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1.
王栋 《江西教育学院学报》2014,(6):115-118
宗族文化是中国特有的传统文化,也是民间崇尚的传统文化。捐资助学是宗族文化中宗族的一项重要活动,它在中国近代民办教育的发展史上起到了积极作用。从江西近代宗族开办民办教育的状况入手,分析了其办学特点及其影响,为研究宗族文化及近代民办教育提供了重要的史学依据。 相似文献
2.
中华民族的传统文化源远流长、博大精深,在中学阶段的思想政治教学过程中,适当地运用中华民族的传统文化具有重要的意义。当前中华民族的传统文化在中学思想政治教学当中虽已有一定的运用,但是运用的方法较为保守,且在教学观念上仍然不够重视。所以应该强化对于中华民族传统文化在中学思想政治教学中的作用和意义,把握一定的运用原则,最终促进中学生的综合人文素养提升。 相似文献
3.
‘Societal culture’ in Singapore can be understood as an evolving mix of ‘traditional’ and ‘modernizing’ cultural strands, complexly related to dominant political and economic processes and aligned in the pursuit of a wider national vision. Following the mid-80s economic slowdown, there was a major realignment in these cultural strands that resulted in a process of decentralization of the education system, and a rethinking of the principal's role. Though the immediate effect of this was the creation of independent and autonomous schools, a space for autonomous action was opened up generally for school principals who were willing and able to seize the opportunity. We draw on two case studies of improving Singapore secondary schools to explore the links between societal culture, school leadership and school improvement. We argue that although both of the case study principals appropriated aspects of societal culture as part of their improvement strategies, it was the nature of the appropriation that made the schools and leadership styles distinctive. 相似文献
4.
Cultural capital and gender differences in parental involvement in children's schooling and higher education choice in China 总被引：1，自引：1，他引：0
Xiaoming Sheng 《Gender and education》2012,24(2):131-146
This article employs the concept of cultural capital to examine the ways in which social difference in terms of gender are played out in parental involvement in children's schooling and higher education choice. The intention has been to provide an in-depth analysis of the ways in which Chinese mothers and fathers are involved in the process. Semi-structured interviews were conducted with 47 secondary school students and 50 parents in Beijing. This article reveals that the transmission of cultural capital is gendered. Mothers have a different and more direct relationship to the generation of cultural capital than fathers. This article reveals that patriarchal relationships are common among Chinese families, with fathers having a controlling role and mothers having a servicing one. I suggest that the traditional cultural norms, such as that based on Confucian patriarchy, have had influences on gender relationships in the transmission of cultural capital to children's educational achievement. 相似文献
5.
《Africa Education Review》2013,10(3):417-433
Abstract A number of schools in South Africa appear to be struggling with the changes that the government is introducing to improve the quality of education and lay a strong foundation for the country's societal transformation. Leadership has been found to be one of the factors that are associated with how schools cope with change and its complexities. This article focuses on a conceptual examination of the national Advanced Certificate: Education (School Management and Leadership) programme's capacity for promoting sustainable leadership in schools. The findings from the critical analysis of the qualification's documentation suggest that the current formulation of this school leadership development programme does not address the complexities of leadership and change, and is thus unlikely to adequately contribute towards leadership effectiveness or its sustainability in schools. It may, however, contribute to short- term school improvements, policy compliance, management effectiveness or economy and/or administrative efficiency. 相似文献
6.
Yin Cheong Cheng 《School Effectiveness & School Improvement》2013,24(2):85-110
This study intends to investigate how school organizational culture is related to important organizational characteristics and observe how the profiles of strong culture‐effective schools are different from those of weak culture‐ineffective schools in terms of organizational variables (such as principal's leadership, organizational structure, and teachers’ social interactions), teachers’ job attitudes, and school effectiveness criteria. It is a cross‐sectional survey research involving 54 randomly sampled Hong Kong secondary schools and 588 teachers. The unit of analysis is the school. Organizational ideology index was found to be substantially correlated with schools’ perceived organizational effectiveness. Among the 10 measures of these organizational variables, teachers’ esprit and principal's charismatic leadership can contribute substantially to the prediction of school's strength of organizational culture. The organizational profile of perceived strong culture‐effective schools is contrastingly different from that of perceived weak culture‐ineffective schools. The findings suggest that difference in organizational culture can be reflected at least in three overt levels: 1. organizational level in terms of principal's leadership behaviors, organizational formalization and participation, and teachers’ social norms; 2. teachers’ attitudinal level in terms of organizational commitment, social job satisfaction, intrinsic job satisfaction, and influence job satisfaction; and 3. school effectiveness level in terms of perceived overall organizational effectiveness and academic achievements in public examinations. The findings reinforce the importance of organizational culture to the ongoing effort and discussion of school improvement and school effectiveness. 相似文献
7.
Wing-Wah Law 《Compare》2013,43(3):295-322
Since the 1980s, numerous studies have demonstrated the influences of culture and gender on leadership, including school leadership. Such studies have been criticised, however, for being dominated by Anglo-American paradigms and frameworks and for under-exploring the roles of culture and gender on leadership in non-Western societies. With reference to China, this paper focuses on the relationship between gender and school leadership and explores gender differences between Chinese male and female school leaders in their leadership orientations. The study adopted a mixed methodology of a questionnaire survey and individual interviews to solicit Chinese school leaders' views in 2008. The study finds mixed patterns of gender differences in Chinese school leadership, including stereotypical, non-stereotypical and no differences. This paper argues that these patterns can be interpreted as resulting from the dynamic interplay among traditional Chinese culture, contemporary political context and organisational settings into which Chinese school leaders are socialised and in which their leadership styles and behaviours are shaped and leadership is exercised. 相似文献
8.
近年来,胜任力的研究以及在教育、管理等领域的应用得到了越来越多的关注,但对于成人学校校长胜任力的研究却寥寥无几。本文在论述成人学校校长的角色基础上,通过比较分析中小学校长、大学校长以及企业管理者的胜任力,从理论上确定了成人学校校长胜任力的构成要素,提出成人学校校长胜任力包括教育引领力、领导与管理能力、服务导向、经营意识、道德影响力和人格魅力等六大要素构成。 相似文献
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10.
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
11.
索会敏 《天津成人高等学校联合学报》2014,(11):30-32
2011年5月,教育部提出＂把工业文化融入职业学校,做到产业文化进教育、工业文化进校园、企业文化进课堂＂。这不仅为高等职业教育创新校企合作提供了新的思路,也为进一步推动校企文化深度融合,加强高职学校文化建设,提升高职学校的教育教学质量指明了方向。本文以现代企业文化培育的问题与需求为出发,探索＂校企文化培育＂的新途径。 相似文献
12.
Jess L. Gregory Ed.D. 《School Leadership & Management》2017,37(1-2):141-161
This article explores trust relationships in schools that involve disparities in power. Trust is a key factor in developing a positive school culture and strong leadership in schools. Even with the flattening of hierarchies through more distributive models of leadership, disparities in power exist and they influence the trust relationships in schools. Through both French and Raven’s and Follett’s conceptualisations of power, five brief autobiographical stories about trust in schools are deconstructed. Lessons for leadership are gleaned from the power relationships in the autobiographical stories of trust shared by public school educators. In addition, general recommendations are offered that are relevant for all levels of school leadership including but not limited to the instructional coach, the curriculum supervisor, the building principal, and the classroom teacher. 相似文献
13.
Constitution and Culture: Exploring the deep leadership structures of Hong Kong schools 总被引：1，自引：1，他引：1
This article aims to contribute to an understanding of principalship in Hong Kong through probing the formation and preservation of the deep leadership structures that shape its practice. Deep structures are formed partly through a dynamic relationship between constitution and culture which forms bounded “codes” of understanding, conduct and behaviour which combine to shape principalship in Hong Kong and power relationships within schools and collections of schools. After providing a brief historical snapshot of Hong Kong education development since 1945, the paper explores the recent context of principalship and how this influences its shape in schools. Discussion of context focuses on the interconnected elements of constitution and traditional culture. These factors are illustrated using the issues of principal selection and teacher and parent empowerment to show the influence of deep leadership structures on the principal and the system. Depending on the perspective taken, these can be understood as either supportive or obstructive to better school leadership. 相似文献
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15.
Erwin Katewa 《Africa Education Review》2019,16(2):69-89
This article uses the lens of self-leadership to understand the leadership practice of school principals in the Kavango region of Namibia. Self-leadership emphasises the focus on leading the self to enhance one's leadership in the organisation. Self-leadership will always function with other leadership styles; hence, the article uses instructional and distributed leadership styles to understand the possibility of principals having an influence on the improvement of academic quality in schools. This article explores how six secondary school principals in the Kavango region have employed self-leadership styles to improve and sustain the performance of learners. The study adopted a qualitative method that examined the selfleadership of the six school principals in the Kavango region. The data were collected from the six principals and two teachers of each school by using semi-structured interviews. The findings showed that school principals unknowingly employ self-leadership in their schools and in the process use distributed leadership together with instructional leadership to collaborate and share their leadership with teachers. 相似文献
16.
Thomas Radinger 《European Journal of Education》2014,49(3):378-394
With increasing school autonomy, often coupled with greater accountability requirements, school leaders are increasingly responsible for new human resource management tasks. Policies to improve the teaching workforce, therefore, cannot do without policies to improve the school leadership profession. Teachers' effectiveness depends, among others, on effective school leaders who shape teachers' working environment and influence their motivations. Furthermore, as recent research indicates, school leaders are the second most important school-level factor affecting, even if mainly indirectly through their influence on teachers, student learning after classroom instruction. Considering the role school leaders play for the effective school-level management of teachers and for teaching and learning through their pedagogical leadership, it is essential that school leaders are adequately prepared and supported for their role. As part of their school reform programmes, more and more countries have been introducing a range of evaluation and assessment policies to improve school, school leadership and teaching practices. The individual appraisal of schools leaders and teachers is a key component of evaluation and assessment policies. This article explores if, and how, individual school leader appraisal can develop school leaders' pedagogical leadership, a key element of which is teacher management. It analyses the policy approaches of several European countries and the extent to which formal frameworks in these countries focus on developing pedagogical leadership. The article concludes with ideas for policy to strengthen appraisal as a tool to improve school leaders' practices and behaviours and their competencies for pedagogical leadership and teacher management. 相似文献
17.
《Chinese Education & Society》2013,46(1):64-73
The poor and lower-middle peasants of this production brigade, under the leadership of the Party branch, have gradually become able to grasp socialist culture by employing many different forms of school operation. Under the guidance of Chairman Mao's thought on educational revolution, they have established through their own efforts brigade primary schools, village schools, and people's schools, so that those youths who have practical hardships are still guaranteed an education. In this way the great majority of the poor and lower-middle peasants and their sons and daughters are able to study culture, thus promoting, through active learning and usage, the extensive development of the mass movement that Chairman Mao has prescribed. This is a most welcome new situation that has emerged from the Great Proletarian Cultural Revolution. 相似文献
18.
Hedvig Abrahamsen 《International Journal of Leadership in Education》2018,21(3):327-343
A substantial body of research emphasises school leadership as a major influence on quality improvement in schools. Although numerous studies have identified the importance of the principal, fewer studies have examined the middle management level within schools, the deputy heads and assistant principals. Influenced by international trends, local education authorities in Norway have reorganised a traditional administrative deputy head role into a new role with expanded leadership responsibility for teacher staff and for performing instructional leadership. The primary objective of the present qualitative study is to provide additional insight into how deputy heads make sense of increased responsibility and power distribution as members of the leadership team and as leaders of the teachers in lower secondary schools. Drawing on focus group interviews and observations, the findings show that the reorganisation may open for a change from traditional administrative roles towards becoming learning-focused leaders. However, the findings also indicate that the shift can produce tensions between autonomy and control for the new leader role in the middle. 相似文献
19.
《Educational research; a review for teachers and all concerned with progress in education》2012,54(4):437-450
ABSTRACTBackground: While the school leader’s role is undoubtedly instrumental in school effectiveness, the specific influence of formal leadership on pupil learning is indirect and can be difficult to determine. Research findings suggest that school leaders can influence school organisation and pupil learning by acting catalytically, thus unlocking their schools’ existing potential. In school-based development, school leaders and their staff undergo a workplace development process, using school resources to contribute to it.Purpose: This article explores the concept of leadership in school-based development, focusing on leading teacher learning processes in relation to pupil learning. The research problem is formulated in the following question: How is the school leader’s role enacted and experienced when enhancing teachers’ learning in school-based development? The intent of the study was to further the understanding of leadership in school-based development.Sources of information and method: A qualitative interview study was conducted with teachers and leaders from three lower secondary schools, roughly 2 years after the schools participated in a formal school-based development project which was initiated by the Norwegian education authority. To present the findings based on the collected data, narrative texts were constructed.Findings: The findings draw attention to the importance of leaders’ participation in the teacher learning processes of school-based development. The study highlights the importance of leaders building trust in their schools: development processes must be collegium-rooted with common goals for the whole school. The interplay of culture, structure and content is found to be necessary for successful school-based development. Furthermore, school leaders need to balance internal and external accountability, moving school practices towards local goals, which are constructed within national overall aims.Conclusions: The study suggests that leaders require an overview of developmental processes to manage to support and progress development; leadership needs to be distributed. Further research on leaders’ learning in relation to school-based development can generate knowledge that serves as a thinking tool, thereby informing leaders’ actions in support of school-based development. 相似文献
20.
Teachers or learning leaders?: where have all the teachers gone? gone to be leaders,everyone 总被引：1，自引：0，他引：1
This paper traces the dramatic proliferation of leadership roles in English primary and secondar schools, due mainly to central government education policy of the past two decades. This has transformed schools from relatively simple to highly complex organizations and has impacted on the working conditions of, and demands on, teachers, together with many aspects of schooling. These changes are illustrated with typical examples of schools' leadership structures and their functioning. Interview data provide teachers' views on, and reactions to, the changes in school leadership. The paper also reviews the ways in which teacher education institutions have responded in terms of providing initial and in‐service education and training to equip the profession for this new and developing challenge. It examines the reception of such programmes by teachers and the reported impact on schools' management and the role of leadership within it. 相似文献