共查询到20条相似文献，搜索用时 31 毫秒
1.
《Ethnography and Education》2013,8(3):327-347
This research investigates how the Hong Kong state controls and disciplines the education sector through the regulation and manipulation of discourses. The authoritative narratives are that some schools are failing the students and parents for not being able to provide quality education, and that these schools are not subject to public scrutiny while spending public money. This article seeks to understand the role of such narratives in neoliberal politics and the marketisation of education which lead to governance in the form of initiatives in school quality assurance mechanism; how different actors (Education Bureau, Professional Teachers' Union and individual teachers) are involved in the process; how they negotiate this governance of education; how such governance transforms the self-perception of teachers as well as the perception of teachers by others; and how teachers interpret, appropriate and resist such discursive power. 相似文献
2.
Valerie J. Hall 《Cambridge Journal of Education》2020,50(1):125-144
ABSTRACTRemoval of the student numbers cap, reductions in funding and an accompanying need to generate revenue have driven education towards neo-capitalism and managerialism: students equate to income. An associated growth in performativity measures incorporates student voice as one of these benchmarking requirements. Aiming to explore and challenge assumptions about the role of student voice in post-compulsory education, this paper identifies a missing viewpoint in the wider research: perceptions from those engaged in teacher education. This paper presents research undertaken with 24 participants (teacher educators, student teachers and quality assurance managers) across three post-compulsory institutions in the UK. It explores perceptions about how student voice is espoused, enacted and experienced within the institutions, and whether this enables a democratic approach within education. The research considers questions raised about power, dialogue and engagement, as well as the impact of marketisation and consumerism on student–institutional relationships. 相似文献
3.
Terri Seddon 《British Journal of Sociology of Education》1997,18(2):165-185
This paper analyses the concerns, parameters and silences emerging in the field of English research on contemporary educational restructuring. The research effort oriented to the investigation of Thatcherism and the marketisation of education is documented. Its strong emphasis on markets and processes of marketisation and its neglect of alternatives to Thatcherism is noted. This pattern of emphases and silences in research seems to have arisen as a result of changes in the research‐policy context, and because of the way Thatcherism has been conceptualised in educational research. I argue that these developments have encouraged a narrowing of both research and political horizons in education. I suggest that a more comprehensive framework for analysing educational restructuring can be developed by recontextualising Thatcherism and drawing on recent social science research on institutional design. Such a framework would appear to offer a basis for tackling the empirical and normative work of assessing probable futures and the possibilities of preferred futures in the practical work of education reform. 相似文献
4.
目前的初中学生最难教,初中教师最难当,初中校长最难做。缘何？因为教育观念莫衷一是、误区太多,初中学生又处于人生中的“多事之秋”,初中教师恰好处在教育系统链条中的“咽喉要塞”,初中校长更是置身于社会批评教育的“风口浪尖”当中。初中学生的鲜明特点在于强化“人生支点”的自我意识,初中教师的根本职责在于培植“人生支点”的坚实根基。初中校长的特殊使命在于扬起“人生支点”的前进风帆。夫如斯,不可不重视初中教育,不可不善待初中学生．不可不珍视初中校长和教师。 相似文献
5.
6.
B. Lee Hurren 《Educational studies》2006,32(4):373-385
Traditionally, education has been perceived as a most serious and disciplined undertaking. Schools have become so obsessed with discipline, standardized test scores, proper objectives, competence, and proficiency that they have turned into rather grim places. All too often teachers and students will say that school and learning are not enjoyable. This study was designed to investigate school principals’ overall frequency of humor use as perceived by teachers, and the relationship of principals’ humor use to teachers’ job satisfaction. This study also analyzed how teacher job satisfaction was influenced by principals’ frequency of humor use in different groups. Results of this study support the idea that principals who share humor in the workplace have teachers with higher job satisfaction than those principals who share very little or no humor in the workplace. 相似文献
7.
目前的初中学生最难教,初中教师最难当,初中校长最难做。缘何？因为教育观念莫衷一是、误区太多,初中学生又处于人生中的“多事之秋”,初中教师恰好处在教育系统链条中的“咽喉要塞”,初中校长更是置身于社会批评教育的“风口浪尖”当中。初中学生的鲜明特点在于强化“人生支点”的自我意识,初中教师的根本职责在于培植“人生支点”的坚实根基,初中校长的特殊使命在于扬起“人生支点”的前进风帆。夫如斯,不可不重视初中教育,不可不善待初中学生,不可不珍视初中校长和教师。 相似文献
8.
This study identifies and analyses professional norms as a means of illuminating school cultures and how norms are distributed in the system. Of special interest is the role of school leaders and how they lead, organize and realise school development. The study research question is: What professional norms do school leaders highlight in change efforts? We are also interested in identifying the support mechanisms and obstacles to implementation and norm setting exhibited by school organisations. The case we used explores change processes in the implementation of education for sustainable development at three upper secondary schools in Sweden. It was conducted in three phases, starting with a questionnaire for all teachers and principals. In the second phase, each of the principals was interviewed individually. The third phase used focus groups consisting of the principals that made up the leadership groups. Our results indicate that professional norms are set when principals and teachers experience expectations from each other, from students and from policy documents. There is also a need for well-functioning communication in the organisation to set and disseminate norms. The school principal plays a crucial role in these norm setting processes. By becoming more aware of existing norms in the organisations, and how norms can be changed, this knowledge can support principals in change efforts. 相似文献
9.
The place of the practicum in pre‐service teacher education: the voice of the students 总被引：1，自引：1，他引：1
Kari Smith 《Asia-Pacific Journal of Teacher Education》2005,33(3):289-302
The focus of this paper is the importance student teachers attribute to the practical experience of their teacher education program, the practicum. Four hundred and eighty student teachers from the largest teacher education institution in Israel responded to a questionnaire with 68 closed items asking for their evaluation of various components of the teacher education program in relation to preparing them for teaching, and about sources for support during the practicum. The main findings show that the practicum is evaluated highly by a large majority of students; however, students find importance in the more theoretical aspects of their education as well. Institutional‐based supervisors of the practicum were perceived by student teachers to provide the strongest support, alongside peers and school‐based mentors. School principals were perceived not to be supportive of student teachers during the practicum. The findings align with previous research in terms of importance of the practical aspects in preparation for teaching, however not as a replacement for theoretical courses. Moreover, findings suggest that school principals do not include school‐based teacher education as part of their professional responsibility. 相似文献
10.
Paula McDonald Barbara Pini Jennifer Bartlett 《British Journal of Sociology of Education》2019,40(7):883-900
AbstractThe marketisation of schools has emerged as a defining feature of the education landscape. While the role of principals and lead teachers in carrying out marketing work was investigated in the late 1990s, there has been scant evidence of how the people and practices of marketing in schools have evolved into the twenty-first century. Expanding on existing literature on educational marketing practices in schools, and through in-depth interviews with a unique sample of school marketers, this study explores the emergence of the school marketing professional. The interviews reveal the diverse backgrounds and experiences of these individuals, the transfer of their business skills into schools and the tensions in professional boundaries with educators who traditionally performed school marketing activities. Ultimately, the study furthers insights into the co-existence of educational and managerial agendas in the schools market. 相似文献
11.
Ka-ho Mok 《Higher Education》1999,37(2):133-158
This paper attempts to examine how market forces have affected educational development in Hong Kong and Mainland China. In both places, there has been a trend to the decentralisation and marketisation of education in recent years, particularly in the realm of higher education. Based upon recent research conducted in Hong Kong and China, the author argues that higher education in these two places has been significantly affected by emerging market forces. The core of the paper is confined to the discussion of two major issues: user charges and the introduction of competition and cost recovery in education. The main focus of this paper is on what strategies educational institutions in Hong Kong and China have employed in response to the strong tide of marketisation. Particular attention will be given to discussing how markets and competition have affected the governance and delivery of educational services in Hong Kong and China. This comparative study has demonstrated that even though the recent developments in higher education in these two places have been experiencing a similar global trend, the global tide of universal trend in which private charges, market competition, non-state provision, corporate governance, system-wide performance management should not be treated as a simplistic notion of undifferentiated universal trend. Instead, different places may take different configurations in cases of marketization which remain national-specific as well as global. 相似文献
12.
From interviews with seven blind New Zealand adults about their school experiences, this paper discusses how blindness has been constructed by some New Zealand mainstream principals and teachers. The experiences of these participants were not that of inclusion, despite being in ‘the mainstream’. The participants described how principals and teachers were both welcoming and unwelcoming. Inclusive principals and teachers were described as friendly, challenging, helpful and positive. They believed their blind students were like their other students. Principals and teachers who were remembered as excluding blind students were described as unfair, inflexible, unprepared and absent. They believed their blind students were different and did not find a social place for them. 相似文献
13.
为什么学校会对学生的发展不负责 总被引：8，自引：0，他引：8
Wu Kangning professor tutor of doctoral candidates at Moral Educational Research Institute of Nanjing Normal University 《教育研究》2007,(12)
作为教育机构的学校理应对学生的发展负责。导致学校对学生发展不负责的症结,并不在于学校对其基本职能的把握上的偏颇,也不宜简单归结为校长和教师的职业道德问题,而是在于校长和教师对其切身利益的谋求。学校真正对学生负责,就必须在加强校长和教师职业道德教育的同时,通过制度的改造与创新,使校长和教师切身利益的获取同其促进学生发展的实绩紧密关联起来。教育理论工作者有责任为这种制度设计提供具体的科学论证乃至基本架构。 相似文献
14.
With the student body across Europe becoming more diverse, the issue of religious education in schools has come to receive greater attention. In the context of the specific historical and institutional context of the Irish primary educational system, this paper addresses aspects of the religious and moral formation of primary school children. The methodology employed in this study is qualitative: it is based on in-depth interviews with school principals, teachers and parents, and focus groups with students in five case-study schools. The paper examines the role of both home and school in the development of religious and secular beliefs. It also examines the way children are active agents in their own moral development, specifically how they mediate and interpret three sets of influences, namely formal school-based religious instruction, the broader school climate, and the implicit values and beliefs communicated by school, parents and the wider family. 相似文献
15.
16.
Kevin Lowe 《The Australian Educational Researcher》2017,44(1):35-54
The conundrum of Indigenous education in Australia is that there are multiple, highly contested and polarising narratives that vie to inform both public and policy debate about how to construct effective schooling of Aboriginal students. Two of these contested discourses, which are seen to drive much of this debate, highlight the complexity of concerns—one which is essentially aspirational in its intent but unperceptive to the realities of Aboriginal student achievement and a second data focused discourse that is managerial and evaluative in its focus to disclose policy and pedagogic failures on student outcomes. The first has posed the politically more palatable proposition that there has been a slow, sometimes faltering but inexorable improvement in Aboriginal education, while the second highlights a mounting body of qualitative data that document an overall failure by school systems to lift Aboriginal student education achievement. The author recognises the complex and historical nature of the multilayered ‘issues’ that sit at the heart of Aboriginal underachievement. He argues that one of those underpinning issues that has plagued Aboriginal education centres on the depth of the socio-cultural disconnect between Aboriginal students and their communities, and teachers. He also argues that, too often, teachers are appointed to schools with limited social, political and professional knowledge about the particular needs and aspirations of Aboriginal students such that it impacts on their capacity to establish authentic connections to students. The research on which this article is based sets out to provide an understanding of both the nature and dynamics of community and school engagement in sites with high proportions of Aboriginal students. The study aimed to investigate teachers’ capacity to develop authentic pedagogic practices that are responsive to the educational, cultural and aspirational needs of Aboriginal students. In particular, the research highlights how the relational dynamics between schools and Aboriginal people have been deeply affected by colonial histories of exclusion and systemic disadvantage, pervasive school discourses of marginalisation and in particular an ignorance about holistic needs of Aboriginal students at school and the resultant negative relational interactions between schools and Aboriginal families. This multisite ethnographic study was undertaken with Aboriginal community members, teachers and school principals in 2012 as doctoral research. It was conducted within a relational landscape characterised by an enduring socio-cultural dissonance between schools and their Aboriginal communities. The study focused on examples of authentic collaboration and purposeful interactions between Aboriginal communities and schools that were shown to support teachers in building deeper understanding that enhanced their cognisance of the wider needs of Aboriginal students. The findings in this article highlight that when authentic engagement between Aboriginal people and schools occurred, it appeared to positively impact the teachers’ professional knowledge and created a consequent interest within these communities to engage with their schools. The research further identified that in each site the Aboriginal participants articulated an interest in developing authentic school collaborations that would enhance student outcomes. These findings suggested that teachers need to honour, understand and actively reflect on community history, contexts and aspirations to develop the skills and knowledge to address the particular socio-cultural and educational needs of Aboriginal students. 相似文献
17.
David Mc Keon 《欧洲特需教育杂志》2017,32(2):221-237
Emotional and behavioural difficulties (EBD) in mainstream schools in Ireland attract much attention and significant resources, yet little research has been conducted in the Irish context about how this concept is understood by practitioners, what influences that understanding nor how that influences provision in schools. This paper is based on the findings of a study which investigated these issues among principals, special education teachers and guidance counsellors in mainstream post-primary schools, employing questionnaires (n = 36) and semi-structured interviews (n = 10). Several themes are presented regarding how EBD is conceptualised and responded to. The findings of the study suggest definitions of EBD appear to focus mostly on intrapersonal characteristics of students and suggest a resignation in the attitude of practitioners. The effectiveness of behaviour policies is ambiguous due to an imperative to produce written policies in many areas, traditional views of the homogeneity of the school population and a tendency to rely on SEN policy to address EBD issues. Responses to EBD vary considerably. Responsibility for most aspects of the school experience of students presenting with EBD appears to rest predominantly with special education teachers, even where there is access to guidance counsellors. Gender impacts on several of these issues, particularly in the type of language used in schools when discussing EBD. 相似文献
18.
Christine Winberg Hanelie Adendorff Vivienne Bozalek Honjiswa Conana Nicola Pallitt Karin Wolff 《Teaching in Higher Education》2013,18(8):930-947
ABSTRACTEnrolments in STEM disciplines at universities are increasing globally, attributed to the greater life opportunities open to students as a result of a STEM education. But while institutional access to STEM programmes is widening, the retention and success of STEM undergraduate students remains a challenge. Pedagogies that support student success are well known; what we know less about is how university teachers acquire pedagogical competence. This is the focus of this critical review of the literature that offers a theorised critique of educational development in STEM contexts. We studied the research literature with a view to uncovering the principles that inform professional development in STEM disciplines and fields. The key finding of this critical review is how little focus there is on the STEM disciplines. The majority of studies reviewed did not address the key issue of what makes the STEM disciplines difficult to learn and challenging to teach. 相似文献
19.
《Teaching and Teacher Education》1995,11(2):119-135
In this paper I explore an alternative to the dominant authority of positivism in teacher education research and curricula through the conceptualization of narrative authority. Narrative authority is rooted in the personal practical knowledge of teacher education students, university teachers and classroom teachers as they interact within the contexts of teacher education. I begin by describing Dewey's conception of experience as individually continuous and socially interactive. I then discuss two ways in which knowledge is constructed from experience and describe how each Ivalues a different kind of authority. 1 then focus on the educative qualities of experience and show how narrative knowledge expressed through mundane and sacred stories can become taken-for-granted or be reconstructed through experience. Next, I describe how we can think of ourselves as authoring our lives through our narrative authority. I then consider the institutional narratives of teacher education in which sacred stories of apprenticeship, technical rationalism, and inquiry are embedded. I conclude by discussing some of the implications acknowledging narrative authority has for reshaping teacher education. 相似文献
20.
职业学校效能研究论纲 总被引：2，自引：1，他引：2
职业学校效能是一个关系到如何评价职业学校及其长期发展的问题。本文在分析了职业学校效能研究的基本框架、研究的结构和层次基础上，认为只有深入研究职业学校的主体效能，即校长效能、教师效能和学生效能，才能理清职业学校效能的内容，也才能更好地为职-业学校发展服务。 相似文献