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1.
谢明辉 《教育前沿(综合版)》2006,(2)
教育券制度施行以来,对学校及其倚仗的社会系统造成巨大的冲击。本文假设广泛施行教育券制度,在此理想状态下研究教育券给学校带来的冲击。学校面临全新的社会关系,在资源获取和学校管理思想上发生了根本性的变革。面对教育券制度的公立学校成为独立的法人实体,面临更加激烈的学校竞争,政府对学校的影响限于学校创立的核准、学校质量的检查评估和面向学校的教育服务。 相似文献
2.
The paper examines the effectiveness of recent reforms in teacher education in Turkey, specifically the restructuring of programmes in university faculties of education. It first, briefly, sets the reforms of the 1990s in an historical context, prior to the 1997 Act which increased the length of compulsory schooling from 5 to 8 years, and the 1998 restructuring of faculties of education. It considers the national need for the restructuring of teacher education and the issues involved. The thrust of the paper is a study of how teacher educators across the country perceive both the changes and their effect on the quality of teacher education, methodology as a discipline, school partnerships, and relationships with the Ministry of National Education. 相似文献
3.
The study investigates the effects of certain school characteristics on students’ mathematics performances in Turkey in the PISA 2006 while controlling for family background and demographic characteristics. Three models of Hierarchical Linear Modeling (HLM) are constructed. The results reveal that 55% of the variance is attributable to between-schools and the remaining 45% to individual student characteristics. About two-thirds of the 55% is explained by selectivity in admissions, time to study mathematics and students’ SES, gender and the geographical region. The findings are interpreted to explain why Turkish schools differed greatly in average student performance in PISA 2006 by using the conceptual efforts on school quality factors and family background characteristics. 相似文献
4.
Yasar Kondakci Deniz Orucu Ebru Oguz Kadir Beycioglu 《Journal of educational administration and history》2019,51(4):301-315
ABSTRACTTurkey possess one of the most vibrant educational systems in the World. This study specifically aims at revealing Turkish school principals’ perceptions about the large-scale changes imposed by the Ministry of Education and the strategies they follow for coping with these changes. The study was designed as a generic qualitative study. Twenty principals from different schools at different levels were identified through snowball sampling and semi-structured interviews were conducted with each of them. The decoupling between change interventions and the needed change, inappropriate change implementation process, the passive role of the school principals in the design phase of change interventions are some of the major challenges that school principals encounter. The passivity of the principals during design phase put them into a state of reluctant activeness to find out resources, create readiness and adopt a mediating role between top authority and the teachers in order to implement the imposed changes. 相似文献
5.
The purpose of the current study was to examine primary and middle school principals’ evaluations of their own instructional leadership behaviours, and thereby pay closer attention to the ideal instructional leadership behaviours suggested in the related literature and the realities of principals’ instructional leadership behaviours. Although studies in the instructional leadership literature have vastly examined instructional leadership and its relationship with various variables, few studies have focused on school principals’ evaluations of their instructional leadership behaviours using a qualitative approach. This study was framed to contribute to gain an insight into the essential characteristics of instructional leadership in Turkey and to suggest some educational implications for school leadership in a Turkish context. The researchers conducted a qualitative case study in a large city in South-eastern Turkey in the academic year of 2012–2013. The study group consisted of 11 primary and middle school principals chosen via a maximum variation sampling technique. It was found that some of the school principals painstakingly tried to improve school-related factors which may potentially increase positive student outcomes. However, they were not able to display some instructional leadership behaviours such as change management, promoting teachers’ professional growth, collaborating with teachers and forming a positive learning environment due to multifarious reasons. The study concludes by presenting implications for the development of school principals as instructional leaders in Turkey. 相似文献
6.
This paper presents a research study carried out in Murcia, Spain. The research explores the way support teachers understand their role and how they carry it out. We have analysed certain aspects of the schools studied, the students with special educational needs who attend these schools and the support teachers' training. This information allows us to assess their role and to determine the changes necessary to understand it from the curricular model characteristic of an inclusive school. 相似文献
7.
The aim of this study was to examine lower secondary school students' (N = 1152) pathways to educational aspirations. The study used multi-group structural equation modelling to investigate the predictions of academic self-concept, school burnout, achievement, and interest in mathematics and reading, in relation to educational aspirations for boys and girls. While certain factors were influential for students' academic aspirations irrespective of gender, some interesting differences also emerged. Academic self-concept and interest in reading predicted educational aspirations for both groups. However, gendered pathways emerged in how achievement and interest in mathematics predicted educational aspirations. Interest in mathematics predicted girls’ educational aspirations, whereas mathematics achievement was a significant predictor for boys. School burnout had negative indirect effects through interest in reading and mathematics in both groups, but for girls, there was also a direct positive effect on educational aspirations. 相似文献
8.
Private school location and neighborhood characteristics 总被引：1，自引：0，他引：1
Using data from Illinois, I examine relationships between the number of private schools and characteristics of the public schools and surrounding population. I find positive, statistically significant relationships between number of private schools in 1998 and public school 3rd grade class size, the percent college educated, and the percent over 55 years of age. I find significant negative relationships between number of private schools and average household income and racial concentration.Looking at private school entry, areas with larger increases in the school-aged population had less entry, and areas with increasing income dispersion experienced greater entry. The results suggest that if a universal education voucher program is introduced, parents in relatively well-educated, racially diverse, and more moderate income areas will likely have greater access to private school options because of more existing private schools in their area. These areas will also likely have more private school entry in response. 相似文献
9.
10.
Brahm Fleisch 《Journal of Educational Change》2008,9(1):53-70
Despite significant and sustained gains recorded on the national secondary school leaving examinations between 1999–2004,
South Africa’s large-scale secondary school reform has receive little international attention. Defenders of the reforms have
argued that the ‘success’ in raising student achievement extended beyond gains in the percentage pass rates to include increased
numbers of students completing secondary schooling, a growth in the number of students eligible for admissions to university
and a decline in the number of ‘collapsed’ secondary schools in disadvantaged communities. Using a comprehensive dataset that
includes national examination results for all candidates between 1996 and 2004, survey information from a group of ‘collapsed’
secondary schools located in disadvantaged communities, qualitative data from school ethnographies, as well as official and
unofficial documentary sources, the paper locates student achievement within a framework of structural change in the post-apartheid
social order. It shows how student achievement is embedded in complex shifts in the state, economy and civil society. Specifically,
the paper examines how structural shifts are enacted at the levels of time-in-school, student expectations, school choice
and student selectivity.
相似文献
| Brahm FleischEmail: Email: |
11.
Turkey's educational policies in Central Asia and Caucasia: Perceptions of policy makers and experts
The purpose of this study is to analyze the educational policies of Turkey in Central Asia and Caucasia in the post-Soviet era in terms of their successes and failures as perceived by some of the relevant professional policy makers in this field as well as experts from various think-tank institutions in Turkey who are interested in the region. Semi-structured interviews were conducted with 12 participants. The findings indicated that Turkey's educational polices in the Turkic republics of Central Asia and Caucasia since 1991 have provided certain benefits for both Turkey and these republics, despite the fact that there are important problems that need urgent solutions. 相似文献
12.
Educational governance,school autonomy,and curriculum implementation: A comparative study of Arab and Jewish schools in Israel 总被引：2，自引：2，他引：0
In recent years, the predominance of the nation-state as the sole arbiter of curricular matters has eroded. New actors and organizations, especially local schools, have acquired greater discretion over the definition of school subjects and curricular emphases. This study investigates whether and how different patterns of educational governance influence the actual curriculum that local schools put into place. It is argued that uniformity/diversity in the implemented curriculum reflects macro-level factors (i.e. structural and institutional characteristics of national educational systems), and meso-level factors (i.e. community and local school characteristics). Specifically, it investigates between-school variation in curricular implementation in two major sectors of the Israeli public educational system: Jewish (secular), and Arab. School-based differences are reported in course offerings and time-allocations to subject areas in each sector. In addition, it compares actual curricular implementation in relation to official guidelines established by central authorities. Implementation patterns between and within sectors are discussed in light of educational governance differences and key macro- and local-level factors. 相似文献
13.
Similar to the relation between the inflows of immigrants and educational outcomes that are found in immigration studies, the spatial distribution of internal migrants within a given country also may influence educational outcomes, at least in the short run. This could be particularly true in Turkey, where inter-provincial mobility is high and where striking differences in educational resources and therefore educational success across regions persist. Using the 1990 and 2000 Turkish Censuses, this study exploits variations over time in the inflow of internal migrants across provinces to identify the causal effect of internal migration on natives’ educational outcomes. The evidence suggests that the inflow of migrants lowers natives’ completion rates for middle school and high school. Evidence also indicates that while the negative effects appear to be greater among native children from low-SES households, native high-SES households are able to mitigate these adverse effects for their children. Furthermore, the estimated effects exhibit some differences by children's gender and migrant status. 相似文献
14.
Zanele Buthelezi 《Journal of Vocational Education & Training》2018,70(3):364-383
Technical Vocational Education and Training (TVET) in South Africa has undergone major institutional, structural and curricular changes over the last fourteen years. Drawing on figurational sociology by Norbert Elias, the study worked within a qualitative research paradigm and used open-ended interviews to investigate lecturers’ experiences of TVET challenges in the post-apartheid educational reform era. Findings revealed lack of compatibility between curricular reforms, student type and lecturers’ adaptability to the reform. Research further disclosed unintended consequences of educational change and existence of tensions between perceptions, vision and experiences of lecturers and students with the national vision of skills development for the country’s economic benefits. 相似文献
15.
从教育财政中性到教育的充分性--美国教育财政诉讼及其对教育财政改革的促进作用 总被引：1，自引：0，他引：1
本文主要研究了美国教育财政诉讼中其法律依据和教育公平标准的转变.法院审查教育财政制度的法律依据主要是联邦和州宪法公平保护条款、州宪法教育条款,法院采用的公平标准先是财政中性原则,后来演变为充分性原则.法律诉讼是推动美国教育财政制度改革的有效途径. 相似文献
16.
中小学教师教育技术能力(初级)网络培训已经在全国范围内开展,但对于网络培训效果的评估工作还未深入开展。因此,文章在对相关理论综合分析的基础上尝试构建出适合中小学教师教育技术能力网络培训的评估指标体系,以期对中小学教师教育技术能力网络培训效果的评估提供一定的帮助。 相似文献
17.
文化是学校的灵魂,学校文化是学校发展的核心竞争力和内在推动力,科学地认识学校文化对学校的可持续发展具有重要意义。从教育生态学的角度研究学校文化,是将文化置身于教育生态系统中,揭示他们之间的规律,重构学校文化理念,从而探讨学校文化建设的有效途径,以文化引领健康、和谐的学校发展。 相似文献
18.
胡献忠 《淮南师范学院学报》2002,4(1):89-91
校本课程是以学校为基地而开发的课程，校本课程的意义在于可以克服国家课程的弊端，促进教育思想和课程理念的变革，满足学校，师生发展的实际需要。因此，校本课程在国家基础教育课程体系中占有得要的地位。 相似文献
19.
贵州省中学生心理健康状况研究 总被引：4，自引：1，他引：4
刘红 《贵州教育学院学报》2006,22(3):5-9
用自编的中学生心理健康状况问卷对贵州省818名中学生进行调查,结果表明:贵州省中学生心理健康有问题的占9.29%—29.47%,问题较严重的占3.43%—18.59%;在孤独倾向和恐怖倾向项目上性别差异明显;在学习焦虑等六个项目上存在年级差异,其发展趋势呈现起伏状态;学业优秀的学生在孤独倾向等四个方面得分低于学业不良学生,表现出较好的心理健康状态。根据研究结果,提出了相应的教育对策。 相似文献
20.
Accountability policy in the United States requiring school districts to design and implement state policy-directed teacher evaluation systems that utilize multiple measures, most often observations of professional practice and student achievement data, has been reflective of shifting international public discourse surrounding educational accountability, specifically related to teacher quality. Although the most recent wave of policy change provides states some flexibility in determining how teachers are evaluated, many are still mired in debate on how to improve teacher professional practice and increase student learning. This study examined the perceptions of school administrators and teachers in a large, suburban, public school district regarding their district’s new teacher evaluation system. Understanding the convergent and divergent views of participant groups regarding how (i.e., the standards by which) they defined and measured the effectiveness of the evaluation system is necessary to not only better understand their lived experiences but also to potentially inform policy change. 相似文献