above”. Tensions arising among the different pedagogical groups, along with the ambiguity of the translation into Spanish of the term Gemeinschaftsschulen, led to the different groups appropriating the concept in different ways. The evolution of the term Gemeinschaftsschulen, from its original identification with a localised school experiment in Hamburg to its becoming a symbol for virtually all European school vanguards, will be addressed at the conclusion of the article.  相似文献   

13.
Achieving equality remains a major challenge in schools globally. In Hong Kong, the current education policy has a core value that all students have the right to learn. Policy-makers and school personnel are struggling to find ways of catering for diverse learning needs in schools. Early in 2006, a self-initiated inclusive educational project has linked one mainstream school and a special school. Their project can be seen as a pioneer in the field of education, for it provides concrete recommendations to other education practitioners on initiating whole-school participation and joint-school partnerships, integrating such collaborations into the culture of the school, and encouraging teachers committed to student voice and engagement. This article records the qualitative case study comprising the teachers' self reports to demonstrate how teachers re-shaped their perceptions, beliefs and behaviours as they developed and implemented a school-based inclusion project. It is expected that the findings of this study will assist educators to further understand present challenges in the school system regarding managing diversity and attaining inclusive education goals. In particular, local schools are now facing the challenge to implement inclusive education.  相似文献   

14.
A case study of school–community collaboration in an elementary community school in Israel follows up an environmental education (EE) school‐based curriculum that involves the parents and community members in various indoors and outdoors activities. The collaboration was established in the framework of the Community School Approach. In these schools, parents are encouraged to be involved in planning school‐based curriculum and participating in school's formal and informal activities. The aim of the study was to describe environmental education‐based school–community partnerships and to examine the advantages and limitations for such collaboration. Parents, teachers and community members were interviewed for a period of three years. Most of the participants acknowledged the unique nature of EE that allows such a partnership, emphasizing local ideas of project‐based learning in environmental education. The study describes an exemplary collaboration and the development of local school–community partnerships, which could be adapted by other communities within elementary or middle schools.  相似文献   

15.
In this study, opportunities and challenges in parent–school partnerships in special needs schools were explored as the researchers’ noted that parents were usually reluctant to participate in curricular planning, learning support provisioning and the development of Individual Education Support Plans. Three focus group interviews were conducted with parents and data were analysed for recurrent themes within an interpretive framework. The challenges identified were related to family emotional stability, socio-economic constraints and the stigma of attending a special educational needs (SEN) school. Since parents’ experience trauma when placing their children in a SEN school, they turn towards the school for emotional support and guidance. However, parents felt disconnected from the school by inadequate teacher knowledge of family circumstances, insufficient opportunities for interaction amongst families and limited school communication to parents. These challenges led to misconceptions by parents and subsequent marginalizing of many families from the school, which further exacerbated their child’s learning problems. These challenges provided opportunities for SEN schools to develop guidelines for improving parent school partnerships.  相似文献   

16.

For this review I sought to understand how the field of education has come to conceptualize and study the relationship between schools and prisons. In doing so, I found that the vast majority of scholars who have studied the relationship(s) between school and prisons have done so within the context of the school to prison pipeline conceptual framework. This review both explores the affordances and contributions of the school to prison pipeline framework, as well as some of the limitations and critiques of the framework when used as the most preeminent frame by which we understand and study the ties between schools and prisons. I examine these limitations by focusing on four principal areas of study within the school to prison pipeline literature: (1) school discipline policies and practices, (2) school-police partnerships, (3) surveillance technologies in schools, and (4) disproportionality. The broader aim of this review is to develop the way we conceptualize the relationships between schools and prisons by building on what we have already learned in using the STPP framework, while also exploring new ways of theorizing and empirically studying the growing relations between schools and prisons.

  相似文献   

17.
ABSTRACT

Background: High quality tertiary teaching is important for maximising the impact of tertiary education for students, employers and society, as well as for institutional reputation and accountability. Varied interpretations exist regarding what counts as ‘innovative’ tertiary teaching.

Purpose: This study sought to explore the deeper drivers of motivations of tertiary educators to initiate and implement teaching innovations.

Method: Drawing from the data from semi-structured interviews from a wider study into innovative teaching in a tertiary education institution in Aotearoa New Zealand, we analysed the rationale of 13 expert tertiary educators for teaching in novel ways. The framework for analysis was based on Self-Determination Theory: data were analysed in relation to three basic psychological needs known to impact on motivation and wellbeing – competence, autonomy and relatedness.

Findings: Our analysis suggests that tertiary educator motivation to innovate in their teaching is related to feelings of all three needs. Findings suggest that innovative pedagogical change was linked to educators’ need for feelings of competence in relation to subject area content, pedagogy and developing student competence. Enhancing autonomy for the educators themselves, or for their students, was also an important factor motivating innovative practice. Developing relatedness between students, between themselves and students, and between students and society were reported as motivations for innovative teaching. Some teaching innovations were motivated by the educator’s desire for greater personal or student wellbeing.

Conclusions Educators’ motivations for being innovative in their tertiary pedagogical practice encompassed content, pedagogical, personal and social dimensions. None reported that their innovation was motivated by institutional policy or expectations. The reported challenges to innovative teaching practice, including institutional structures and processes, lack of access to specific technologies, and the time needed to develop and implement changed practice, indicate that educators must be strongly committed to making change in their practice to sustain the effort required.  相似文献   

18.
The notion of pedagogical content knowledge (PCK) was posited in the context of school teaching and the knowledge used by teachers teaching school students. It has been examined for a number of discipline areas, notably mathematics. There are, however, other teaching contexts, including those of teacher educators, whose students are pre-service teachers (PSTs). The content these teacher educators teach is not subject discipline knowledge (or not solely), but the PCK for teaching a subject discipline. What knowledge do teacher educators use as they teach PCK? This paper presents a framework for the PCK required of mathematics teacher educators as they work to develop PSTs’ PCK for teaching mathematics. The framework builds on existing research into PCK and categorises aspects of the work of teacher education. The framework’s usefulness is examined by studying the PCK used by the first author in building PSTs’ understanding of mathematics teacher PCK.  相似文献   

19.
Abstract

Analysis of a recent survey in the United Kingdom of the roles, concerns, training needs and support priorities of secondary school Information Technology Co-ordinators has revealed a number of factors and relationships amongst these variables and with other variables concerning the characteristics of schools. In this article we present and discuss the results of a recent survey in the United Kingdom of the roles, concerns, training needs and support priorities of secondary school Information Technology Co-ordinators (ITCs). We draw conclusions concerning the unique problems faced by ITCs as a result of the expectations placed upon them, not only to teach their own subject, but also to train and support other teachers in the pedagogical application of information technology (IT). In response to a great variety of needs, there is only limited support provided for them formally by their schools and by external sources. The most highly valued support comes from informal sources. We consider the implications of these conclusions for those concerned with providing professional development in IT education. We suggest that partnership approaches may provide the basis for much improved support for ITCs, with the aim of raising the standard of teaching in schools, both of IT as a subject and with IT as an aid. We also highlight the challenges for the partnerships between schools and higher education institutions which are attempting to provide initial teacher education for IT specialists.  相似文献   

20.
Abstract

In this article we discuss how central governments can promote the development of policy at school level which will lead to quality improvement. The development of school level policy does not mean abandoning the role of central government as a driving force in school improvement, which would clearly be unacceptable in many countries. Instead, it may mean a change in the relationship between policy making at different levels. The main question is: under which conditions can schools develop their own policy that permits them to coordinate and act in unity, but which also fits in the framework of central government policies. This question may be examined from the perspective of central government policy makers, or from that of professional educators working within schools. In this article we choose the latter perspective. We will examine the factors that confront school level policy makers and the ways in which they can deal with them. Our intention is to provide a framework for policy action at the school level, within the assumption that there is a national government policy direction.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号