首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 15 毫秒
1.
ABSTRACT

This article assesses the policy strategy for local management of schools in Victoria, Australia within the high involvement framework for creating high performance organizations. The high involvement framework as adapted to education hypothesizes that a decentralized strategy for improving educational performance requires decentralizing four key resources: power over the budget and personnel functions; information about revenues, expenditures, costs and best practices; knowledge and skills including both technical and business knowledge; and rewards including compensation and other incentives. The framework also includes an instructional guidance framework of curriculum standards and student assessment to those standards, and facilitative principal leadership. Based on two years of data collection at both the state and school levels, focusing on governance, management, finance, and curriculum and instruction, the study found that Victoria's Schools of the Future ranked high on all six variables, and that the decentralization process was working smoothly and major changes were being made in curriculum and instruction when school sites also ranked high on the six variables

  相似文献   

2.
Abstract

Background: This article critically discusses the key tensions and challenges arising from the educational policy borrowing in China, through its current education reform. Focussing on the new curriculum reform (NCR), the paper highlights the interactions and conflicts between foreign and local ideologies and practices.

Sources of evidence: The main sources of evidence that form the basis of the analysis for this article were research data from an open-ended questionnaire and semi-structured interviews conducted with 166 school principals, vice-principals and teachers from China between 2013 and 2015.

Main argument: It is argued that the NCR has borrowed selective ideas and practices from elsewhere, such as a school-based curriculum, student-centred pedagogy and formative assessment. It is further suggested that the borrowed policies are mediated and moderated by the ideological attitude of the Chinese educational stakeholders, stemming from the notion of ‘theory-ladenness’ within an exam-oriented paradigm.

Conclusions: The example of China illustrates the effects of an ideological attitude on educational policy borrowing that challenges the notion of universally appropriate ways of teaching, learning and reforming an educational system.  相似文献   

3.
《Teaching Education》2013,24(3):353-361

Implementing meaningful educational change may be fostered by various types of institutions. One facet of current educational reform in the United States is focused on realignment of state and school district curriculum to reflect national academic standards. Graduate education courses bolster these initiatives by offering teachers opportunities to redesign curriculum in a supportive setting. Curriculum revision to meet new academic standards requires a comprehensive understanding of model design to facilitate emphasis on designing appropriate pedagogical approaches. This article describes utilizing web-based models in interdisciplinary curriculum to meet these goals as part of a graduate teacher education course.  相似文献   

4.
Abstract

Teachers' evaluation of pupil learning should be consistent with identified learning outcomes at the intended level of performance. To the extent that curriculum and assessment are aligned, the validity of inferences about pupil knowledge is strengthened. The purpose of this investigation was to evaluate the assessment practices of preservice teachers who have successfully completed coursework in educational measurement. Three hundred and nine lesson plans from 65 preservice (student) teachers were reviewed. The authors found that, during student teaching, preservice teachers do not follow many of the assessment practices recommended in their coursework. Perhaps implementations of recommended classroom assessment practices seem to depend on more than possessing the requisite knowledge.  相似文献   

5.
Abstract

In this article the author describes the changing of traditional teaching patterns, how difficult and time-consuming such changing can be and how use of information and communications technology (ICT) may affect that change process. She gives an overview of some effects ICT appears to be having on teaching and learning in the Icelandic educational system. Teaching practices at the compulsory level of schooling in Iceland are described and indications presented on how little they appear to be changing. Effects on teaching practices in teacher education at Iceland University of Education are also discussed, with the trend towards distance education and net-based teaching and learning being by far the most noticeable  相似文献   

6.
Abstract

Knowledge and perceptions of Michigan residents about groundwater were assessed so that a comprehensive educational program could be developed and baseline information established to document the program's impact over time. Data were collected from 663 residents in urban, rural, and farm households. Results indicated that knowledge about groundwater was moderate and that a statewide educational campaign on facts about groundwater was necessary. People perceived that land use practices affected groundwater quality at the national, state, and county levels but not at their household level. Significant differences were found among urban, rural, and farm residents and between farmers and nonfarmers in their perceptions of the effects of land use on groundwater quality.  相似文献   

7.
ABSTRACT

Traditional studies of educational change fail to explain how principals and teachers deal with change in curriculum and instruction on an ongoing basis. This study investigated the management and implementation of multiple innovations in curriculum and instruction over a two year period in two elementary schools. The study provides empirical support for theories which hold that principal's management style tends to be stable across multiple changes. The study also reveals that the innovation adoption and implementation behaviours of teachers in an elementary school can be patterned across multiple changes. Recurrent levels of use, outcomes and patterns of interaction between innovations were found across innovations in each school. These differences were consistent with the different management styles of the two principals.  相似文献   

8.
ABSTRACT

The interruption of the school-to-prison pipeline has had a greater presence in many educational policies across the nation, many of these outlining Restorative Justice as a step toward the deconstruction of that system. In looking at policy asks, a question comes up as to how a culture change can be funded that can allow restorative practices to thrive in communities. The practice of storytelling sets valuable foundations for how restorative practices can thrive in groups on a microlevel while moving communities at-large toward potentials of social transformation. By examining transformational justice and the deconstruction of anti-Blackness in communities, best practices that form storytelling development, and their relationship to the current state of identity politics, we can find new ways to see restorative practices and their ability to grow within communities.  相似文献   

9.
  相似文献   

10.
Since the publication of A Nation at Risk, some scholars have argued that a national curriculum and national testing are necessary to hold school personnel accountable for student achievement and, ultimately, to raise educational standards. The idea of developing a nationwide curriculum has been widely debated in the United States, where the traditions of local control and state responsibility are dominant. Thus, this article examines the relevance and feasibility of a uniform curriculum in physical education. A core curriculum for physical education has the potential to provide clear goals, coherent instructional guidelines, and relevant assessments aligned with designated program outcomes. A more advanced curricula framework with clear guidance for P-12 curricula and pedagogical practices could promote system-wide changes in school-based physical education. In contrast, the adoption of an overly rigid national curriculum would create a stifling educational context where cultural differences and local flexibility are not allowed.  相似文献   

11.
Abstract

It has been suggested that curriculum coherence is crucial in successful educational reform. However, empirical research on the topic is still scarce. This study explores how the stakeholders involved in curriculum development at the district level perceived curriculum coherence. Survey data (n?=?550) were analysed using structural equation modelling. A confirmatory factor analysis showed that curriculum coherence consists of three complementary components: consistency of the intended direction; an integrative approach to teaching and learning; and alignment between objectives, content and assessments. Moreover, the results showed that curriculum coherence contributes to the expected impact of the reform on the school level development. The study adds to the research on curriculum reform by showing that curriculum coherence is a central determinant of the reform taking root at the school level, and by introducing a scale for measuring perceptions of curriculum coherence within the context of large-scale national curriculum reform.  相似文献   

12.
ABSTRACT

Understanding the relationship between innovative learning spaces and teachers’ pedagogical and social practices is essential given the increasing investment in innovative learning spaces worldwide. This study examined the socio-spatial practices of a group of teachers at a secondary school in an innovative learning space. Interview responses from 21 teachers revealed that space and social practices co-became through the interplay of the school culture, the physical, social and curriculum structures, and individual teachers’ sense-making of the practice. The study found that the cultural and structural systems drove the initial becoming of social practices, and that the individual systems shaped the diversified nature of the becoming. The findings suggest the importance of supporting teachers’ sense-making in terms of conceptions of subject teaching, professional identity, the affordances and constraints of the space and confidence in and capacity of constructing and managing effective learning experience in the space, when effecting educational changes with space.  相似文献   

13.
Abstract

This article reports on a study of teachers in New South Wales (Australia) and their practices surrounding outcomes assessment and reporting, which took place in 2003 and 2004 as a follow-up to a major study in 1995. The study explored whether the main focus of a teacher's work involves planning, teaching, assessing, rewarding and sharing in their classroom and with colleagues, and whether this focus suffered many distractions in the flurry of reforms of the past decade. One example of ‘changing times’ in the classroom has been the devolution of school management, which caused a number of diversions of energy and time away from teaching and learning. Yet even in the area of curriculum schools were struggling with a range of issues, many brought on by the advent of outcomes-based curricula. In seeking to change what happens in schools, teachers argued that they needed clear and well-argued reasons to change. This article thus provides an update on the relevant research, beginning with national and international experiences, before a discussion of workload, the place of parents and school organizational effects. One finding is that alongside a ‘crowded curriculum’, teaching has become a ‘crowded profession’. The article concludes with reflections on how changing times in the classroom mean social reform as well as educational reform, in which teaching and learning shape effects and consequences from educational events so that knowledge grows through experiences, measuring possibilities not outcomes.  相似文献   

14.
ABSTRACT

The article describes the increasing discrepancy between the curriculum policies of the Conservative government and the policy directions argued for by business organisations and other advocates of a human capital perspective in education. It traces some of the origins of the current Conservative preference for cultural rather than economic goals in this area of policy, and suggests a new understanding of the relationship between neoconservative and neoliberal thinking on the educational right. It argues that a return to ideas and practices developed in the late twentieth century offers a basis for curriculum policy more productive than either human capital theory or Conservative traditionalism.  相似文献   

15.
ABSTRACT

This article offers a critical review of the impact of policy-induced changes on school teachers in the Chinese Mainland where educational reform has been an ongoing project for four decades. It addresses three aspects of the current state of teaching and the teaching profession: the contextual factors that have influenced their development; the state policies that effected the teachers; and the lessons that can be drawn from the reform experiences of the teachers. By examining the changes that have occurred in curriculum and teaching, teacher preparation and training, and teacher professionalism and leadership, this paper argues for a more inclusive approach to policy formulation and implementation that can accommodate the needs of frontline teachers serving in the diverse educational settings of Chinese schooling.  相似文献   

16.
ABSTRACT

This article focuses on an educational foundations-based professional development (PD) curriculum of antiracist conscientization we as two teacher educators designed and implemented with eight white practicing teachers in the Midwestern United States. We first articulate our conception of educational foundations and curriculum theory as a framework for our PD. We briefly review literature on other PD on race in the United States, outline our data sources, and describe the pedagogy and curriculum of RaceWork’s Tripartite Model of race-visible and antiracist praxis. We then highlight, through interview data, the significance of group (relational) accountability and collaborative relationships that supported these teachers’ self-designed antiracist interventions in their own unique school contexts during the 2-year PD experience. An ongoing, relationship-based PD model leading to material antiracist changes and practices points to a need for a broader, more holistic, and contextualized conception of antiracist interventions in U.S. public P12 school contexts, but also one grounded in the notion that in a white supremacist society, we (as race-visible white educators) are always becoming antiracist.  相似文献   

17.
ABSTRACT

Supportive digital resources are key to supporting educators’ pedagogic practices in teaching children to be literate. But locating suitable resources can be confusing, with as claims about products being educational, aligned with curriculum outcomes, and even as ‘silver bullets’. In Australia, a lack of specificity in national and state curriculum guidelines about resource selection creates inconsistencies within and across schools. We investigate how teacher-selected digital resources are used in early childhood classrooms to support literacy learning. Drawing on three independent Australian classroom-based studies, we share three examples of children engaging with digital resources. Together, they show that not all digital resources promote active and engaged literacy learning in meaningful and socially interactive contexts. We propose principles for selecting digital resources to promote playful, scaffolded, and exploratory literacy learning.  相似文献   

18.

This article reports on a multi‐year study of changes in eastern German schools after the fall of the Berlin Wall. In the wake of national unification, the traditional three‐track structure of the West German educational syatem was re‐institutionalized in eastern German secondary schools. The article explores how teachers respond to this shift from the untracked socialist common school to the new track system. The study found that influences of state policies on teachers’ tracking pedagogy varied. The new institutions have forcefully shaped many teachers’ assumptions about students’ ability and career paths. Value orientations are characterized by ambivalence; while organizational goals and values are very exclusion‐oriented, the role of schools in society is defined in more inclusive terms. Contrary to exclusion‐oriented sentiments, instructional routines changed little; they flow, to a large extent, from the previous inclusive curriculum that was geared to the average or ‘normal’ student during socialist times. The study underlines the importance of examining multiple layers of beliefs and practices for an adequate understanding of the relationship between policy and practice.  相似文献   

19.

Highlighting the unique educational needs of gifted and high ability preschoolers, this article guides the reader to consider the characteristics of young gifted children along with appropriate assessment practices in planning educational programming. A triarchic approach to programs and services for gifted preschoolers is outlined with major emphases on an integrated curriculum, ongoing evaluation, and parental involvement. Specific strategies including internet resources are described to guide practitioners in providing optimal learning environments for this distinctive student population.  相似文献   

20.
In this essay, we state that establishing technology curricula by national governments causes a shift in the policy actions of educational technology support: from a technical rationale with a main focus on funding and resources to a pedagogical rationale with a main focus on student competencies. We illustrate our point of view by describing the formal educational technology curriculum recently administered by the government in Flanders. This curriculum is written in terms of attainment targets and has clear implications on the nature of educational technology which is no longer dependent on teachers’ individual efforts or willingness, but is becoming compulsory at the school level. Furthermore, we present two levers that facilitate the integration process of educational technology in general and the realization of technology curricula in particular. Technology coordinators should act more as curriculum managers and change agents, and schools should jointly establish a technology policy plan.
Ruben VanderlindeEmail:
  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号