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1.
The Shanghai Municipal Education Commission convened an important conference in early 2010. A major focus of the conference
was the apparent failure of the New Curriculum Reform to take root in schools. One of the conclusions presented at the conference
was that school principals were responsible for the gap between the intent and effect of the curriculum reform. This article
uses data collected from a group of Shanghai secondary school principals to examine the state of the curriculum reform from
“the inside.” The main purpose of the article is to identify why the principals themselves believe that the reform is not
working as intended and indeed whether they are in some way complicit in the slow rate of reform implementation. Principals
involved in the study suggest the contradictory messages they receive from government officials about how principals’ work
should be formally and informally assessed do little to promote meaningful reform implementation. Therefore, it is suggested
that one of the main reasons why curriculum reform has so far not been able to bring about deep change at secondary school
level is the enduring cultural norms which continue to underpin societal expectations and accountability, rather than a lack
of curriculum leadership on the part of school principals. 相似文献
2.
Martha N. Ovando Alfredo Ramirez Jr. 《Journal of Personnel Evaluation in Education》2007,20(1-2):85-110
The purpose of this study was to identify principals’ instructional leadership actions within a comprehensive teacher evaluation
system in successful schools rated as recognized or exemplary by the accountability measures in place. The study followed
a multiple case study approach. Participants included six school administrators within the same school district. From these
three were principals and three assistant principals, representing all three schools levels—elementary school, middle school,
and high school. The main data sources consisted of interviews, observations and journaling. Data were analyzed inductively
to discern emerging themes. Findings of the study revealed that principals’ instructional leadership actions at all three
levels included setting clear expectations, monitoring instruction through walk-through observations, and providing professional
development opportunities according teachers’ needs. Furthermore, the cross site analysis revealed that principals tend to
rely on instructional leadership actions that are pertinent to each grade level’s needs. Findings also suggest that principals,
indeed, apply the teacher performance appraisal system as a basis to enhance instruction and improve student achievement.
Paper submitted to the Journal of Personnel Evaluation in Education. 相似文献
3.
The implementation of science reform must be viewed as a systems-level problem and not just focus on resources for teachers and students. High-capacity instructional leadership is essential for supporting classroom science instruction. Recent reform efforts include a shift from learning about science facts to figuring out scientific phenomena in which students use science practices as they build and apply disciplinary core ideas. We report findings from a research study on professional development (PD) to support instructional leaders' learning about the science practices. After participating in the PD, the instructional leaders' familiarity with and leadership content knowledge of the science practices significantly improved. Initially, principals used their understandings from other disciplines and content neutral visions of classrooms to make sense of science instruction. For example, they initially used their understandings of models and argument from ELA and math to make sense of science classroom instruction. Furthermore, some principals focused on content neutral strategies, like a clear objective. Over the course of the PD workshops, principals took up the language of the science practices in more nuanced and sophisticated ways. Principals' use of the language of the science practices became more frequent and shifted from identifying or defining them to considering quality and implementation in science classrooms. As we design tools to support science, we need to consider instructional leaders as important stakeholders and develop resources to specifically meet their needs. If the science feels too unfamiliar or intimidating, principals may avoid or reframe science reform efforts. Consequently, it is important to leverage instructional leaders' resources from other disciplines and content neutral strategies as bridges for building understanding in science. We argue that the science practices are one potential lever to engage in this work and shift instructional leaders' understandings of science instruction. 相似文献
4.
On-going curriculum reform in China demands that teachers and principals shift their norms of practice to facilitate student learning. Principals are expected to take a more hands-on approach and work more collaboratively with teachers towards curriculum change. This paper presents case studies of how principals in three different schools in Shanghai shaped teacher development activities which built teacher understanding and capacity to meet the requirements of the curriculum reform. The analysis provides insights into how principals proactively promoted teacher development and identifies some of possible gaps in their strategies. Implications are drawn about the relationships between curriculum reform, school leadership and teacher development. 相似文献
5.
校长的课程领导力是深化课程改革、促进学校课程建设的重要力量。当前全国中小学校长的课程领导力普遍较弱,存在着课程价值理解力薄弱、课程规划引导力不足、课程内容研发力缺乏、课程实施组织力不足、课程评价指引力欠缺以及课程环境创设力缺失等问题。导致校长课程领导力不高的因素主要有教育制度、支撑环境以及校长自身等三个方面。要提升校长的课程领导力,也须从上述方面入手。 相似文献
6.
Schools in Hong Kong are now undergoing many educational reforms. With so many ideas and demanding tasks ahead, principals
have been expected to bear the responsibility for implementing change. In 1991, the leadership of Hong Kong principals was
described as “dictatorial” in a government document, which painted a bleak picture of the leadership being offered by Hong
Kong principals at that time. However, this recent study showed that teachers perceived that principals as exerting some degree
of transformational leadership in schools. All the eight dimensions of the leadership were above the mid-point on the rating
scale. It seems that there is a shift in Hong Kong primary school principals leadership conceptions. This paper describes
the extent to which teachers perceived their principal ’s to be exercising transformational leadership. Issues concerning
principal development are discussed. 相似文献
7.
Uncovering the Potential: The Role of Technologies on Science Learning of Middle School Students 总被引：1，自引：0，他引：1
Angelia Reid-Griffin Glenda Carter 《International Journal of Science and Mathematics Education》2008,6(2):329-350
There is, no doubt, untapped potential in using technological tools to enhance the understanding of science concepts. This
study examines the potential by observing 7th and 8th grade middle school students’ (n = 23) use of portable data collection devices in a nine-week elective class, Exploring Technologies. Students’ use of the data collection devices and subsequent interactions were traced through audiocassette and videocassette
recordings, field notes, and student artifacts. The culminating activity for the course was a scientific investigation that
required students to use the technologies to answer student-selected research questions. To illustrate the use of technology
as a mediatory tool, an inquiry investigation of three student groups is described. In examining the three groups of middle
school students the researchers encountered specific evidence of technology maximizing students’ science learning. The students
were able to use the portable data collection devices in their investigations as they discussed scientific ideas related to
temperature and heat. The study’s findings indicated that the three student groups were able to use the tools to conduct scientific
inquiry and engage in scientific discourse. Further research on instructional approaches that allow students to develop expertise
by using technology as tools to construct knowledge about complex phenomena is encouraged. 相似文献
8.
Joo-Ho Park 《Asia Pacific Education Review》2012,13(1):89-102
A climate of innovation and principal leadership in schools are regarded as significant factors in successfully implementing
school change or innovation. Nevertheless, the relationship between the school climate supportive of innovation and the principal’s
leadership has rarely been addressed to determine whether schools successfully perform their intended change. In this vein,
this study investigated the impacts of the principal’s leadership style on the teacher’s perceived school climate in terms
of support for innovation. The participants were 981 full-time teachers in 32 public vocational high schools in South Korea.
To examine the unobserved characteristics of schools and principals that promote a school climate supportive of innovation,
both traditional multiple regression and HLM analyses were conducted and compared to the estimated effects of the principal’s
leadership style as a predictor at both the teacher level and the group level. While the unobserved characteristics of school
type and principals’ demographics were considered, results of the study revealed that the leadership style of the principal
significantly affects how the teachers perceive the school climate in terms of support for innovation. More specifically,
the findings of the study assert that principal’s leadership style as an Initiator or a Manger, rather than a Responder, can
provide support for an organizational climate which enhances innovation in schools. Additionally, evaluating the government’s
change initiative, the study illustrates that the government’s top-down mandate requiring schools to change was not related
to the creation of a climate supportive of innovation in schools. 相似文献
9.
Mind-Dih Lin 《Peabody Journal of Education》2013,88(2):200-215
Improving principal leadership is a vital component to the success of educational reform initiatives that seek to improve whole-school performance, as principal leadership often exercises positive but indirect effects on student learning. Because of the importance of principals within the field of school improvement, this article focuses on investigating the actions taken by principals working to cultivate an environment that contributes to effective teaching and learning. Utilizing data from 183 high school principals in Taiwan, this article finds that principals contribute to the healthy environment through personal, organizational, professional, and communal approaches. This article proposes that a respectful and caring learning community is the ideal environment for teaching and learning. This article also provides suggestions for principal leadership development that will help facilitate such an environment. 相似文献
10.
随着我国基础教育阶段三级课程管理体制的建立与运行,中小学校长的课程领导能力日益成为一个重要的现实问题。在课程决策、实施、评鉴、运作机制构建等方面,校长要扮演好“首席教师”和课程领导的角色,承担领导课程改革的职责。教育行政部门应在评价、培训等方面为校长课程领导能力的提升提供外在支持;校长自身要通过自主学习、专家合作、同伴互助、校际联系等多种方法与途径,努力提高课程领导能力,这不仅是有效推进基础教育课程改革的重要保障,而且也是校长专业发展的重要向度。 相似文献
11.
Allan B. de Guzman Sr. Maria Lirio Tan Lagrimas Guillermo 《Asia Pacific Education Review》2007,8(2):216-223
Meaning-making is vital in the realm of principalship. It serves as the fulcrum of one’s practice which eventually leads to
seeing the light and appreciating the serendipity of principalship. While explicit knowledge abounds in the literature and
is communicated in professional development programs, the role of the principals’ tacit knowledge derived from their experiences,
day-to-day dealings with the school’s stakeholders, observations, insights, and reflections are vital inputs in understanding
the dynamics of school principalship. This narrative inquiry is an attempt to capture the tacit knowledge of a Filipino secondary
school principal whose experiences were limited by the absence of a formal academic preparation in school management but illumined
by herleadership reflective space (LRS) which enabled her to surface the serendipitous language of principalship. 相似文献
12.
This study to investigate how teachers develop their skills and knowledge to construct enthusiastic student learning and what part school principals play in that development was carried out in four primary schools serving disadvantaged communities in Beirut. In the absence of rich research in Lebanon on this topic, western literature was used to construct a conceptual framework on professional learning and teachers’ identities; collaborative cultures and learning communities; leadership, power and school cultures. Drawing on a social interactionist epistemology, in each case study school, the views of about 10 teachers and the school principal and some students were collected through semi-structured interviews. The qualitative data were analysed thematically. Emergent findings suggest that collaborative cultures, predicated on helping students to engage enthusiastically with learning, sponsored by assertive school principals led to teachers developing a strong sense of community and positive identities through professional development. 相似文献
13.
Dorene Ross Alyson Adams Elizabeth Bondy Nancy Dana Stephanie Dodman Colleen Swain 《Teaching and Teacher Education》2011,27(8):1213-1222
This qualitative study was designed to examine teachers’ and principals’ perceptions of the impact of a graduate program designed to prepare teacher leaders. Impact was investigated through interviews with 20 graduates and 6 principals. Using Mezirow’s concept of transformational learning, the study documents perceived transformation of teachers’ frames of reference: two related to teaching (adopt an inquiry stance; learn to view oneself as an autonomous professional), and two related to leadership (adopt a leadership stance; view student learning as a communal responsibility). The study includes implications for the design of graduate level teacher education programs to enhance their impact and effectiveness. 相似文献
14.
15.
Shu-Fen Lin Wen-Hua Chang Yeong-Jing Cheng 《International Journal of Science and Mathematics Education》2011,9(6):1367-1389
The processes of curricula, textbooks and student resources development have been broadly surveyed and studied while teachers’
guides have received comparatively little consideration throughout recent reforms in science education. Ideal curriculum materials
align instruction with the goals of reform. Well-designed teachers’ guides contribute to communicating and supporting reform-based
teaching. The purpose of this study was to investigate the functions and assistance that guides provide science teachers.
A questionnaire was developed and administered to science teachers from a stratified sample of elementary and junior high
schools in Taiwan. The findings indicated that the guides were of greater benefit to elementary school science teachers than
they were to junior high teachers. These groups of teachers perceived the guides’ usefulness differently, but they believed
that a clear, concise presentation of the purpose, reminders, answer keys, concept maps of the main topics and learning progression
provided the most helpful and preferred layout. Teachers felt that the function of a teachers’ guide is to provide teaching
resources rather than to guide teacher thinking. This study discusses design suggestions that can engage teacher thinking. 相似文献
16.
Positive attitudes of key stakeholders, such as school principals, towards a new policy are considered a necessary pre-requisite
to implement any such policy. Hong Kong has recently formulated a policy that supports the integration of students with disabilities
into regular schools. This study investigated the attitudes of Hong Kong primary school principals toward integration, with
a view to determining if these school leaders are prepared to implement integrated education practices in their schools. A
modified version of the School Principals’ Attitudes toward Inclusion scale (Bailey, 2004) was used to collect data from participants.
Based on the responses of 130 primary school principals, it was found that their attitudes toward integration were slightly
negative. Principals who had less teaching experience and who were administering schools with smaller student enrolment were
found to hold more positive attitudes toward integration. The variable of “having a family member or close friend with a disability”
had a significant and positive effect on the principals’ attitudes toward integration. 相似文献
17.
Aviva Klieger Nurit Bar-Yossef 《International Journal of Science and Mathematics Education》2011,9(4):771-791
Professional development (PD) of teachers comprises a major challenge in many countries. The empirical relations between teaching–learning
processes and student achievements occupy educators who construct teachers’ in-service training programs. Student achievements
serve as a measure for testing improvements in learning. Many investigators view teachers’ content–didactic knowledge as influencing
the quality of teaching and student achievements. Large-scale assessments (national and international evaluation frameworks)
in the Israeli educational system offer teachers opportunities for improving their teaching–learning processes and student
achievements. We developed a program for the PD of science teachers based on the curriculum and large-scale assessments. The
model is long term and integrates theoretical and practical knowledge. The activities should be effective and cooperative
and should use diverse teaching methods and integrate advanced technologies. This article presents considerations for the
construction of the program, its goals, its performance, teachers’ reports on the components, and the contribution of the
program’s components to their PD. 相似文献
18.
According to Hargreaves and Fink (The seven principles of sustainable leadership, 2003; Sustainable leadership, 2006), sustainable
leadership matters, spreads and lasts, and is fundamental to enduring and widespread school improvement. This observation
is especially germane to the context of leading small primary schools in rural locations, where challenges encountered by
principals in engaging with the complexities of continuous improvement are often accentuated. This article looks at the applicability
of certain aspects of sustainable leadership to the circumstances surrounding small rural schools. First, reasons are given
for devoting attention to the specific context of leadership in small rural primary schools, especially in Australia. The
article then examines the distinctive challenges encountered by principals of small rural schools that appear to compound
the difficulties of pursuing sustainable leadership. The next section draws from a Queensland study (Clarke and Stevens, Small
schools leadership study. Leading and teaching in small schools: confronting contextual complexity in work practices, 2004)
that has generated vignettes depicting the complexity of novice teaching principals’ work in rural environments. Taking cognizance
of Hargreaves and Fink’s analysis of sustainable leadership, selections from these vignettes are used to sharpen understandings
of ways in which sustainable leadership plays out in this context and the factors that either promote or impede its development. 相似文献
19.
Dr Tim Hardy Ms Margaret Bearlin Dr Valda Kirkwood 《Research in Science Education》1990,20(1):142-151
The aim of the Primary and Early Childhood Science and Technology Education Project (PECSTEP) is to improve teaching and learning
in science and technology of by increasing the number of early childhood and primary teachers who are effective educators.
PECSTEP is based on an interactive model of teaching and systematically links work on gender with the learning and teaching
of science and technology. The project involves: a year-long inservice program which includes the development of a science
curriculum unit by teachers in their schools; linking of the preservice and inservice programs; and the development of support
networks for teachers. Each phase of PECSTEP has been researched by means of surveys, interviews and the use of diaries. Research
questions have focussed particularly on changes in: teachers’ and student teachers’ attitudes to teaching science and technology;
their perceptions of science and technology; their perceptions of their students’ responses and their understandings of how
gender relates to these areas.
Specializations: primary science curriculum, science teacher education, sociology of science, technology and education.
Specializations: gender and science/science teacher education, feminist theory, curriculum theory.
Specializations: Science education research, curriculum development. 相似文献
20.
Brian R. Beabout 《Journal of Educational Change》2010,11(4):403-424
This study examines the perceptions of public school principals in New Orleans, Louisiana during the period of extensive decentralization
in the aftermath of Hurricane Katrina. Using the frameworks of systems theory and chaos/complexity theories, iterative interviews
with 10 school principals form the core data which examines leaders’ experiences in an increasingly market-oriented urban
school system. The following themes emerged during constant comparative analysis: (1) the omnipresence of storm recovery in
principals’ lives, (2) the lingering presence of the pre-Katrina school system, and (3) the emerging inequalities of the post-Katrina
system. The analysis also identifies several broader system change concepts including: the strange attractor of inequality,
differential perturbance, requisite stability, and a need for system leadership to counteract inequality. 相似文献