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1.
Data on selected characteristics of superintendents of American residential schools for the Deaf were gathered in a 1999 survey. The resulting profile of superintendents of residential schools was then compared with a profile of superintendents of public elementary and secondary schools that had been compiled in 1992 by the American Association of School Administrators. The study population consisted of the lead administrators of the 72 residential schools for the Deaf in operation in the United States at the time of the survey. One particularly note-worthy finding was that these superintendents reported the same beliefs about their essential responsibilities that had been reported by superintendents of public elementary and secondary schools. The greatest disparity between the two groups of superintendents was in how they characterized their relationships with their governing boards: Generally, the residential school superintendents reported relationships that were less formal. The study, apparently the first attempt to profile superintendents of American residential schools for the Deaf, establishes a baseline for future studies of this kind.  相似文献   

2.
As Apple iPads are increasingly being adopted in schools for educational purposes, school administrators are seen as the key facilitators in the implementation of this new technology. This survey-based quantitative study investigated the impact of receiving iPad training on school administrators’ attitudes towards iPad use in their professional lives and in the classroom by teachers. The participants consisted of 51 elementary and secondary school administrators in one of the largest public charter school systems in a southwestern state. School administrators reported that iPads were effective tools for administrative tasks and personal organization. Results also suggest that school administrators in this study had positive views regarding the potential of iPads’ current and future use in the classroom by teachers. Furthermore, the training process had a positive effect on the school administrators’ development of iPad skills and knowledge.  相似文献   

3.
The impact of No Child Left Behind (NCLB) mandated state science assessment on elementary teachers’ beliefs about teaching science and their classroom practice is relatively unknown. For many years, the teaching of science has been minimized in elementary schools in favor of more emphasis on reading and mathematics. This study examines the dynamics of bringing science to the forefront of assessment in elementary schools and the resulting teacher belief and instructional shifts that take place in response to NCLB. Results indicated that teachers’ beliefs about teaching science remained unchanged despite policy changes mandated in NCLB. Teacher beliefs related to their perceptions of what their administrators and peer groups’ think they should be doing influenced their practice the most. Most teachers reported positive feelings and attitudes about science and reported that their students had positive feelings and attitudes about science; however, teachers reported teaching science less as a result of NCLB. Implications for elementary science education reform and policy are discussed.  相似文献   

4.
The Reggio Emilia preschools in Italy have much to offer U.S. early childhood practitioners and administrators. Nevertheless, we need to be aware of some of the difficulties in attempting to transport or adapt educational models from European roots to American educational settings. The three components that constitute the differences between European and American settings are (1) patterns of thinking, (2) attitudes within the macrosociety, and (3) cultural conventions. Moreover, preschool and primary school teachers and administrators all have an enabling role to play in establishing a more effective and meaningful transition from preschool to elementary schools.  相似文献   

5.
The provincial government of Ontario, Canada, has committed itself to raising student achievement, closing achievement gaps, and increasing the public's confidence in public education. It has introduced many policies, including the Ontario Leadership Strategy (OLS), to support these goals. Our study examined how teachers, administrators, support staff, and parents in three elementary schools in Ontario understand and enact school success and successful school leadership within this (neo-liberal) context. Findings of a comparative analysis of Ontario policy texts and data from interviews with administrators, teachers, support staff, and parents in the schools demonstrate that the school-based participants defined success as academic learning, a positive school climate, and students' well-being. This definition differs from the definition prioritised by Ontario's government: high scores on standardised provincial and international tests. However, principals in the schools enacted leadership practices advocated by OLS to support locally defined notions of success.  相似文献   

6.
If the intellectual norms and values embedded in the mathematics education reform movement are to move beyond individual classrooms and significantly influence entire schools and districts, school and district administrators will need to become centrally, rather than peripherally, involved. This paper discusses the ways administrators' ideas about the nature of mathematics, learning, teaching, and school culture affect their interpretations of the nature and intent of the elementary mathematics reform movement and their thoughts about of how they might support it. In particular, administrators' views of parents' concerns, professional development for teachers, and of how new ideas move around in a school are discussed. I argue that administrators have well-formed ideas about mathematics, learning, and teaching, which influence their views of reform and their ideas of how to provide support. These ideas need to be taken into account if administrators are to be central actors in reform. This revised version was published online in July 2006 with corrections to the Cover Date.  相似文献   

7.
ABSTRACT

The aim of this study is to determine primary school administrators’ and teachers’ opinions about the quality of their schools; the school administrators and teachers’ knowledge about Total Quality Management and quality tools and the quality tools used in primary schools. The research has been carried out with a qualitative approach and it is in the case study pattern. The participants consisted of 16 teachers and 4 school administrators working in primary schools in North Cyprus. The participants were chosen via maximum sampling method. The findings show that the current situation in schools contradicts with the basic principles of Total Quality Management. It was determined that school administrators were ignorant about Total Quality Management and none of the teachers and school administrators had previously heard the concept of quality tools. Teachers and school administrators mentioned disabled students as an issue. It seems like teachers have problems in behaving in the right way towards these students. They do not know how to improve these students’ talents because they are not educated on the subject. Via tools of quality teachers and school administrators may find reasons and solutions for issues like people with disabilities and plan events to promote disability awareness.  相似文献   

8.
We construct a large panel dataset of schools and districts in Florida to evaluate curricular effectiveness in elementary mathematics. A key innovation of our study is that we allow for curriculum quality to be non-uniform across various mathematics subtopics. We find evidence of variability in curricular effectiveness across different subtopics within the same curriculum. Our findings suggest that educational administrators should consider the topical performance of their various curricular alternatives when making adoption decisions.  相似文献   

9.
Forty-nine schools in Baltimore are working with the Fund for Educational Excellence and the Center for Research on the Education of Students Placed At Risk at Johns Hopkins University to establish comprehensive, permanent programs of partnership with their families and communities. To better understand how these schools are building and improving their partnership programs, administrators, teachers, and parents serving on Action Teams for School-Family-Community Partnerships were interviewed. This article focuses on how Action Teams in three schools—two elementary and one middle—use the Framework of Six Types of Involvement to develop more effective school-family-community connections. The demographics of each school, the partnerships being developed, and the results being obtained are described. The conclusion presents nine key insights derived from the school interviews that should be useful to other schools working to establish effective, comprehensive, and permanent school-family--community partnership programs.  相似文献   

10.
The purpose of this study was to explore environmental education (EE) practices within elementary and secondary schools. Using complementary mixed-methods (survey and focus groups), we detail these practices in schools (n?=?58) within one school district. Our findings are categorized according to classroom teaching conditions affecting EE, and whole-school perspectives of the supports and resources for EE in these schools. Our analyses reveal that while typical normative teaching and cultural constraints of schools are still evident (e.g. curriculum standards, school-level organization), there are identifiable practices involving administrators and teachers negotiating these challenges due to their personal commitment to schools and the environment. In particular was a provincial environmental certification program called Ecoschools supporting environmental educators’ initiatives at their respective schools. We conclude with a discussion of recommendations based on an interpretation of our findings in relation to the school reform literature on how to enhance EE in schools and propose future research opportunities.  相似文献   

11.
Abstract

Despite claims of a so-called war on Christmas, Christmas in the United States is still celebrated widely in public spaces. The question is why some people ignore, what some scholars call, their Christian privilege? In this paper, we explore the ignoring of Christian privilege in one public space: USA elementary schools. Using 27 interviews, we show that most of the teachers/administrators adopted what we are calling Christian ignorance –– a structural ignorance rooted in normative cognitive schemas that creates and maintains Christian privilege.  相似文献   

12.
The current study investigated the content of school crisis plans and perceptions of crisis preparedness among school staff in six public elementary schools. Surveys were administered to 72 teachers, administrators, and other school staff members measuring their perceptions of crisis preparedness and performance of activities related to crisis response (i.e., trainings, familiarity with crisis plans, etc.). Respondents indicated positive perceptions of preparedness for the occurrence of a crisis at each of their schools; however, they reported lower participation in preparedness activities and provided inconsistent answers on response procedures. Regression analyses found that reading the crisis plan was a significant predictor of feelings of preparedness for fire, death, suicide, and extreme weather events. Researchers additionally found that school crisis plans lacked many of the components recommended by best practice. These findings and implications for educators are discussed.  相似文献   

13.
论述了“十一五”期间是辽中县全面推进素质教育,创建义务教育均衡发展示范县的重要阶段。结合师干训工作的重要性和辽中县开展师于训工作的实践,提出了制定规划,组织落实,责任到位,完善制度,强化过程管理是开展培训师干训工作的关键;介绍了辽中县教师学校组织开展全员培训、校本培训、骨干教师培训、学历提高培训、中小学教师教育技术应用能力的培训、短急学科的培训、中小学校长提高培训的具体做法。  相似文献   

14.
There is growing interest in coaching as a means of promoting professional development and the use of evidence-based practices in schools. This article describes the PBISplus coaching model used to provide technical assistance for classroom- and school-wide behavior management to elementary schools over the course of 3 years. This Tier 2 coaching model was implemented within the context of school-wide Positive Behavioral Interventions and Supports (PBIS) and tested in a 42-school, randomized controlled trial. We summarize some of the lessons learned by coaches regarding their efforts to gain access to the administrators, teachers, and student support staff in order to effect change and improve student outcomes. We conclude with a discussion of ways to successfully collaborate with teachers to promote effective classroom- and school-wide behavior management.  相似文献   

15.
高等师范院校教育专业开办有两类,一类是为培养中小学教师的教育类专业,另一类是为培养中等学校教育理论教师和教育行政管理部门工作者的教育学专业。这种设置把教育理论与实践分割开来,造成教育理论缺乏实践性和教育实践缺乏科学性,这也是多次基础教育改革深入不下去的原因之一。为此,把两种专业结合起来,通过课程改革和教学改革,使教育学专业的学生具备“教育理论 学科知识 教学技能”的素质结构,采用交互渗透的方式进行教学,使学生综合素质逐步、全面、扎实发展,培养真正适应基础教育改革所需要的教师。  相似文献   

16.
The complex mix of systematic and unsystematic discipline that characterizes most schools creates heightened potential for variation and violation in school and classroom behavior. The challenge of maintaining order intensifies with teachers' concerns about the growing inclusion of students with emotional and behavioral problems in general education classrooms and the general levels of diversity common in America's schools. Little is known about the demography (i.e., who, what, where, when, how) of behavior requiring attention from administrators and other professionals in elementary schools. The need for comprehensive and continuous monitoring of what goes on in schools within the context of increasing appropriate behavior and reducing inappropriate behavior is clear. In this research, we investigated the extent of variation in problem behavior at the school and classroom level. We evaluated office referrals, reasons for removing students from the classroom for discipline, and consistency of reasons for office referrals in schools using different recording systems. Rates of referral differed greatly among teachers within schools and a small group of students accounted for most of the documented behavior problems. The results have implications for efforts to improve academic and behavior instruction in elementary classrooms, which we discuss.  相似文献   

17.
In recent review of the literature on integrating evaluative inquiry into organizational culture, Cousins, Goh, Clark and Lee [Cousins, J.B., Goh, S., Clark, S. & Lee, L. (2004). Canadian Journal of Program Evaluation 19(2), 99–144] suggest that there is a link between evaluative inquiry and organizational learning in schools. However, there have been no published studies examining the views, perceptions and importance teachers and administrators attach to these practices and activities in their schools. This article reports results from a survey of 970 educators about their views on both of these topics – organizational learning and evaluation. Teachers and school administrators in 41 middle and secondary schools in Manitoba, Canada, responded to questions about current evaluation practices, attitudes towards evaluation and experience with systematic inquiry, as well as organizational learning capacity, school support structures and their readiness for evaluation and change. The survey results suggest that educators perceive their schools to have a moderate capacity for organizational learning. Similarly, respondents indicated that a moderate to low level of evaluation activity is currently taking place in their schools. Some implications for change in building a learning capacity and an evaluative inquiry culture in schools and suggestions for further research are discussed.  相似文献   

18.
This study examined out‐of‐school suspensions (OSS) in a large, ethnically diverse school district using both quantitative and qualitative procedures. Pearson product moment correlations and semi‐partial correlations were used to identify those school‐level variables that showed the strongest relationships to the duplicated OSS rate among elementary schools (n = 97) and secondary schools (n = 45). Additionally, interviews were conducted with administrators and student support personnel from the 24 schools in the district with the highest suspension rates and 24 demographically matched schools with significantly lower suspension rates. The majority of these schools served a high percentage of children from low socioeconomic backgrounds. Although the correlational analyses indicated that student demographic variables (e.g., percentage of White students, percentage of Black students, percentage of students receiving free or reduced price lunch) were strongly related to a school's suspension rate, the school comparisons showed that not all schools serving a high percentage of children placed at risk have high suspension rates. Implications of the findings for school discipline reform are discussed. © 2002 Wiley Periodicals, Inc.  相似文献   

19.
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20.
全文通过对贵州省8县（市、区）31所学校的调查表明,由于受＂男尊女卑＂等传统思想的影响及现实教育水平差异的制约,乡土教育中老师、学生、家长的性别差异比较明显,且女性在乡土教育中处于明显的弱势地位,主要表现在女教师在乡土教育中享有更少的话语权,教授乡土知识的幸福感也大大低于男性;女家长在获取、接收、传播乡土知识、传承乡土文化等方面显得比较被动,处于劣势;虽然女学生学习乡土知识的积极性更高,但背后却隐含着成长与就业中的不平等。因此,笔者建议,应将社会性别意识纳入决策主流,融入乡土教育政策中;破除观念,让女性在乡土教育政策宣传中拥有平等的知情权与传播权;提高女性的文化素质,唤醒女性的社会性别平等意识,提升女性在乡土教育中的地位与作用。  相似文献   

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