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1.
The authors have, for some years, studied the concept of ‘possibility thinking’ (PT), or ‘what if’ and ‘as if’ thinking in children aged 3–11, which generates novelty – and the pedagogical strategies which foster it. They have argued, on the basis of previous qualitative studies, that ‘PT’ is at the core of creativity in education. Having begun as a conceptual study for 7 years, this team has undertaken empirical studies of PT in classrooms. This paper discusses findings from the third phase of empirical work focusing on 9- to 11-year olds. The particular research question addressed here is ‘What characterises possibility thinking as manifest in the learning engagement of children aged 9–11?’. In a small-scale qualitative study, involving co-participation with teachers, the paper features episode analysis of naturalistic video data featuring children aged 9–11 in two schools. It focuses on PT evidenced by children engaged in a range of classroom activities, some established as individual activities and others as group work. The study reveals some features of PT in both sites (question-posing [Q-P], question-responding [Q-R], self-determination, intentional action, development, being imaginative, play/playfulness, immersion and innovation) to differing degrees of strength. Risk-taking was absent in both and a new feature, collaboration, evident in both. Differences were documented in how Q-P and Q-R manifest, compared with earlier studies with younger children. This study seeks to make an evidence-based contribution to the characterisation of PT as driving creativity in the classroom, with implications for research and practice.  相似文献   

2.
Researchers in the educational field have investigated how a caring adult can best provide mentoring support to youth placed at risk and what functions a mentoring program should serve to promote healthy mentoring relationships. However, the perspective of mentors rarely has been sought to elicit their evaluation of a mentoring program or recommendations for programmatic change. The purpose of this article was to investigate the views of university students serving as mentors in high‐need high schools or community centers. We asked 49 students, primarily undergraduates across a range of liberal arts disciplines, who were participating in a university‐based service‐learning mentoring program for youth attending high‐poverty high schools: (a) what activities they engaged in with mentees, (b) how they benefited from the mentoring program, and (c) how they perceived the program and what recommendations they had for change. Findings revealed specific suggestions that mentoring program coordinators can adopt to address mentors’ concerns and promote sustained, durable mentoring relationships for youth.  相似文献   

3.
In this paper we describe a UK‐based participatory action research project that looks beyond the discourse of tolerance to investigate and challenge heteronormative processes in primary schools through reflective action research. This 28‐month ESRC‐funded project supports 15 primary teachers working in schools in three regions of the UK to develop action research projects that address lesbian, gay, bisexual and transgender equality in their own schools and classrooms. In this paper we will examine how the original principles on which the project design was based have manifested themselves throughout the course of the project, drawing upon examples of classroom practice and reflective discussions among project team members. We will explore how designing intentionally for collective participation has produced spaces for people to do and think in ways that have not only gone beyond what we imagined but have also challenged and sometimes contradicted our own ways of thinking.  相似文献   

4.
The determinants of demand for private tutoring in South Korea   总被引：2，自引：0，他引：2  
This study investigated the determinants of the demand for private tutoring (PT) in South Korea, especially focusing on the effectiveness of governmental regulations regarding the operating hours of cram schools in decreasing expenditure on PT. Survey data from 3,605 parents of 12th grade students were collected from 45 proportionally stratified high schools and analyzed using Tobit and censored least absolute deviation models. Results showed that among student and family background characteristics, students’ achievement level, household income, and parents’ educational level were positively associated with a higher consumption of PT. At the school level, students attending schools with higher student–teacher ratios were expected to spend more on PT. Urban schools under the high school equalization policy (HSEP) showed larger expenditure on PT than non-HSEP schools. Despite the public perception of the ineffectiveness of government policy on PT, this study finds that the local governmental regulation of PT positively contributes to decreasing the demand for PT.  相似文献   

5.
With decentralisation becoming increasingly widespread across Europe, evaluation and accountability are becoming key issues in ensuring quality provision for all (Altrichter & Maag Merki, 2010; Eurydice, 2004). In Europe, the dominant arrangement for educational accountability is school inspections. The purpose of this research is to identify and analyse the ways in which school inspections in The Netherlands impact on the work of schools. The results of 2 years of survey data of principals and teachers in primary and secondary schools show that inspection primarily drives change indirectly, through encouraging certain developmental processes, rather than through more direct and coercive methods, such as schools reacting to inspection feedback. Specifically, results indicate that school inspections which set clear expectations on what constitutes “good education” for schools and their stakeholders are strong determinants of improvement actions; principals and schools feel pressure to respond to these prompts and improve their education.  相似文献   

6.
Private tutoring (PT) is becoming a worldwide phenomenon. In Israel too, about a third of elementary school students participate in PT. Based on sociological and school quality considerations, we examined school characteristics that are associated with PT intensity at school. The data encompassed a random state wide sample of 389 Israeli elementary schools collected by the Ministry of Education in 2012. The results showed that in high school socioeconomic status (SES) schools the percentage of students who participated in PT was higher compared to low SES schools. In high SES, schools with high PT intensity were characterized by high school achievements whereas in low SES, schools were characterized with low school achievements. PT seems to be a factor that increases the social distinction between high and low SES schools. In Israel, PT seems to create distinct ‘school enclaves’ that reproduce social inequality.  相似文献   

7.
This paper attempts to identify leadership practices of school principals as they engaged in exploring and exploiting possibilities in and around the school contexts to build teacher capacity for change. Based on interview data of school principals, this paper shows that principals from different schools engaged in qualitatively different practices when they led their schools in building teacher capacity for school improvement. Three approaches to teacher development are identified, namely deficit approach, interactive-growth approach and participatory-growth approach, each delineating a unique set of teacher capacity building practices, teacher learning activities and contextual conditions in which they occur. Implications for developing efficacious principal leadership in teacher capacity building are discussed.  相似文献   

8.
中小学主题班会作为教学话语的重要体裁表现出明显的仪式性:中小学主题班会交际者的身份—角色特征是有限的,交际时空很明确,交际目的是实现社会新成员的社会化,交际策略通过交际者的话语得以表达,该种话语的先例文本使得社会集体成员拥有一体化和同一性的感受。这种仪式性是教学机构传输社会机构价值的重要载体,是将作为社会新成员的中小学生社会化的重要途径。  相似文献   

9.
Precision Teaching (PT) is an evidence-based intervention, which research indicates is frequently not implemented following training, with few teachers using it in schools after training events. The web-based programme in this research focuses on word-level reading skills and targets blending and segmenting skills rather than whole word reading. This research, undertaken with 10 schools, explored whether a web-based PT programme would provide favourable implementation rates, and support the fidelity of the programme delivery. The study also measured the impact of the PT programme on word decoding and sight word reading using the Test of Word Reading Efficiency. Results suggest favourable implementation rates with 7 of the 10 schools implementing the programme. Full impact data for 34 children suggest that the programme has a positive impact on decoding (effect size 0.7) and sight word reading skills (effect size 0.6). A timed assessment provides evidence that fluency improved as well as accuracy. Gains were sustained at two-month follow-up.  相似文献   

10.
This article reports results from a survey conducted in a probability sample of U.S. public, private, and Catholic schools to obtain information about the nature and extent of activity to prevent problem behavior. Principals of 848 schools (66%) completed an initial questionnaire to identify prevention activities and arrangements; principals of 635 schools (50%) completed a second questionnaire to describe discipline practices. Results imply that schools engage in a large number of activities ranging from security and surveillance, through school climate change, to counseling and curricular or instructional programs. Most schools have strict rules about dangerous behaviors. Suspension is used extensively to respond to student misconduct, yet many schools fail to use the full range of available responses to desirable and undesirable behavior, and the consistency of responses is not always high. There is room for improvement in the area of school discipline management, but making rules stricter or increasing the use of suspension and expulsion appear unnecessary. Many of the activities in which schools are engaged to promote safety and prevent problem behavior have not been the subject of evaluation, so research provides little information about the effectiveness of what schools now do. The large quantity of prevention practices undertaken in the typical school raises the question of whether so many different activities can be carried out in a high quality fashion.  相似文献   

11.
This article provides some stories of primary school teachers' and students' experiences of implementing new science teaching and learning strategies through an action research process that have also led to more environmental education occurring in the schools' curriculum. The stories have been constructed from the coordinators' journals, observations and interviews with the teachers and students in the schools. The teachers in the schools are consciously engaged in an action research-based model of curriculum change in science teaching and learning. The stories also acknowledge the critiques of critical theory in environmental education and the possibilities for a socially critical approach in environmental education within a context of the limited opportunities for both science and environmental education in primary schools.  相似文献   

12.
England has experienced recent growth in the prevalence of private tutoring (PT). The qualitative study reported in this article aims to explore the perceptions of 14 Year 6 pupils and their teachers from three state-maintained primary schools in East Kent on PT participation and its impact on grammar school admissions. Data were collected through individual and focus group interviews and pupils' drawings. The data revealed that teachers were not totally aware of the scale of PT in their classes and ascribed PT merely to parental decision to prepare their child to pass the 11-plus, grammar school entrance test. However, some pupils indicated that they shared in the decision to have PT, affirming that it was not only for 11-plus test familiarisation and practice. PT also contributed to greater pupil confidence, involvement and enthusiasm for learning, together with improvement in social interactive skills (i.e. intangible benefits). Both teachers and pupils also explained the disadvantages of PT, including the psychological and financial burdens on the whole family and changing the playing field level. Teachers proposed some solutions to help Year 6 pupils without PT. From this qualitative study, pedagogical implications as well as areas for ongoing research are suggested.  相似文献   

13.
外语学习最佳年龄的探究已进行了五十多年,然而,至今仍未得出肯定的回答。从2001年秋季起教育部决定,在全国城市、县、镇、小学开设英语。全国上下纷纷响应,农村小学也掀起了英语从小抓的高潮。然而,时过几年,教学效果究竟如何,是否如我们所期望的那样客观呢,答案是不肯定的。那么这样的结果会给孩子的学习动机造成什么样的影响呢,本文就此问题做了几点尝试性的探索。  相似文献   

14.
This article analyses curriculum changes that have accompanied the reform movement to desegregate private and religious schools in South Africa. In a context of racially segregated State schooling, the 'open' schools have admitted students of all races to what were previously white schools. An examination of the curriculum practices of these schools reveals different patterns in terms of the extent to which schools have modified their practices to acknowledge their black enrolments, and their different approaches to the political crisis in South Africa. The article suggests that the assimilationist practices of most of the open schools illustrate their limits as a reform movement; but it suggests also that they are the only schooling venture during this period that has engaged with issues of desegregation in South Africa in a sustained way.  相似文献   

15.
Compared to 20 years ago, organization development (OD) today has more applications and is more widely accepted in schools. Contemporary consultants tend to be employed by school districts and to use process consultation with teams, staffs, and stakeholders engaged in curriculum change, staff development, and organizational restructuring. OD designs and techniques will continue to flourish as more value is placed on participatory site-based management and stakeholder involvement in the schools worldwide.  相似文献   

16.
This paper presents a case study of two California school districts, San Francisco and Oakland, each of which have implemented their own versions of what is popularly known as a weighted student formula (WSF). One primary goal of the WSF policy is to increase the equity with which resources are distributed to schools. With respect to equity, the findings suggest that for particular schooling levels per-pupil spending became more responsive to student poverty and that the increase in responsiveness appears to have coincided with implementation of the WSF in the two districts. Moreover, each district relies on a different mechanism for driving resources to the schools: San Francisco relying to a greater degree on the unrestricted funds, while Oakland relies more heavily on restricted sources which, as directed by law, drive dollars to special need populations. Interestingly, neither district exhibited any significant change in the distribution of teacher experience after implementation of their SBF models; schools serving the highest proportion of students from low-income families continued to employ teachers with the least experience after implementation of the SBF models. While an additional goal of WSF was to drive more resources down to the school level to be spent, our analysis found little substantial change in the proportion of resources expended at the school versus the district level.  相似文献   

17.
Program Improvement (PI) provisions in the 1988 Chapter 1 reauthorization were intended to improve the curricula and Chapter 1 services in ineffective Chapter 1 schools. Through site visits, we studied practices used by 15 California elementary and middle schools that had been in PI for 3 years. Following each school visit, data were summarized into a school profile. Using a uniform rating scale, we scored each school on four dimensions: staff, core curriculum, integration of Chapter 1 services, and capacity for change. Eight characteristics distinguished those schools engaged in change from those schools reluctant to change: a strong principal and site leadership team with a vision for the school, professional treatment of teaching staff, quality core curriculum, quality Chapter 1 services, a Chapter 1 coordinator as implementer, school autonomy and district support, positive administrator and teacher attitudes, and extensive parent and community involvement. In addition, findings common to all schools revealed a limited impact of PI and the negative effect of principal turnover.  相似文献   

18.
Research has shown a positive relationship between academic engaged time (AET), academic learning time (ALT) and student achievement. Previous work has reported a relatively non‐intrusive, cost‐effective method for increasing AET in the classroom involving the presentation of research information followed by feedback to teachers of students’ AET in their classes. This study aimed to replicate these findings in a primary school setting and to establish what effects the information plus feedback had on teachers’ instructional behaviours which have been found to correlate with students’ AET and ALT. In addition, we looked at the effects of more precise feedback based on students’ task difficulty measures. The results provided strong support for the utility and efficacy of information plus feedback as a method for increasing student AET and ALT and for enabling teachers to change their instructional behaviours in the direction of published research findings.  相似文献   

19.
While social–emotional learning programmes in schools often have positive outcomes, many such initiatives are not well implemented and maintained. This paper reports on teacher reflections on the process of planning and implementing a whole school social–emotional learning (SEL) programme with a conflict resolution focus, called Enhancing Relationships in School Communities (ERIS). Ten primary schools participated in an 18‐month professional development programme offered by the researchers to assist schools to develop a whole school approach to handling interpersonal issues using a cooperative problem‐solving approach. Implementation (core) teams of three to five members, including principal or assistant principal and relevant teachers, attended workshops and managed the change process. In individual interviews, 29 core team members described the most significant changes that had taken place, what factors facilitated those changes and what assisted in overcoming barriers. A synthesised model of facilitators of implementation was developed on the basis of these interviews. The major components of the model included ensuring a whole school vision and process; pre‐programme engagement confirming commitment and alignment of researcher and teachers' visions; facilitative programme structure and processes such as linking the current programme to existing programmes and processes in the school; leadership and support for staff in the change process, for example, through the implementation team; the nature of the programme content; and monitoring and feedback processes to sustain motivation and inform on needs and outcomes.  相似文献   

20.
This purpose of this paper is to argue the case for investigating the culture of information in primary schools. Recent technological change has altered the relationship between the individual and information, yet this change appears not to be reflected in the culture of schools, especially primary schools. To this end the area of the primary ICT curriculum which is categorised as ??information handling?? is examined, to investigate the current likely manifestation of this culture in schools. Using Hatano??s concept of Adaptive Expertise as its theoretical perspective, the curriculum is analysed from the point of view of how well it is likely to prepare children for a life in which the ability to evaluate information will become a generically crucial skill needing to be applied in many varied and unforeseeable circumstances. Educational researchers have argued the case for change in the way we teach children to deal with information in schools; however this paper suggests that the existing culture of schools needs to be understood and opportunities for change identified if these skills are successfully to be introduced.  相似文献   

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