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1.

This article uses the biographies of three German teachers to explore nineteenth century German immigrants' efforts to provide education which upheld their ethnic traditions and prepared their children to take their place in the British colony of South Australia. Lutheran schools, German state schools and private schools initially performed these functions in both rural and urban areas. Once compulsory schooling was introduced in 1875, however, German state schools were marginalised as English became the only language of instruction in the rapidly expanding state school system, and many private schools closed. Rural Lutheran schools maintained their role as nurseries of the church but also accommodated the demand for English language and culture by using state school courses of instruction in many subjects. In essence, by 1900 schools were no longer the key sites for the maintenance of German language and culture in South Australia  相似文献   

2.
Educational reform in South Africa envisions schooling where all students, irrespective of their background characteristics, have the opportunity to succeed. To achieve this vision, the South African education system needs to function in such a way that students’ success does not depend on their backgrounds; that is, if school processes and policies in South Africa were inclusive and supportive of the learning of all students then we would expect high-quality schools to compensate for socio-economic disadvantage such that the achievement gap associated with the socio-economic status (SES) would be minimised. The main objective of this paper is to explore the relationship between school quality and socio-economic disadvantage. Our analysis, employing multilevel statistical models, indicates that:

1. schools do make a difference over and above the socio-economic backgrounds of learners they enrol;

2. learners are most successful in schools where they and their parents are actively engaged in the learning processes;

3. schools with these characteristics tend to compensate for learners’ socio-economic disadvantage;

4. learners from disadvantaged backgrounds are less successful in schools; and

5. the impact of SES on learners’ achievement levels is particularly prominent in high-achieving schools.

These findings call for the need to rethink the current schooling processes and policies to include structures that allow schools to provide opportunities to engage learners and their parents in the schooling processes with the objective of compensating for learners’ socio-economic disadvantage. We argue that this objective can be achieved through a capability framework where inclusion, democratic participation and child centredness serve as the major principles of the provision of quality education for all.  相似文献   


3.
《Africa Education Review》2013,10(2):372-388
Abstract

Because of its history from apartheid to democracy, the aspiration to reform schools is a recurrent theme in South African education. Efforts to reform education in schools based on the outcomes-based education (OBE) curriculum approach created major challenges for policy makers in South Africa. The purpose of this exploratory research was therefore to determine whether secondary school teachers lack the professional competence to cope with curriculum reform and whether this incompetence results in them experiencing Tobephobia (TBP). The qualitative research method was used to conduct this investigation. Individual semi-structured interviews were conducted with 50 teachers in 25 public secondary schools in the Nelson Mandela Metropole. In terms of their responses, it was evident that the teachers’ concerns about their professional competencies associated with the OBE curriculum had a negative impact on their ability to implement curriculum changes in their classrooms. The comparison of OBE with the syllabus by the teachers evoked their bias towards the traditional syllabus approach in maintaining the quality of education for all learners. Because of the historical bag gage associated with the syllabus in South Africa, it is recommended that a standards approach to the curriculum be considered by the Department of Education to resolve the curriculum problems in secondary schools. The responses from the teachers in this exploratory study once again affirmed the existence of TBP in secondary schools.  相似文献   

4.
Abstract

Concerned that public schooling leads to mediocrity rather than meritocracy, many middle-class parents are seeking other options such as private schools, alternative public schools, and charter schools to develop their children's academic, creative, and athletic talents. Based on a mixed method investigation of school choice among parents (N = 1,871) in the two largest cities in the Province of Alberta, this paper examines the logic, values, and concerns that inform parental decision-making and the impact of social class differentiation in the process of selection of elementary schools. Issues surrounding the placement of gifted students in various school options are discussed.  相似文献   

5.
Background: In the last decade, much research attention has been paid to notions of leadership and the professional identity of school. It is widely agreed that school principals play a very important role in school improvement; international reports point to ‘school leadership’ as a key factor in education quality, and recent studies suggest that the leadership identity of principals is critical for achieving effective leadership in schools worldwide.

Purpose: The purpose of this study was to conduct a thematic exploration of the literature relating to school principals and leadership identity.

Design and methods: A scoping review was carried out. Two major databases were searched for papers published on this topic in the last decade. Once we had established an overview of research on this subject, we conducted a thematic analysis to identify the topical focus of research.

Results: We found that the literature reflected an increasing and intensified interest in the topic of school leadership as the decade progressed. Furthermore, a range of emerging subtopics was identified. These included the relationship between school culture and professional identity in school principals; the influence of ethical and personal factors on the professional development of principals; the dilemmas of balancing education policies and personal experiences; and the relationships between gender identity, racial identity, professional experience/career, training and leadership identity.

Conclusions: Several key issues emerged from the studies included in this review, such as the importance of external and internal influences in the construction of the professional identity of school principals. Some of the research suggested that school leaders felt the need to develop a new professional identity. Overall, the study indicates that school leadership and its relationship with school improvement should remain an important focus for educational research investigation.  相似文献   

6.
ABSTRACT

The desire to be close to nature and live in tune with it grew as industrialisation, urbanisation and the impact of technology became increasingly ubiquitous at the turn of the twentieth century. Throughout Europe, model schools were established in rural environments. These private reform schools could not solve the problems of public urban schools. Founded on the initiative of teachers and parents, the Schullandheim (rural school hostel) emerged as a new form bringing urban education and schooling close to nature after the First World War in Germany. Even if related pedagogic activities developed at that time in other countries there is no evidence for comparable institutions. Besides tracing the development of Schullandheime, the article shows how the school hostel idea was embedded in the contemporary educational discussion about the influence large cities had on youth and explores the educational and cultural differences within the school hostel movement through the use of visual material.  相似文献   

7.
ABSTRACT

Digital technologies and the Internet are increasing in prominence in schooling systems. As schools and teaching evolve as a result of the integration of technologies teacher preparation will also change. This paper examines research exploring the preparation of teachers for the digital age through a systematic literature review of articles published between 2008 and 2018. The findings provide insight into what has and has not been studied across a range of literature and the alignment with the broader context of digital integration in schools. A focus on digital competencies was identified which was framed in three ways across the literature; generic digital competence, digital teaching competence and an emerging concept of professional digital competence. How student teachers learn to engage in the professional work of a teacher in a digitally infused education system should underpin future research. A model of professional digital competence is proposed.  相似文献   

8.
Abstract

This paper reports the experiences of staff, parents, governors and students at a secondary free school in the West Midlands of England in relation to the inclusion of students with special educational needs (SEN). The paper is based on a qualitative research project carried out at a school that opened in 2015, with the explicit aim of examining the extent to which it developed as an inclusive school, particularly for children with SEN. In the paper, we draw on the classic distinction between ‘education’ and ‘schooling’ to identify tensions and overlaps between process and outcome oriented practices and examine the views of different stakeholders on how such practices impact on inclusion. By focusing on the day-to-day practices of the school and linking them to broader notions of schooling and education, we provide a complementary perspective on the current research on free schools, which is overwhelmingly quantitative and focused on admissions.  相似文献   

9.

This research captures the personal experiences of Black student teachers at the University of Durban-Westville, South Africa, who were asked to write about one significant experience in their schooling careers. About 1,000 such individual stories, collected between 1991 and 1996, were analyzed and recast as broader portraits of Black schooling in South Africa before and after the transition to democracy in 1994. Five major themes were identified in these stories: (1) violence at school, (2) authoritarian climate at school, (3) learning as memorizing, (4) difficulties in schooling related to poverty, and (5) difficulties in schooling related to the language medium. The methodological strategy was influenced by the Dutch school of phenomenological pedagogy that takes the ordinary life-world as a starting point for inquiry. The findings of this research suggest that new education policies, to be effective, must take account of very significant continuities in students' experiences through the political transition.  相似文献   

10.
ABSTRACT

Current data indicate that there are six million young people of school age with disabilities in China. Of these, only about 50 per cent attend any form of schooling, with approximately 220,000 of them enrolled in special schools and classes. The remainder attend regular classrooms. This means that there are about three million students with disabilities who at present lack any access to education. In May 1996 it was declared that in order to improve this situation, over the next five years, China plans to provide school places for 80 per cent of its disabled youngsters. In order to achieve this goal, the Chinese central education authorities have announced a significant change in policy direction towards integration. Instead of their previous commitment to the establishment of increasing numbers of special schools, it is now planned that the current number of about 1,400 special schools will be increased to 2,000, so that all regions of the country have access to at least one. At that point, no more special schools will be built. The extra places needed to increase the school attendance rate of youngsters with disabilities will be created in regular classes in regular schools. This paper gives an overview of the curriculum arrangements in China's four types of special schools, including their historical development, subjects taught, teaching arrangements and management. A number of difficulties confronting China's special education policy‐makers are canvassed and reasons suggested for their increasing commitment to a strategy of integration. It is proposed that China enjoys three advantages in the pursuit of an integrated school system.  相似文献   

11.
ABSTRACT

Bhutanese educators are facing the challenge of implementing inclusive education for students with disability throughout their schooling system. Selected schools have started to implement inclusive policies and practices, and it is timely to investigate the progress of inclusive education in these schools. In this qualitative study, 14 Bhutanese principals responded to questions regarding inclusive practices in their schools. Responses were divided into two broad categories: the current status of inclusion in their school; and, inclusion in the future. Principals described barriers such as a lack of specialised teachers, inadequate resources and facilities, and a lack of holistic inclusion. However, they also noted that students were accepted by their peers, that the schools were working well with what they have, and that there was a positive attitude for the future. Changes that are required to progress inclusive education in Bhutan from the perspective of the principals are discussed. The findings of this research will be of interest to researchers and leaders in schools and ministries of education who are working to promote more inclusive schools in less developed countries.  相似文献   

12.
School autonomy,accountability and collaboration: a critical review   总被引：1，自引：1，他引：0  
English education has recently experienced radical policy reform in the areas of school autonomy and accountability. The key focus of this paper is on how schools might best navigate through these policy moves. It highlights how these moves have constructed schools, teachers and students in problematic ways but also how they are offering possibilities for improving the quality of schools and schooling. The focus here is on the promise and scope of school collaboration. The difficulties of creating socially responsive and responsible collaboratives in the current ‘heterarchical’ and market-oriented policy environment are acknowledged. Guided by quality democratic governance, they are, nonetheless, presented as crucial in supporting schools to productively deal with the demands of this environment.  相似文献   

13.
《Africa Education Review》2013,10(1):156-179
Abstract

The effectiveness of educational reform initiatives depends on the quality of teachers. Professional development (PD) of teachers has therefore become a major focal point of school improvement initiatives. The National Policy Framework for Teacher Education and Development (2007) attempts to address the need for suitably qualified teachers in South Africa. The study discussed in this article was qualitative within purposefully selected schools. Its aim was to explain educators' perceptions of continuing professional development in the light of the national policy. The following major findings emerged from the data analysis: (1) overall view of PD in the education system, (2) experience of types of PD programmes, and (3) impact of PD programmes on schools.  相似文献   

14.
《Africa Education Review》2013,10(3):554-578
Abstract

This study investigates a South African principal's view of implementing invitational education (IE) as an example of a professional development programme (PD) within a particular school setting. Two types of literature inform this study: leadership supportive of school development and the invitational education approach to teaching and learning. The study uses qualitative reflexive photography to explore the following research question: How does the principal perceive the way in which intentionally inviting changes were made in the school under his leadership? The data analysis revealed the following categories: people: focussing on care; places: changing the physical setting; policies: regulating the functions of the school; programmes: developing people through helpful initiatives; and process, that is, organising the context in which schooling takes place. The findings support the fact that the process of IE needs to organise all the other factors in a way that is both democratic and humane. IE requires a commitment to certain goals if changes are to be implemented successfully; this, in turn, implies that a school should develop a culture of collective learning and that learners should be encouraged to care about one another in the school.  相似文献   

15.
Abstract

Prior research estimating the effect of Catholic schooling has focused on high school, where evidence suggests a positive effect of Catholic versus public schooling. In this article, we estimate the effect of attending a Catholic elementary school rather than a public school on the math and reading skills of children in kindergarten through fifth grade. We use nationally representative data and a set of matching estimators to estimate the average effect of Catholic schooling and the extent to which the effect varies across educational markets. When we use public school students nationwide or within the same county to provide a counterfactual estimate of how Catholic school students would have performed in public schools, we find strong evidence indicating that Catholic elementary schools are less successful at teaching math skills than public schools (Catholic school students are 3–4 months behind public school students by third and fifth grade), but no more or less successful at teaching reading skills. Moreover, unlike prior research, we find no consistent evidence that the effects of Catholic schooling vary substantially by race or urbanicity, though our power to detect such differences is weak.  相似文献   

16.
ABSTRACT

International education achievement indicators potentially obscure students’ localised experiences of school. This paper examines adolescent purpose to understand what drives students’ learning experiences in high-performance schooling in Singapore. Purpose is a long-term intention to engage with the world in ways meaningful to oneself and to others. Using clinical interviews, the authors analysed students’ perspectives of the purpose of schooling and learning against the tensions of preparing students for performance-focused outcomes in schools. Findings indicated purpose clusters with prevalent self-oriented academic achievement goals. About one-third of the students with forms of support had nascent beyond-the-self life goals. To think about teaching and learning in a more integrated manner, this study shows it is important to look closely into students’ learning experiences, as these provide critical insights into how policies are implemented in schools, and how curricula can be made significant and meaningful in a more humanising vision of what schools might become.  相似文献   

17.

The article explores some of the wider policy issues and concerns raised by the 1988 Education Bill, in particular the implications of the Bill for control over schooling. There is a brief discussion about the main aspects of the Bill's proposals as they affect schools. The paper then moves on to consider the extent to which the Bill gives power both to the Secretary of State for Education and to parents and school governors, whilst removing power from Local Education Authorities and teachers themselves. It is pointed out that the proposals will make long term educational planning and policy implementation across a range of schools very difficult. The paper concludes by questioning whether all the intentions of the Bill will be realized but notes that opposition to the Bill has not really fully taken on board alternative strategies for improving the quality of education.  相似文献   

18.
ABSTRACT

South African schools experience diverse access to educational technology. Further, South African educators have limited opportunities to attend educator professional development workshops focused on technology integration. These differences can have a tremendous impact on students’ educational experiences and educators’ levels of self-efficacy toward implementing technology in their school settings. To provide further support and training opportunities to educators in South African township schools, administrators are able to partner with nongovernmental organizations and institutions of higher education. This article provides an overview of South African educational contexts and how partnerships can be formed to provide educator support to integrate educational technology in township schools.  相似文献   

19.
The article offers a case study of the ways in which a Catholic primary school located in the centre of a large South‐Asian community in Leicester, UK, responded to the religious and ethnic diversity of its surroundings. The school, Our Saviour’s, engaged in shared activities with a neighbouring school which had a majority intake of Hindu, Muslim and Sikh children. Approaches to religious education at Our Saviour’s combined with weekly shared activities with the neighbouring school resulted in improved inter‐ethnic relations in the surrounding community, as children from both schools began socialising after school hours. This article draws on ethnographic research to give a case study of the ways in which Our Saviour’s employed a responsive approach to single faith schooling by engaging with religious and ethnic diversity as a means of promoting dialogue.  相似文献   

20.
大学与中小学的伙伴协作:动因、经验与反思   总被引：4，自引：0，他引：4  
由社会变革所引起的教育在研究范式、教师教育、学校教育、大学功能诸方面的变革,使得大学与中小学之间的伙伴协作近30年来有了长足的发展。大学与中小学之间的差异成为双方协作的重要基础和资源,大学与中小学的伙伴协作是平等、互惠、互信、共同实践的协作。伙伴协作促进了大学与中小学教师的专业发展、促进了双方学校功能的建设、构建了新型的学习共同体。  相似文献   

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