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1.
Cemalettin ?pek 《Asia Pacific Education Review》2010,11(3):371-385
This study aims to describe organizational culture and commitment and to predict organizational commitment from organizational
culture in Turkish primary schools. Organizational Culture Scale (İpek 1999) and Organizational Commitment Scale (Balay 2000) were used in the data gathering process. The data were collected from 415 primary teachers and analyzed to describe their
organizational culture and organizational commitment perceptions by computing arithmetic means for each dimension constituting
these scales. Moreover, the relationships between organizational culture and commitment perceptions were tried to be investigated
through the regression analyses to predict the organizational commitment perceptions of primary teachers from their organizational
culture perceptions. The study results revealed that primary school teachers perceived all four organizational culture dimensions
at moderate levels, but they particularly perceived organizational commitment at internalization and identification levels.
They rarely perceived organizational commitment at compliance level. The results revealed that organizational commitment at
compliance level was predicted from power and role cultures, while organizational commitment at identification and internalization
levels was predicted from achievement and support cultures. 相似文献
2.
The present study examines teachers’ perceptions of organizational changes in their elementary schools. These changes occurred
following the implementation of a long-term comprehensive school improvement project (CSIP). One hundred and seventy one teachers
who taught in six elementary schools located in two different school districts in Israel responded to a questionnaire both
before and after a period of 3 years during which they participated in a CSIP. The teachers, assisted by six professional
consultants, one in each school, studied cooperative learning as well as new forms of collaborative staff work. The study
addressed two primary research questions: What changes in teachers’ perceptions of their schools’ organizational culture emerged
from teachers’ participation in the project? How were the professional relationships between the schools’ supervisors and
the teachers in the two districts reflected in the teachers’ perception of school organizational changes? Results indicated
that teachers in three schools from one district recorded a significant improvement in their perceptions of their schools’
organizational culture at the end of the project, whereas the teachers from the other district indicated either no change,
or a significant decline in their evaluation of their schools’ organizational culture. A cross-validation of the teachers’
data was performed through a content analysis of 500 reports written over the course of 2 years, submitted by six external
consultants. The analysis yielded four categories: general difficulties to work with the school’s staff, problems implementing
the project, teacher resistance, and cancellations of planned meetings. The analysis provided valuable information as to why
the teachers from the two districts differed in their reactions to the project. 相似文献
3.
Alma Harris Kenneth Leithwood Christopher Day Pam Sammons David Hopkins 《Journal of Educational Change》2007,8(4):337-347
This article explores the relationship between distributed leadership and organizational change. It draws upon the existing
literature to consider whether distributed forms of leadership influence development and change in schools. The article examines
the research base relating to distributed leadership and organizational outcomes. It focuses on how different patterns or
configurations of distributed leadership contribute to organizational development. The article concludes by highlighting issues
that require further study and more empirical confirmation.
This article is based on a literature review commissioned by the Department for Education and Skills as part of a research
project currently being undertaken by Leithwood, K., Day, C., Sammons, P., Harris, A., and Hopkins, D. (2006) ‘Leadership
and student outcomes’ and Leithwood, K., Day, C., Sammons, P., Harris, A., and Hopkins, D. (2006) ‘Successful school leadership:
What it is and how it influences pupil learning’. London, DFES. 相似文献
4.
MS Ruth Coulson 《Research in Science Education》1992,22(1):101-105
The attitude towards science of first year early childhood education students was explored using an instrument developed for
the purpose. The instrument comprises four Likert-type scales, biographical items and two open-ended attitude items. The four
scales, characterised as ‘confidence’, ‘enjoyment’, ‘usefulness’ and ‘appropriateness of science for young children’, were
supported by varimax factor analysis and had reliabilities from 0.83 to 0.88. Use of the combined scales as a general ‘attitude
towards science’ scale was supported by principal components analysis; reliability for the combined scale was 0.94. Comments
made in response to the open-ended items supported the validity of the scales. For the student group as a whole, mean scores
on all scales were slightly to moderately positive, with the highest mean being for the ‘science for young children’ scale.
Students who had studied at least one science subject at Year 12 level had significantly higher scores on all scales than
students who had not studied science at senior level.
Australia.Specializations: early childhood science education, biological aspects of child development, conservation biology of gulls. 相似文献
5.
Ferudun Sezgin 《Educational Research and Evaluation》2013,19(2):185-201
The purpose of this study was to examine the relationships between teachers' perceptions of organizational commitment and school health in Turkish primary schools. The Organizational Commitment Scale and the Organizational Health Inventory were used to gather data from 323 randomly selected teachers employed in 20 primary schools in Ankara. Results indicated that teacher compliance commitment was negatively related to both identification and internalization. Three dimensions of school health, institutional integrity, principal professional leadership, and morale, negatively predicted teacher commitment based on compliance. However, teacher internalization commitment was positively predicted by these 3 health dimensions. Professional leadership was the only school health dimension that was significant in predicting identification commitment. Two other dimensions of school health, academic emphasis and resource support, were not significant predictors of the commitment factors. Results of the study are discussed in relation to developing the organizational health of schools and improving the organizational commitment of teachers. 相似文献
6.
Brian L. Jones 《Research in Science Education》1990,20(1):161-170
The term ‘concept’ is used in different ways within educational literature and has at least two different, although related,
referents in relation to science knowledge, namely, public knowledge and private understandings. A taxonomic structure for
‘science concepts’ (public knowledge) has been developed to provide a rationale for the choice of phenomena to be used in
the investigation of students’ ‘concepts’ and also to act as a frame of reference for generating insights about the data to
be collected. Furthermore, it may be a useful heuristic to predict other science concepts likely to be highly problematic
in school teaching situations and thus worthy of detailed research. The taxonomy, called a ‘Scale of Empirical Distance’ (SED),
enables science concepts to be mapped according to their degree of closeness to concrete realities. The scale shows a recognition
of the empirical basis of science concepts and the role of human senses in the perception of the material world even though
“absolute objectivity of observation is not a possible ideal of science” as Harre (1972) has noted. The scale uses two binary
variables, namely, ‘visual’ and ‘tactile’, to generate four categories of science concepts ranging on a continuum from concrete
to abstract. Some concepts related to ‘matter’ will be classified and discussed.
Specializations: science teacher education, primary science curriculum and methods, students’ personal meanings of phenomena. 相似文献
7.
Changing school loyalties and the middle class: A reflection on the developing fate of state comprehensive high schooling 总被引：1，自引：0，他引：1
Craig Campbell 《The Australian Educational Researcher》2005,32(1):3-24
Of all Australian secondary schools in the current period, the government comprehensive high school is in most difficulty.
This article looks at the developing fate of this school in terms of middle class social practice in relation to changing
schooling loyalties. The recent work of Michael Pusey, Stephen Ball, Janet McCalman, Richard Teese and Judith Brett on the
middle class is reviewed to give the discussion an historical and contemporary sociological context. The main idea addressed
is that the middle class is being ‘forced’ to leave public schools. Government policy on state aid since the (1960s is interpreted
as encouraging the departure of the middle class from public schooling, though not evenly in all regions or different kinds
of government school. The article analyses census data for New South Wales from (1976 to 2001, using the categories of family
income, fathers’ occupation and labour force status as quantifiable indicators of changing school loyalties in the middle
class. The article concludes that state comprehensive high schools face a difficult future. Increasingly these schools are
seen as schools of ‘last resort’, or schools to which students are sent where active choices are not possible, or are not
made by apparently neglectful parents. This occurs in a period in which ‘good citizenship’ is defined less in terms of responsibility
to the welfare of broad collectivities in society, but in the informed strategic pursuit of private interest. 相似文献
8.
Schools in England have been required to adopt and adapt an ongoing series of policy initiatives: some however are offered
on an ‘opt-in’ basis. This paper examines one such ‘offer,’ that of Creative Partnerships, a programme which provides schools
in designated deprived areas the opportunity to work with creative practitioners in order to change both classroom practice
and whole schools. We report here on the snapshot phase of a national study, using a corpus of multi-method qualitative data
from 40 schools. We suggest that headteachers saw different opportunities in the CP offer but what actually happened in the
school related to three interwoven strands: the situatedness of the school, the headteacher’s stance towards change, and the
architecture of change management. Our analysis, which highlights the ways in which many of the schools were unable to ‘spread
and embed’ the pedagogical changes supported through CP, suggests that the majority of heads could benefit from involvement
in explicit discussion about ‘unofficial’—and more democratic—approaches to leading and managing change. 相似文献
9.
10.
The ‘Green Classroom’ in the Botanical Garden of Ulm is an experiential learning forum outside school. Its educational concept
is based on experimental learning and is geared towards expanding biological knowledge and developing positive attitudes towards
small animals such as invertebrates and insects. The attitudes of 68 school students towards small animals, before and after
they visited the ‘Green Classroom’, were assessed and the answers they gave in their questionnaires were compared with those
of 60 students froma control group that was not yet exposed to this learning environment. Although the students spent only
one morning in the ‘Green Classroom’, some of their attitudes towards small animals improved after their visit. These studies
underscore the necessity for direct observation and familiarization of the environment including small animals such as invertebrates
and insects for appreciating issues related to biodiversity and conservation. 相似文献
11.
This paper reports on a national study that explored primary pupils’ attitudes towards and experiences of school science in
the Republic of Ireland. The study focussed on collecting data from children and in doing so recognises the importance of
children’s views as an essential part of reviewing curriculum implementation. The findings of this large-scale study are based
on an analysis of data gathered from observations of 15 primary classrooms, 1,149 children’s questionnaires and 11 group interviews.
In this paper the findings regarding the extent to which the children appear to be engaging in ‘deductive’ (didactic) and
‘inductive’ (inquiry-based) approaches in their science classes, and their attitudes towards school science are presented.
Encouragingly, evidence from all parts of the study revealed that in general Irish children are very positive towards learning
science in school and are being provided with some opportunities to engage in hands-on inquiry in science, commonly via group
work. However, there were also indications that, for some pupils, hands-on science experiences were infrequent, and for a
few did not appear to be happening at all. It was not especially evident that pupils were being afforded opportunities to
lead their own scientific investigations. Teacher explanation, teacher demonstration, reading and writing featured frequently
in pupils’ responses and while the pupils expressed mixed feelings about these methodologies, one thing was apparent: hands-on
inquiry based approaches to science had far greater appeal to the children. The significance of the findings of this study
are considered in light of the findings and recommendations from recent national and international reports on inquiry-based
approaches in science education. 相似文献
12.
The attitude construct is widely used by teachers and researchers in mathematics education. Often, however, teachers’ diagnosis
of ‘negative attitude’ is a causal attribution of students’ failure, perceived as global and uncontrollable, rather than an
accurate interpretation of students’ behaviour, capable of steering future action. In order to make this diagnosis useful
for dealing with students’ difficulties in mathematics, it is necessary to clarify the construct attitude from a theoretical viewpoint, while keeping in touch with the practice that motivates its use. With this aim, we investigated
how students tell their own relationship with mathematics, proposing the essay “Me and maths” to more than 1,600 students
(1st to 13th grade). A multidimensional characterisation of a student’s attitude towards mathematics emerges from this study.
This characterisation and the study of the evolution of attitude have many important consequences for teachers’ practice and
education. For example, the study shows how the relationship with mathematics is rarely told as stable, even by older students:
this result suggests that it is never too late to change students’ attitude towards mathematics. 相似文献
13.
Gordon Porter 《Prospects》1995,25(2):299-309
Conclusion Michael Fullan, Dean of Education at the University of Toronto and an acknowledged expert on educational change, reform and
improvement, has noted that reform in special education ‘represents just about all the issues involved in bringing about educational
reform.’ complexity and leadership are particularly difficult challenges. Fullan has noted that, ‘the solutions to inclusion
are not easily achieved. It is complex both in the nature and degree of change required to identify and implement solutions
that work. Given what change requires—persistence, coordination, follow-up, conflict resolution, and the like—leadership at
all levels is required...’ (Fullan, 1991b).
Organizational support for inclusive education must be in place at the provincial/state level, the regional/school district
level, and at the school level. These structures, programmes and policies must deliver the support needed by classroom teachers
and their students. We have set out specific ways that this can be done, consistent with an inclusive policy framework. The
commitment to equity, as well as access and quality, requires continuing development by building on these approaches. In so
doing, we can achieve better results for students with special needs while simultaneously creating more effective schools
for all students.
A former teacher and school principal, Gordon Porter is now director of student services for the public schools in Woodstock,
New Brunswick. A well-known advocate for integrated education, he has been instrumental in developing inclusionary programmes
for all students in the schools in the Woodstock area, and throughout the province of New Brunswick. Dr. Porter has conducted
training in many parts of Canada as well as the United States. He is currently vice-chair of the Committee on Integrated Education
of the International League of Societies for the Mentally Handicapped. 相似文献
14.
Autonomy in Science Education: A Practical Approach in Attitude Shifting Towards Science Learning 总被引：1，自引：1，他引：0
Pasl A. Jalil M. Z. Abu Sbeih M. Boujettif R. Barakat 《Journal of Science Education and Technology》2009,18(6):476-486
This work describes a 2-year study in teaching school science, based on the stimulation of higher thinking levels in learning
science using a highly student-centred and constructivist learning approach. We sought to shift and strengthen students’ positive
attitudes towards science learning, self-efficacy towards invention, and achievement. Focusing on an important aspect of student’s
positive attitude towards learning, their preference (like/dislike) towards independent study with minimal or no teacher interference,
which leads to increased learning autonomy, was investigated. The main research was conducted on elementary school students;
271 grade level one (G1; 6 years old) to grade level four (G4; 10 years old) participated in this study. As a result of this
study, it was found that: (1) 73% of the students preferred minimal or no explanation at all, favoring to be left with the
challenge of finding out what to do, compared to 20% of the control group, indicating a positive attitude shift in their learning
approaches. (2) The experimental group achieved slightly more (9.5% difference) than the control group in knowledge-comprehension-level
based exam; however, the experimental group scored much higher (63% difference) in challenging exams which required higher
thinking levels. (3) The same trend was also observed in self-efficacy toward invention, where 82% of the experimental group
saw themselves as possible inventors compared to 37% of the control group. 相似文献
15.
Jennifer DeWitt Louise Archer Jonathan Osborne Justin Dillon Beatrice Willis Billy Wong 《International Journal of Science and Mathematics Education》2011,9(2):243-271
Students’ interest in studying science and their aspirations to pursue science-related careers is a topic of global concern.
In this paper, a set of data gathered for the initial phase of the 5-year study of Science Aspirations and Careers: Age 10–14
(the ASPIRES project) is presented. In the initial phase of this project, a questionnaire exploring students’ aspirations
was developed, validated and trialled with nearly 300 primary school students. Principal component analyses and Cronbach’s
alpha revealed that the questionnaire was comprised of a number of unidimensional components and that reliability was acceptable.
Further multivariate analyses indicated that students’ aspirations in science were most strongly predicted by parental attitudes
to science, attitudes towards school science, self-concept in science, images of scientists and engagement in science-related
activities outside of school. Moreover, ‘Asian’ students appeared to exhibit a highly positive set of attitudes towards science
and aspirations in science, particularly when compared with White students. Reasons for this observed difference are also
explored. 相似文献
16.
Perry den Brok Sibel Telli Jale Cakiroglu Ruurd Taconis Ceren Tekkaya 《Learning Environments Research》2010,13(3):187-204
The purposes of this study were to examine how Turkish students perceived their biology classroom environment, how their perceptions
compared to those of students in other countries, and what classroom learning environment profiles could be discerned in Turkish
high school biology classrooms. Data were gathered from 1,474 high school students in four inner city schools, in Bursa, Turkey.
A total of 11 biology teachers participated in the study with 52 of their classes. Data on students’ perceptions of their
learning environment were collected with the What Is Happening In this Class? (WIHIC) questionnaire. Results indicated that
Turkish classrooms were perceived as being low in terms of Teacher Support and high in terms of Task Orientation. Six distinct
classroom learning environment profiles were found: the ‘self-directed learning classroom’, ‘task-oriented cooperative learning
classroom’, ‘mainstream classroom’, ‘task-oriented individualised classroom’, ‘low-effective learning classroom’ and ‘high-effective
learning classroom’. The most common profile was the ‘mainstream classroom’ for which all WIHIC scales had medium–high scores. 相似文献
17.
This study investigated parent-reported receptivity towards the classroom environment and classroom outcomes. Classroom environment
was based on a five-aspect model: (1) provision of information from the child; (2) beliefs about the school; (3) provision
of information from teachers; (4) teachers' commitment to working with parents; and (5) confidence in communicating with teachers.
Classroom outcomes were based on two aspects: (1) educational values (importance of schooling, involved with learning; seeing
a future through learning, desire to learn, and importance of learning); and (2) learning outcomes (achieving, and views of
child's engagement in school work). For each aspect, items were written in an ordered-by-difficulty pattern so that, for example,
Item 2 involved Item 1 and ‘more’, making it conceptually ‘harder’ to agree with Item 2 than with Item 1. There were four
Likert response categories (SDA, DA, A, and SA). Using the extended logistic model of Rasch, an interval-level, unidimensional
scale was created with item difficulties for classroom environment aspects and classroom outcomes calibrated on the same scale
as the receptivity measures. The sample consisted of 518 parents of students from three secondary schools in Western Australia.
The item sample was 30. The proportion of observed variance considered true was 0.94. The items for each aspect were found
to be ordered from ‘easy’ to ‘hard’ in line with the hypothesised model of receptivity and the data fitted the measurement
model well.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
18.
This paper investigates the ways in which corporate ideas are impacting on Australian education, with a particular emphasis on secondary schools. We note the growing importance of a culture of enterprise in changing the practices of schooling, indicating how a performative organisational culture is producing different identities and relationships in educational work. The paper begins by considering the imperative for schools and individuals to be enterprising. It then moves on to examine more closely the impact of this discursive shift on teachers, students and school communities as they engage in enterprising practices. We draw on our research of over 50 state and private schools mainly in south-east Queensland to demonstrate how the newly emergent corporate ‘curriculum’ is producing a changing set of imperatives, responsibilities and outcomes for leadership in ‘enterprising’ schools. 相似文献
19.
Joan Abbott-Chapman 《The Australian Educational Researcher》2011,38(1):57-71
Research studies of post-school education and training conducted in Australia and internationally have revealed a mosaic of students’ education and employment experiences, with a multiplicity of nonlinear pathways. These tend to be more fragmentary
for disadvantaged students, especially those of low socio-economic background, rural students, and mature aged students seeking
a ‘second chance’ education. Challenges faced by students in their transitions to higher education are made more complex because
of the intersection of vertical stratification created by institutional and sectoral status hierarchies and segmentation,
especially relating to ‘academic’ and ‘vocational’ education and training, and the horizontal stratification of regional,
rural and remote locations in which students live. If we are to achieve the equity goals set by the Bradley Review (Bradley
et al., Review of Australian Higher Education Final Report, 2008) we need to acknowledge and work with the complex realities of disadvantaged students’ situations, starting at the school
level. Interrelated factors at the individual, community and institutional level which continue to inhibit student take-up
of higher education places are discussed in the context of discursive constructions of ‘disadvantage’ and ‘choice’ in late
modernity. Research highlights the need to facilitate students’ post-school transitions by developing student resilience,
institutional responsiveness and policy reflexivity through transformative education. 相似文献
20.
Michael Fullan in 1991 made the comment that little was known about how students viewed educational change, as no one had
thought to ask them. There is a small but growing literature seeking the views of students on a range of issues associated
with schooling. This paper reports the findings of a study of students’ perceptions of top–down educational change, involving
school amalgamations, closures and creation of middle schools. The policy process was purportedly to involve consultation
with students. The study interviewed students to explore the nature and extent of their participation in the policy enactment
and their views about the changes. Several meta level themes emerged from the students’ ‘voices,’ including issues associated
with disempowerment, and competing social justice and economic discourses. The findings foreground the often messy and contradictory
tensions evident in policy processes. The study found that despite the policy intent to include students, they continued to
be the ‘objects’ of policy initiatives, submerged in what Freire labelled a ‘culture of silence.’ It was the macro level policy
elite who exerted the most influence, using their power, privilege and status to propagate particular versions of schooling.
The paper concludes that students are deeply impacted by educational change and they want to participate in restructuring
agendas. Therefore policy makers at all levels need to make spaces for the active engagement of students in policy processes. 相似文献