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1.
陈丽萍 《佳木斯教育学院学报》2012,(2):230-230
本文研究了初中英语教学模式。采用初中英语项目教学法,培养学生的创新意识、创新精神和创新能力,激发学生学习兴趣,培养学生创造性思维能力,探索初中英语创新型人才的培养。 相似文献
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ABSTRACTIn this paper, we investigate how a Benchlearning program for principals in Norway and Sweden supports changes in Norwegian principals’ leadership practices. The program design builds on principles for practical action research. The aim of the program was to inspire changes in the principals’ leadership practices that encourage innovative school practices. The program includes learning modes such as theoretical inputs, sharing experiences, school visits, training, and trialling of new leadership practices. Drawing on data from participants’ reflections on their learning and changes in their leadership practices, we identify transformations that have been realized and the ways in which the Benchlearning program has supported the transformations. The findings indicate that the program can be seen as a systematic and disciplined process, a ‘meta-practice’, that supports changes in the principals’ leadership practices, their understandings, and the conditions of their practice. More specifically, the findings show that the theoretical inputs and practical learning modes stimulated transformations of the principals’ thinking about leadership practices, what they do in practice and how they relate to others. In particular, the study suggests that the principals’ active participation in trialling new leadership practices in their own schools stimulated transformations. 相似文献
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本文在梳理了前人关于教育管理理论、创新理论及校长学理论与实践成就的基础上,对基础教育面临的挑战、中学管理的弊端,以及作为校长应如何应对挑战、进行管理创新等问题进行了研究探讨;并对中学管理创新和校长引领作用的模式和方法进行了分析论证.最后形成了既有逻辑分析、实证分析,又有操作案例支持的理论与实践相结合的成果. 相似文献
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School leader training has become a critical strategy in educational reform. However, in China, there still exists a big gap in terms of how to transfer leadership knowledge into practice. Thus, tools that can integrate formal knowledge into practice are called for urgently in school leader training. This paper presents the results of a research and development (R&;D) approach to adapt an existing online computer simulation, Making Change Happen?, for use in Mainland China. The paper describes the process used to inform and assess our cultural adaptation of the simulation, as well as the response of Chinese principals to learning through this innovative method. Results affirmed the necessity for cultural adaptation of ‘Western’ curricula and tools for use in the Chinese context. The positive response of the Chinese school principals to learning via an online computer simulation suggested future potential for employing technology-facilitated, active learning modes in China. Implications are outlined for theory, research, and practice. 相似文献
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This study addressed the research question: How do Vietnamese principals lead the professional learning of teachers? The research was comprised of a multiple-site case study of leadership and teacher learning in four Vietnamese schools. Qualitative data analysis aimed at identifying modal practices adopted by these Vietnamese principals to lead teacher learning in their schools. The research identified four key leadership practices: moral purpose, collaboration, learning support, and motivational strategies. The findings support assertions for a broad set of globally-relevant school leadership practices as well as the need to adapt these to the cultural context of specific schools. 相似文献
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During the last two decades there has been a growing awareness of the potentially strong role teacher collaboration can play in relation to teacher and team learning. Teachers collaborate with their colleagues in different formal and informal settings. Because most studies have focused on teacher learning in one collaborative setting or are related to a specific innovation, little is known about how teachers learn within the different collaborative settings that emerge out of their teaching work. The aim of this exploratory study was to gain deeper insight into collaborative teacher learning during regular work at primary schools. Collaborative teacher learning was investigated within multiple settings, taking into account both the undertaken learning activities by teachers and the learning outcomes. Teacher and principal perceptions were collected through semi-structured interviews that were conducted with two teachers and one principal per school, including seven primary schools. Results show that teacher learning occurred within different collaborative settings in schools, however, with different degrees of intensity and outcomes across these various settings. Thus, depending on the collaborative setting, more or less different learning activities and learning outcomes were reported by teachers and principals. The results suggest that high quality team meetings can be a powerful context for teacher learning. 相似文献
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《国家中长期教育改革和发展规划纲要(2010-2020年)》提出了建设现代职业教育体系的战略目标。现代职业教育体系建设需要其体系中各部分适应时代发展趋势的改革创新。中职校长创新能力对每一个中职学校的教育创新有着重要的影响,然而目前中职校长的创新能力不容乐观。提升中职校长创新能力对职业教育现代化有着重要意义。 相似文献
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Steve Sider Kimberly Maich Jhonel Morvan Mélissa Villella Paul Ling Chantelle Repp 《Journal of Research in Special Educational Needs》2021,21(3):233-241
As school systems strive to support students with special education needs in inclusive schools, there has been a persistent lack of scholarly literature that addresses the ways in which school principals are engaged in this process. This article is a response to this gap and aims to examine the question: What types of experiences do school principals identify as formational in their support of students with special education needs and fostering inclusive schools? Based on the analysis of data collected from 285 school principals from six provinces in Canada, four key themes are identified including: relationships, modelling behaviours, communication and principal isolation and lack of preparation. These themes are examined with consideration for how to support principals’ professional leadership in fostering inclusive schools. As a result, this article’s significance is in its examination of the experiences of principals and how these influence their leadership practice for supporting students with special education needs and fostering inclusive schools. 相似文献
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PurposeInvestigate successful school experiences for students with cerebral palsy (CP); identify and describe learning and participation at school.MethodsA phenomenologically-informed qualitative study using in-depth interviews with students (n = 7), parents (n = 11), teachers (n = 10), principals (n = 9), and allied health (n = 10) was conducted to investigate multiple perceptions. Thematic analysis occurred within and between groups.ResultsThree themes were identified: Students belong and benefit; Classroom enablers that help; Communication is crucial.ConclusionsStudents’ school experiences are enhanced by innovative classroom solutions that support classroom learning and involvement. Students rely on a diverse team that communicate well and implement individualised solutions that enable success. 相似文献
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Mojgan Afshari Kamariah Abu Bakar Wong Su Luan Bahaman Abu Samah Foo Say Fooi 《Technology, Pedagogy and Education》2013,22(2):235-248
As the demand for schools to become more effective and efficient learning communities increases, the need for principals to cultivate broad‐based, skilful participation in the work of leadership is essential. It is important for educational leaders to recognise the significance of their role in technology implementation and utilisation. They should be proficient in the use of technology and then provide leadership in the use of technology for administrative, instructional, and learning functions. Relatively few studies have empirically examined the level of computer use by principals, their perceived computer competence and their leadership style. This paper will report on these issues from an initial analysis of baseline data gathered from 30 secondary school principals in Tehran, a large province in Iran. Findings indicate that school principals spent a few times a week working on their computers and they had moderate levels of information technology competency. This paper also suggests that transformational leadership can help school leaders increase successful use of technology in schools. Hence, policy makers must design professional development programmes, such as leadership studies, in order to teach the components of transformational leadership: idealised influence, inspirational motivation, intellectual stimulation and individual consideration to future administrators. 相似文献
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Jennifer Charteris Dianne Smardon Emily Nelson 《Educational Philosophy and Theory》2017,49(8):808-821
AbstractAn Organisation for Economic Cooperation and Development research priority, innovative learning environments (ILEs) have been translated into policy and practice in 25 countries around the world. In Aotearoa/New Zealand, learning spaces are being reconceptualised in relation to this policy work by school leaders who are confronted by an impetus to lead pedagogic change. The article contributes a conjunctural analysis of the milieu around the redesign of these education facilities. Recognising that bodies and objects entwine in pedagogic spaces, we contribute a new materialism reading of ILEs as these are instantiated in New Zealand. New materialism recognises the agential nature of matter and questions the anthropocentric narrative that frames the post-enlightenment conception of what it means to be human. The decentring of human subjects through a materialist ontology facilitates a consideration of the power of objects to affect the spatial politics of learning environments. The article traces a relationship between the New Zealand strategic plan for Education 2015–2021 and principal conceptions of ILE as the lived spaces of this policy actualisation and the disciplinary/control society conjuncture. Informed by theories of spatial practice, we argue that principals’ understandings of ‘space’ are integral to pedagogic approaches within open-plan spaces. A conjunctural analysis can expand the capacity to act politically. By examining the complex conditions of a political intervention, in this case ILEs, we trace the displacements and condensations of different sorts of contradictions, and thus open up possibilities for action. 相似文献
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Leon Benade 《Educational Philosophy and Theory》2017,49(8):796-807
AbstractLefebvre’s triadic conception of spatial practice, representations of space and representational spaces provides the theoretical framework of this article, which recognises a productive relationship between space and social relations. Its writing stems from a current and ongoing qualitative study of innovative teaching and learning practices in new technology-rich flexible learning spaces, characterised by large open spaces, permeable boundaries and diverse furnishings emphasising student comfort, health and flexibility. Schooling in the twenty-first century, certainly in the developed world, is required to ensure that children and school-leavers have appropriate life-long skills in preparation for participation in the twenty-first century knowledge economy. This world is characterised as complex and dynamic, deeply influenced by globalisation and the revolution in digital technology. Developing these skills calls into question ‘outmoded’ transmission models of teaching and requires teachers and school leaders to approach their work in radically new ways. Open school design encourages flexibility in learning and teaching, and allows collaborative, team teaching, with designers claiming significant educational benefits. This arrangement of multiple classes using innovatively designed, technology-enriched common space, facilitated by multiple teachers, working in collaborative teams, is far-reaching in its likely implications for community expectations and responses, relationship-building, assessment, student learning, teachers’ work and initial teacher education. 相似文献
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This paper investigates the heterogeneous impact of school closures during Covid-19 pandemic in Italy on academic performance across different schools, grades, subjects and groups of students. Our analysis utilises an innovative dataset that combines administrative data on standardised tests in grades 5 and 8 with a specifically-designed survey that collects information about teachers’ practices between February and June 2020. Firstly, by employing a multilevel (mixed-effects) model, we estimate the extent of learning loss and examine its variability across schools, for students in primary and middle levels during the school year 2020/21. The findings confirm that learning loss has been considerable (between 0.05 and 0.27 SD) although heterogeneity across disciplines and grades exists – higher in English in grade 5, and in mathematics and reading in grade 8. Secondly, as a main contribution of the paper, we explore the mechanisms behind the substantial differences observed across schools, which can be explained by the ability of teachers in using digital tools and evaluating their students, as well as by the leadership role exerted by school principals. 相似文献
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袁咏梅 《重庆第二师范学院学报》2006,19(1):135-136
21世纪的竞争是创新人才的竞争。因此,培养学生的创新意识和创新能力应该是学校教育、课堂教学的最高追求目标,也是现代素质教育的核心内容。教师与分数的权威性、高强度大容量的课堂教学方式及学生的学习与参与程度都是影响创新意识和创造能力培养的重要因素,针对这些问题,需要有意识地重建英语课堂学习环境。 相似文献
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School leadership changes are gaining momentum in South Africa as larger proportions of incumbent principals near retirement age. While this presents opportunities to replace weaker school leaders with better ones, these changes may also destabilize school environments and impede on learning. This study explores this issue using payroll data on public school principals in South Africa linked to national data on schools and matriculation examination outcomes. School fixed effects and propensity score matching with difference-in-difference estimations confirm that principal changes are indeed detrimental to school performance with larger disruptive effects observed in poorer schools. 相似文献
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John Micklewright 《School Leadership & Management》2013,33(4):395-402
A schoolwide language assists the mapping of subject content, supports teachers to discuss teaching and learning issues and enables a shared understanding of school leadership to emerge, so that student learning is improved. This article presents findings from a mixed methods study investigating Leadership for Learning (LfL) in independent schools in the state of New South Wales, Australia. By being intentional about the language used for learning and leadership, schools are more likely to establish LfL as a community-wide activity that is inclusive, collaborative and distributed. These findings also reinforce the critical role played by school principals in leading learning. 相似文献
19.
论中小学校长的办学理念 总被引：1，自引：0，他引：1
Ye Wenzi Vice President associate research fellow at Shenzhen Educational Research Institute 《教育研究》2007,28(4):85-89
校长办学理念是校长对办学实践的理性思考和理想追求,是校长办学信念的集中体现,具有理想性、全局性、实践性、独特性、稳定性的基本特征。重视办学理念,是中小学校长专业发展的内在需要,是学校组织发展的内在需要,也是时代发展的迫切需要。中小学校长应确立创新生活是学校的基本使命、爱是教育的基本途径、教师是学校发展的第一关键资源的办学理念,不断丰富自我人生实践和办学实践,自觉确立高远的人生信念,大力提升教育理论素养。 相似文献
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论当代校长的创新思维 总被引：1，自引：1，他引：0
学校管理的创新必须以校长的创新思维为基础,而校长的创新思维又是一个有序的多视角的心理活动过程。为促进学校管理创新,本文对校长创新思维的概念、意义、特点、主题、内容、类型和方法作了较为全面的探讨。以期引起全国数十万中小学校长对这一问题的关注。 相似文献