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1.
Despite comprehensive school reform (CSR) model developers' best intentions to make school stakeholders adhere strictly to the implementation of model components, school stakeholders implementing CSR models inevitably make adaptations to the CSR model. Adaptations are made to CSR models because school stakeholders internalize CSR model practices in their own ways. This article focuses on how teachers and school leaders internalize CSR model practices by examining their perceptions of the components of CSR models as well as perceptions of CSR across grades and classrooms. Schools were found to be acquainted, informed, knowledgeable, and fully articulate about their CSR models. Contextual factors, such as teacher turnover, principal leadership, and school priorities, as well as developer supports, accounted for differing perceptions about CSR.  相似文献   

2.
In consultation with experts in the fields of education research and whole school improvement, researchers at the Comprehensive School Reform Quality (CSRQ) Center created a framework for evaluating the scientific rigor of research studies that report on the efficacy of whole school improvement models. In this paper, the authors begin with a brief introduction to the challenges of developing standards of acceptable research practices and establishing a method of review that enables cross-program comparisons. The authors discuss CSRQ Center standards in reference to six primary areas of review: design, assessment, implementation, sampling, timing, and data analysis. Each standard is presented and the empirical rationale for evaluation criteria is explored. The authors conclude by presenting guidelines for researchers who report on the outcomes of evaluations of whole school improvement models. This discussion highlights the importance of ongoing conversation about the nature of evidence and components of research practice that illuminate program effectiveness within a larger framework of contemporary education policy and whole school improvement legislation.  相似文献   

3.
Despite recent advances, the research literature on school effectiveness, school improvement and educational change has relatively little to say about how schools become effective over time, and what strategies or combination of strategies work best to improve schools at different levels of effectiveness. A recent British research study – ‘The Improving Schools’ project funded by the Economic and Social Research Council – has been designed to explore these (and other) issues. This article describes the rationale for the fieldwork aspect of the project, which includes 13 secondary schools from 3 English local education authorities and presents 4 themes that have emerged from the first phase of the research that cast some light on the phenomena of the ‘improving school’. These themes – multiple starting points, the complex interactive and intuitive nature of school improvement strategies, the missing instructional level, and the importance of context – are described. The article concludes that given the non-linear and unpredictable nature of improvement seen in the case studies, schools need to become more skilled in ‘change agentry’ in order to continue to improve.  相似文献   

4.
A growing number of organisations – universities, non-profits, independent consultants – are emerging as partners to school systems pursuing systemic improvement. This proliferation invites questions probing the interaction between school systems and their consulting partners. Drawing on a cross-disciplinary review of literature, this theoretical paper (1) explores the processes and strategies used by consulting organisations as partners to school systems and (2) proposes a conceptual framework as a starting point for implementation and evaluation of effective consulting for systemic improvement.  相似文献   

5.
李焰 《成都教育学院学报》2010,24(5):122-123,127
有效领导是领导者的特质、领导者的行为和情境三因素相互作用的产物,校长的有效领导是学校工作质量的关键决定因素。我国中小学校长领导有效性影响因素主要有三个方面：管理体制因素、学校组织因素和校长自身素质能力因素。打破制约因素策略为：借鉴校本管理经验,完善校长负责制;打破学术（教学、科研）系统行政管理系统壁垒,实施“兼职教管,全员参与”;加强自身校长职业化的素质和能力修养。  相似文献   

6.
本在对高校勘察设计单位人力资源管理所面临挑战分析的基础上，提出了高校勘察设计单位人力管理重新定位的多重角色模型，进而对高校勘察设计单位在战略伙伴、行政专家、员工的领头人和变化助推剂等角色方面进行了详细阐述。  相似文献   

7.
Theory Competition and the Process of Change   总被引：1，自引：0，他引：1  
The reasons why many educational change initiatives have little impact are often framed in terms of either a poorly designed process on the part of the change initiator, or in terms of problems with the attitudes, skills and/or knowledge of those responsible for implementation. In this paper, we seek to integrate these two perspectives more closely by focusing on their interface and the competing theories frequently held by the change initiators and implementers. This concept of theory competition is illustrated with a case of a national literacy initiative in New Zealand in which the change initiators wished to raise the achievement of low performing students through the development of “learning-centred” leadership in schools and evidence-based practice. The desired outcomes were not achieved because theories about what it means to be a successful leader in such a situation, the data needed to undertake the type of evidence-based analysis envisioned and school personnel beliefs about the target students were understood differently by those responsible for initiating the change and those responsible for implementing it.  相似文献   

8.
In Zimbabwe, there have been some debates on democratisation and decentralisation, which led to the development of policies meant to increase teacher participation in decision-making in schools. However, despite these developments, teacher participation in decision-making in Zimbabwean schools is regarded as insignificant. Teachers work closely with students and have firsthand knowledge of their strengths and weaknesses – they are therefore the most valuable people to develop and implement policies. This study investigated the extent of teacher participation in decision-making in Zimbabwean schools. The study adopted a qualitative/interpretive research methodology and used the case study research design as the operational framework for data gathering. Data was collected through interviews, documentary analysis and observation of two staff meetings per school from five secondary schools in Gweru Education District in Zimbabwe. The population sample comprised five secondary school heads and 20 secondary school teachers. The study established that teachers were insignificantly involved in decision-making despite their eagerness to be involved. Some duties are given to senior teachers or committees even when teachers feel that they should be directly involved. There are times when school heads make unilateral decisions and impose them on teachers for implementation. The study recommends that heads of schools should give their teachers room to come up with ideas and look at all contributions objectively.  相似文献   

9.
In an era of school reform and high stakes accountability, the major challenge in education is to turnaround the nation’s lowest-performing schools. National policy provides abundant resources with often restrictive prerequisites. Research indicates that quality principals and teachers are the most important factors for turning around the lowest performing schools; however there is little research in how to turnaround failing schools with high enrollments of students in poverty, who are English-Language Learners, and who are Hispanic. The purpose of this study is to understand how demography, policy and practices affect the educational edge of students in poverty, who are English-Language Learners, and who are Hispanic. How do the practices of a school leader who is professionally/culturally/linguistically responsive affect turnaround for a failing schools? How does the personal and professional background of a Latino principal affect student performance in a failing school? This research conducted a qualitative case study to include principal interviews, principal observations, teacher interviews, and the use of state and school archival data. Analyses included organizing data into data themes and triangulating data themes, using principal background, principal professional/cultural beliefs and practices, school context, teacher data, and archival data. Conclusions confirm the need to conduct research to document and define the performances for professionally/culturally/linguistically responsive principal models and their effect on student performance in historically failing schools. In addition, policymakers need to consider the organizational contexts of professional/culturally/linguistically responsive leadership and teaching models as turnaround school models.  相似文献   

10.
课程改革与学校文化重建——一所学校的个案研究   总被引：13，自引：0，他引：13  
课程改革与学校文化之间存在相互制约的关系,学校文化是制约课程实施的主要因素,系统的课程改革就是学校文化的变革,新的基础教育改革蕴涵全新的学校文化要素。作者以日常生活为切入点,对一所进行新课程改革的小学进行了课程改革和学校文化关系的个案研究,结果表明:作为文化变革的课程改革将是一个长期的过程;新课程的实施需要引起学校文化的自觉与重建的努力;优秀的学校文化是学校发展的内在动力;校长是优秀文化的塑造者。  相似文献   

11.
While empirical research on school subject preferences and choices has a long history, ‘interest’ has infrequently been invoked as an explanatory construct. Three levels on which interest is conceptualised in educational research are identified. The most general derives from vocational psychology and may be characterised by the themes of Holland’s RIASEC typology. The results of five recent Australian studies in which interests were related to school subject preferences and choices are reviewed, and a series of multi-level models of data from the most recent are presented. The models offer a coherent summary of interest – school subject choice relations and enable accurate estimates to be made of their relative importance across the curriculum fields typically available in the senior secondary years. The consistency in the results of the five studies provides strong support for the hypotheses that school subject preferences and choices are systematically related to interests, and that Holland’s RIASEC themes provide a coherent account of preferences and choices across a broad range of objects, activities and contexts encountered in school and work.  相似文献   

12.
This article examines a number of key issues around successful school leadership and leader development. Three metaphors are used to frame, track and analyse recent research and commentary in the area – these are clones, drones and dragons. Although development mechanisms rarely fall neatly within one category, the metaphors provide a useful way to examine some of the ongoing uncertainties around leader development. Clones duplicate what others think they know about successful leadership. Drones carry cloned knowledge and are controlled ‘from afar’ by centralised authorities or other ‘outsiders’. Dragons take organic forms which can mutate in terms of shape, colour and form in line with more localised needs. As such, they aim to nurture leaders who lead change successfully within their communities with reference to but not dictated by standardised knowledge. Issues flowing from interactions between these categories form a set of questions or tensions faced by systems and leaders themselves.  相似文献   

13.
ABSTRACT

Moving away from the study of the principal as the central leader figure in schools, this article argues for an alternative narrative for school leadership. It draws on empirical data from a doctoral study to propose a new way of thinking about the school leader through the unusual metaphor of the Cheshire Cat.

Examining the stories of 11 school leaders from one independent PK-12 Western Australian school, including middle leaders who are often absent in school leadership literature, this article provides insights into school leaders’ perceptions of themselves as leaders, and their private processes of decision making. These leader stories challenge the notion of school leadership as an archetypal story of a central figure, showing that it can instead be quiet, subtle, fluid, and even deliberately invisible.

The visible-invisible Cheshire Cat school leader enacts collective vision, action, and transformation by acting as a deliberate and skilled collaborator in a complex, networked web. This reimagined school leader is one who makes careful decisions about how to best serve their communities, how to foster trust, and how to distribute power and agency, including when to appear and disappear, when to step forward and step back, when to direct and when to empower.  相似文献   

14.
Contemporary policy statements from government and reforms to science curricula in schools emphasise the importance of educating a scientifically literate public for democratic participation in science and technology. While such an aspiration is seemingly uncontentious and appears consistent with progressive educational thinking, the reality of democratic participation is problematic. I propose four frameworks for describing democratic participation in schools. The first two – deficit and deliberative democracy – fulfil a limited role for democratic participation. ‘Science education as praxis’ and ‘science education for conflict and dissent’ present more radical programmes but reflect tensions with the dominant discourse of scientific literacy and citizenship as reflected in school curricula. To operationalise aspects of democratic participation, teachers need to make explicit the role of scientific knowledge and decision‐making within each framework. While radical change is likely to meet with resistance, this process will in turn generate new discourses about the problems and opportunities of democratic participation.  相似文献   

15.
As a growing number of schools and districts are found to be underperforming under the requirements of NCLB, school and district administrators are increasingly searching for research-based whole school improvement programs, including comprehensive school reform (CSR) models and education service providers (ESPs), in order to create dramatic changes and improvements within schools. Limited available research on the effectiveness of these models constrains what education consumers know about how a model will meet the unique needs of a particular school. This article reviews the experience of practitioners who have been through the selection and implementation process of whole school improvement models in order to identify emerging themes that education consumers embarking on this process should consider. During the qualitative data collection process for three Comprehensive School Reform Quality (CSRQ) Center reports, CSRQ staff held phone conversations with school and district administrators. The researchers analyzed 86 of these conversations and grouped them into similar topic areas. Common themes emerged for both the selection process and the implementation of whole school improvement models.  相似文献   

16.
This paper summarizes the development and practical testing of a theoretical framework for the identification of important factors in relation to the implementation of ICT into a UK secondary school. The approach is characterized by considering the process of implementing use of ICT across a whole school for teaching and learning as a special case of implementing change.

The theoretical framework was derived from reviewing and synthesizing the literature in the field of change management and that of ICT in schools. Using an interpretive approach, a single case study was the practical basis for undertaking research, guided but not constrained by the theoretical framework and finally mapping the case study findings against it.

This process enabled the possible contribution of the framework with regard to the implementation of ICT in schools, to be assessed, and its further development considered.  相似文献   


17.
A new genus of district and school improvement models entails partnerships with other organizations and new working relationships with families, community leaders, and youths. The Ohio Community Collaboration Model for School Improvement (OCCMSI) is one such model. It enables partners to leverage family and community resources for learning, healthy development, and overall success in school. This study presents qualitative research findings about the key capacities developed by 6 schools and 6 districts piloting the OCCMSI. Process and product innovations, as well as facilitators and barriers, were tracked as these sites progressed with their implementation efforts. Implications are drawn in relation to how these new and expanded capacities might be prioritized by district and school leaders, consultants, and other professionals involved in partnership-centered models of school improvement.  相似文献   

18.
Internationally, school readiness is increasingly the rationale for early childhood education and care (ECEC). This is the case in England, yet the statutory English Early Years Foundation Stage framework for children 0–5 years also requires practitioners to listen to children’s voices: discourse indicates dissonance between school readiness and listening to children’s voices so this paper discusses an intrinsic case study that investigated beliefs and practices of 25 practitioners in the English midlands regarding school readiness and listening to children’s voices. In survey responses and semi-structured interviews, practitioners indicated they listen to – and act on – children’s voices but are confused about school readiness; their beliefs and practices align more strongly with social pedagogy than pre-primary schoolification. Findings carry messages for policy-makers regarding the need for coherent policy concerning the purpose of ECEC, with practitioner training and a framework aligned fully with that policy. A larger study is indicated.  相似文献   

19.
Historically, the mission of science, technology, engineering, and mathematics (STEM) schools emphasized providing gifted and talented students with advanced STEM coursework. However, a newer type of STEM school is emerging in the United States: inclusive STEM high schools (ISHSs). ISHSs have open enrollment and are focused on preparing underrepresented youth for the successful pursuit of advanced STEM studies. They promise to provide a critical mass of nontraditional STEM students, defying stereotypes about who does STEM and creating positive STEM identities. In this article, we advance a conceptual framework designed to systematically capture the qualities of ISHSs that can provide exciting new possibilities for students and communities. An iterative review of the literature suggests 10 critical components that may work together across 3 dimensions: design, implementation, and outcomes. Our goal is to apply this framework in various school models to better understand the opportunity structures that emerge and to create a theory of action of ISHSs.  相似文献   

20.
This article examines cultural beliefs and values about disability in one Tanzanian community and the influence of those beliefs on a school for children with disabilities. The larger ethnographic study examined the role of beliefs in the community and the development of the school curriculum. This study used the models of disability as a framework for classifying and understanding the different belief systems present. The study was conducted in a rural community in Tanzania at a school for children with developmental disabilities. In this community, multiple models of disability were present, but the socio-cultural and pluralistic models were most prevalent. Beliefs centred about the causes of disability, God’s plan or role in the community, and a mixture of Christian, Muslim, and traditional beliefs. Participants saw the school staff as integral to influencing beliefs about disability in the community through their presence and outreach efforts.  相似文献   

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