共查询到20条相似文献，搜索用时 15 毫秒
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Kristján Kristjánsson 《Cambridge Journal of Education》2008,38(2):217-230
This paper explores three psychological theories of self – Kenneth Gergen's theory of the crystallised self, Carol Dweck's theory of the incremental self and William Swann's theory of the homeostatic self – for their ability to account for personal change in general, and radical self‐change in particular. Special attention is paid to their educational implications. The overall conclusion is that whereas all three theories provide important insights into self‐change, none of them gives a fully satisfying account. 相似文献
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Joseph Smith 《School Leadership & Management》2013,33(3):333-341
Regretting the absence of training instruments directly applicable to education, the author presents a questionnaire on change for use by primary heads, in which several school scenarios inviting different responses are set out. From this questionnaire four constructs or orientations are derived and subsequently evaluated for their potential merits in the promotion of change. 相似文献
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An external change agent (ECA) was recently employed in three Queensland schools to align the school curriculum with the requirements
of the state’s high stakes test known as the Queensland Core Skills test (QCS). This paper reports on the teachers’ perceptions
of a change process led by an ECA. With the ever-increasing implementation of high stakes testing in Australian schools, teachers
are under mounting pressure to produce ‘results’. Therefore, in order to maximise their students’ success in these tests,
schools are altering their curricula to incorporate the test requirements. Rather than the traditional method of managing
such curriculum change processes internally, there is a growing trend for principals to source external expertise in the form
of ECAs. Although some academics, teachers, and much of the relevant literature, would regard such a practice as problematic,
this study found that in fact, teachers were quite open to externally led curriculum change, especially if they perceived
the leader to be knowledgeable and creditable in this area. 相似文献
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The purpose of this study is to bring forth preschool teachers' and parents' views on both established and future forms of cooperation between the preschool and home. The empirical sample is based on both individual and focus‐group interviews. Results show that cooperation mainly revolves around the individual child. The form of cooperation that is the least established among both preschool teachers and parents tends to be the parent council. It is concluded that it is important for preschool teachers to provide varied and rich forms of cooperation, as different forms of cooperation appeal to different parents. With a wide range, there is a possibility to reach all parents. 相似文献
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Derek Williams 《School Leadership & Management》2013,33(1):123-129
ABSTRACT This study describes how two reform approaches-the portfolio culture and teacher professionalism-converge in the context of a system-wide programme for the professional development of school leaders. In particular, the study reports on the use of the portfolio to assist principals, deputy principals and heads of subject departments improve their performance and account for their actions. The study found that participants used their portfolios for a range of purposes: as evidence of improvement; as an organiser; as a record of achievement; as a collection of work samples. Leaders' difficulty in adopting the portfolio for professional accountability arose from a number of tensions: between theory and practice; between public and private demands of portfolios; between the practical nature of leaders' work and the reflective nature of the portfolio; between the portfolio as product and as process; between choice and compliance. It is argued that the use of the portfolio as an accountability vehicle will depend on leaders' capacity to balance these competing demands. The study shows that, despite cultural and logistical problems, the portfolio has the potential to develop the professional knowledge and practice of school leaders. 相似文献
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Helen Boon 《The Australian Educational Researcher》2009,36(3):43-64
Regional Australian students were surveyed to explore their understanding and knowledge of the greenhouse effect, ozone depletion
and climate change. Results were compared with a parallel study undertaken in 1991 in a regional UK city. 相似文献
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郝鹏程 《语数外学习(初中版)》2006,(11)
The women' s college had a very small park, and because several of the teachers and students, and many of the students' boyfriends had cars, it was often 1 to find a place to park in. The head of the college, Miss Baker, had a 2 in the park for her own small car. There were white 3 around it, 相似文献
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Per-Olof Wickman 《Cultural Studies of Science Education》2012,7(1):129-136
Lundqvist, Almqvist and ?stman describe a teacher’s manner of teaching and the possible consequences it may have for students’
meaning making. In doing this the article examines a teacher’s classroom practice by systematizing the teacher’s transactions
with the students in terms of certain conceptual schemes, namely the epistemological moves, educational philosophies and the selective traditions of this practice. In connection to their study one may ask how conceptual schemes could change teaching. This article examines
how the relationship of the conceptual schemes produced by educational researchers to educational praxis has developed from
the middle of the last century to today. The relationship is described as having been transformed in three steps: (1) teacher
deficit and social engineering, where conceptual schemes are little acknowledged, (2) reflecting practitioners, where conceptual
schemes are mangled through teacher practice to aid the choices of already knowledgeable teachers, and (3) the mangling of
the conceptual schemes by researchers through practice with the purpose of revising theory. 相似文献
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Nicholas M. Rogers 《Perspectives: Policy and Practice in Higher Education》2013,17(4):152-157
ABSTRACTOver a number of years, universities have needed to become more adept at managing change as internal and external factors affect their longer term financial sustainability. That sustainability is, for many institutions, closely linked to how straightforward (or otherwise) it is to recruit student numbers of the right quality from often diverse markets. However, the scale of a university's financial challenge isn't always enough on its own to dictate how bravely an institution drives its change agenda, nor the nature and pace of change. 相似文献
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《师资教育杂志》2012,38(2):119-123
Thirty‐two Diploma of Education students took part in a microteaching course of 12 weeks duration. Each student taught two, 10 minute micro‐lessons to groups of five secondary school students, their performance being observed by their fellow trainee teachers and recorded on videotape. After the microlesson had been completed, the student teacher viewed his taped performance and made the decision whether to use it with his colleagues and the pupils he had taught in a discussion group format. In all cases this was done. Students completed the Tennessee Self‐Concept Scale before and after their microteaching course, their scores being compared with other Diploma of Education students who had had no such experience. Results indicated that self‐concept change in a positive direction was facilitated by the microteaching experience. 相似文献
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Patrick Ainley 《British Journal of Sociology of Education》2008,29(2):213-223
Unlike most papers on education and ecology, this one is not concerned with the content of education but its organisation as a system and hence its purpose or finality. The central contention of the paper, which takes English education and training (or ‘learning’) as a case in point, is that in a new market‐state formation the pursuit of short‐term goals is tied to the global free‐market economy over which any attempt at democratic control has been relinquished. At a time when humanity worldwide faces increasing change in the ecology that sustains it, this is considered to be ‘ecocidally insane’ and the opposite of any sort of learning from experience to alter behaviour in the future. The re‐regulated new global market is seen in conclusion as a crisis response to the end of the previous Keynesian welfare nation‐state formation. As such, it is argued to be unsustainable in any sense. 相似文献
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This study was focused on elementary school students'processes of scientific understanding within aclassroom environment characterized as a community ofdiscourse. In particular, it explored the role ofwritten discourse both on the plane of knowledgedevelopment and the conceptualization and evaluationof the writing activity itself. The purposes of thestudy were: (a) to see whether students could use writingas a means to express and compare ideas, reason andreflect on them in the process of scientificunderstanding; (b) to see whether writing in the serviceof learning facilitated the understanding of the newtopic through conceptual change; (c) to see whetherwriting affected the conceptualization of the writingactivity itself. Thirty-six fourth graders divided intwo groups, experimental (writing) and control(no-writing), were involved in the implementation ofcurriculum units on plants, whose target concept wasphotosynthesis. The findings show that in theexperimental group the students reached a betterconceptual understanding of the target concept andmore advanced metaconceptual awareness of the changesin their own knowledge structures. Moreover, theconceptualization of the writing activity seemed tochange as well to some extent as writing in aconceptual change process affected the ways learnersviewed some functions of it. 相似文献