共查询到20条相似文献，搜索用时 46 毫秒
1.
Jean Clarkson 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):319-331
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
2.
Peter Blatchford Anthony Russell Paul Bassett Penelope Brown Clare Martin 《School Effectiveness & School Improvement》2013,24(2):147-172
There is still little consensus on whether and how teaching is affected by small and large classes, especially in the case of students in the later primary years. This study investigated effects of class size on teaching of pupils aged 7 – 11 years. We used a multimethod approach, integrating qualitative information from teachers' end-of-year accounts and data from case studies with quantitative information from systematic observations. Results showed that there was more individual attention in smaller classes, a more active role for pupils, and beneficial effects on the quality of teaching. It is suggested that teachers in both large and small classes need to develop strategies for more individual attention but also recognize the benefits of other forms of learning, for example, group work. 相似文献
3.
4.
This article reports on the development and testing of a questionnaire that can be used to measure the quasi-experimental attitude (QEA) of teachers. This attitude is reflected in the willingness of teachers to assess and organise their core activities (planning, implementing and analysing lessons) by analogy with experiments in the field of research, in order to gain meaningful experiences from this cyclical process, to evaluate critically these experiences and to draw from them conclusions on how to improve lessons in the future. The sample comprised 512 trainee teachers who had already been teaching independently for 15 months following the conclusion of their university studies. The analysis of the questionnaire showed that the reliability of the scale was satisfactory. Confirmatory factor analyses confirmed the assumption that the quasi-experimental attitude could be modelled in two ways: A first-order model with four intercorrelated factors (meticulous lesson planning, confidence in the predictability of how the lesson will turn out, evidence-based analysis of the lesson and scepticism about mere experience) and a second-order model in which these four factors are loading on the overarching factor QEA. Additionally, the instrument yielded plausible correlations to several validity criteria. 相似文献
5.
Teachers need knowledge and skills to make effective use of the growing variety of media and technology texts and tools available for use in elementary and secondary education. For this reason, pedagogical media competencies are highly relevant for teachers’ professional development. The theory of media pedagogical competencies is first defined and then located in the context of the relevant scholarly literature from both Germany and the United States. We conducted a comparative analysis of German and U.S. pedagogical media competency models and report data on a survey of teacher education programs in Germany and the United States to identify the proportion of programs of study that include courses in media didactics, media and school reform, and media education. We consider the implications of the missing connections between the theoretical framework of pedagogical media competencies and the current practice of media pedagogical teacher training, revealing implications for further work needed to improve the integration of media in various school-related contexts. 相似文献
6.
Sue Creagh 《The Australian Educational Researcher》2014,41(1):1-23
The National Assessment Program: Literacy and Numeracy (NAPLaN) is an annual literacy and numeracy test for all Australian students, and results from the test are disaggregated into a number of categories including language background other than English (LBOTE). For this and other categories, results on each section of the test are aggregated into state, territory and national means and standard deviations enabling comparison of performance. The NAPLaN data indicate that since the test began, in 2008, at a national level there is little difference between the results of LBOTE and non-LBOTE students on all domains of the test. This is a national result, and there is greater variation at state and territory level. However, these results defy a logic which might suggest that the LBOTE category will reflect the influence of English as a second language on test performance, rather suggesting that a second language background is not associated with test performance. In this paper, I will interrogate the variation in the LBOTE category, using data provided by the Queensland state education department, focusing on year 9 students who participated in the 2010 test. Using multiple regression and focusing on variables which are specifically related to language background, I will show that within the LBOTE category there is a wide variation of performance, and the LBOTE data are in fact hiding some of our most disadvantaged students. I will suggest alternative ways in which language learners could be identified to better empower policy and pedagogical responses to student needs. 相似文献
7.
Cheryl Poth 《International Journal of Research & Method in Education》2019,42(3):252-266
ABSTRACTEducational research teams are increasingly recognized as an optimal configuration for addressing more complex mixed methods research problems; however, their development is often approached as a conventional research collaboration rather than an integrative one. An approach informed by complexity theory provides the practical guidance for studying mixed methods research teams as complex adaptive systems with the capacity for generating novel educational research outcomes greater than the sum of individual contributions alone. In this paper, I advance a complexity-sensitive strategy through which to realize the integrative capacity of educational mixed methods research teams comprising of four interrelated elements: membership, contributions, interactions, and performance. These elements embody amalgamations from a decade of my readings of the literature and real-life professional experience. Each element is examined in light of the three key concepts of complex adaptive systems to describe the necessary conditions for emergence, influential challenges illustrating interdependency, and desirable individual and team adaptations. The study’s theoretical and practical implications are discussed. 相似文献
8.
Darren Deering 《Tertiary Education and Management》2018,24(2):115-127
The use of corporate management tools in universities has been widely critiqued in recent decades, as it is viewed as undermining academic goals and promoting marketization and corporatization. Responsibility center budgeting (RCB) is one popular management tool that has been decried as promoting market logics, internal competition and institutional fragmentation. This comparative case study investigated four North American universities that employed RCB for several years, to investigate the relationship between unit autonomy and coordination. Site visits and interviews with key informants were conducted at the four universities, supplemented by document analysis. The analysis identifies widely different experiences between two sets of universities. Findings show that the ability of the central administration to promote vertical coordination is critical to mitigating the adverse consequences of RCB. 相似文献
9.
By designing products that ultimately structure meaning in lessons, the industry that produces teaching materials for schools shapes teaching practice and everyday learning situations in schools across geographical borders. The design and development of such learning resources is a professional practice that has hitherto received very little academic attention. This lacuna is addressed in our paper, which presents an analysis of this aspect of educational practice based upon insights gained from ethnographic research. Light is shed upon specific ways of addressing and guiding pupils, teaching staff, and customers, which result from processes of negotiation between representatives of different professions including scientists, teachers, publishers and distributors. These processes ultimately provide classrooms with products that have been shaped by ideas about schooling. It becomes clear that the development of such materials is shaped by multiple perspectives on school education. As an exemplary case study, we describe in detail the process by which such materials make well-known, everyday phenomena abstract or ‘alien’ so that they can then be recontextualised and presented anew – as phenomena to be understood with the aid of school-taught knowledge. 相似文献
10.
Penelope Winifred St John Watson Christine Margaret Rubie-Davies John Allan Hattie 《Gender and education》2019,31(3):425-444
School choirs have been stigmatised for adolescent males in New Zealand, resulting in constraints in involvement, bullying, and threat to gender identity. In other national contexts, boys who sing in choirs have experienced a negative stereotype associated with accusations of inferior masculinity, yet little research has probed whether such forces are at play for their New Zealand counterparts. The current study was conducted with a sample of adolescent male school choir members in New Zealand (a country where essentialist gender attitudes have existed). Adolescent male choristers’ perceptions of the gender stereotype, its moderation by cultural context, and how the stigmatised choral domain was negotiated, were explored within a framework of critical masculinities. Such a stereotype and wider implications for gendered structures found in society at large were confirmed. Personal and school-based factors enabling the male choristers’ endurance in a domain that rendered their construction of masculinity subordinate, are discussed. 相似文献
11.
The introduction of spaces that encouraged the participation of Aboriginal and Torres Strait Islander peoples in higher education became a reality in the early 1980s. Since then, Aboriginal and Torres Strait Islander educators and leaders have worked tirelessly to find their ‘fit’ within the Western academy, which continues to impose a colonial, Western educative framework onto Aboriginal and Torres Strait Islander peoples. More recently, universities are attempting to move towards a ‘whole of university’ approach to Aboriginal and Torres Strait Islander higher education. To achieve such a major shift across the academy, Indigenous values, perspectives and knowledges need to be acknowledged as a strong contributor to the environments of universities in all core areas: student engagement, learning and teaching, research and workforce. In a move to achieving a ‘whole of university’ approach which revolves around Aboriginal culture and knowledges, the Wollotuka Institute at the University of Newcastle developed a set of cultural standards, as part of an international accreditation process, to guide a culturally affirming environment for Aboriginal and Torres Strait Islander students and staff. This environment acknowledges the unique cultural values and perspectives of Aboriginal and Torres Strait Islander peoples. In this paper, the authors explore, from an Indigenous Standpoint, the creation of a university environment that privileges Aboriginal values, principles, knowledges and perspectives. The paper exposes how traditional Aboriginal Songlines, particularly in Aboriginal education, were disrupted, and how the creation and emergence of a contemporary environment of Aboriginal educational and cultural affirmation works towards the re-emergence of Songlines within higher education. 相似文献
12.
Pedro Teixeira 《International Journal of Science Education》2019,41(4):546-566
Teachers face numerous challenges when teaching evolution, especially students’ creationist beliefs and religious doctrines. Although this is a subject more studied in the USA, recently studies have shown resistance towards evolution by Pentecostals groups in Brazil. In this research, we investigated the acceptance of evolution and creationism by high school students in Rio de Janeiro, Brazil. We applied questionnaires to students of two public high schools in the state of Rio de Janeiro, one in the capital and the other in Nilopolis, in the metropolitan region (N?=?541). Principal Components Analysis was used and two indexes of acceptance of evolution were created: (i) Acceptance of the Scientific Aspects of Evolution Factor (SA) and (ii) Acceptance of the Biblical Narrative for the Origin and Development of Living Beings Factor (BN). Data indicate that Pentecostal students have a lower mean for SA and greater for BN in comparison to other religious groups. Moreover, a model of linear regression was developed for each factor. Only for BN, being Pentecostal was statistically significant (p?<?0.05), which means that Pentecostals may accept scientific aspects of evolution, even though they accept them less than the others. Following other authors, we argue that it is essential that teachers be aware of the religious diversity that exists in the class and make a clear distinction between religious and scientific knowledge, in order to promote the understanding of scientific theories and avoid attempting to change religious beliefs. 相似文献
13.
《Reading and Writing(初中版)》2006,(10)
The sense of independence is the ability to stand by yourself, to do things on your own. You trust yourself. You know you are the necessary part, the important part that makes up1 the world. Sometimes you may say to yourself, "Why, I can't stand on mys… 相似文献
14.
Jesper Tinggaard Svendsen Annemari Munk Svendsen 《Discourse: Studies in the Cultural Politics of Education》2018,39(4):642-663
This paper aims to investigate the marketization of higher education (HE) as it manifests itself in the concept of Student life on Danish HE websites. Taking Norman Fairclough’s critical discourse analysis as its starting point, this paper critically examines this particular practice of marketization by making a single-case study of the pages called Student life at the biggest university in Denmark, Copenhagen University (CU). The findings show that these page elements of social life are intensively and routinely used to soften up the more demanding aspects of being a university student, and that this involves a significant positive evaluation of life as a university student. The paper addresses the potential problems related to the findings in order to contribute to further discussion and reflection upon issues centred around the marketization of HE on university websites and around the construction of what it means to be a student today. 相似文献
15.
16.
The purpose of this study was to examine the effects of a motor skill intervention on gross and fine motor skill performance of Hispanic pre-K children from low SES backgrounds. One hundred and forty-nine pre-K children were randomly assigned to an intervention group (n?=?74) and control group (n?=?75). All children were assessed on fine and gross motor skills using the Peabody Developmental Motor Scales-2 before and after a 16-week intervention. The children in the experimental group received 800 min of skills-based instruction to target gross and fine motor skills. The control group children received 800 min of play-based lessons with no instruction provided. A repeated measures analysis of variance revealed a significant difference between the experimental and control group children on stationary and visual-motor subtests after the 16-week intervention. These results suggested that children in the treatment group benefited from a planned motor intervention program on their gross and fine motor skills. The findings of this study have implications for delivery of instruction for motor skills for young children. Educators and practitioners should provide structured lessons with feedback to promote the development of these important skills. 相似文献
17.
罗新兵 《中学数学教学参考》2006,(9)
Assessment is a critical issue in the teaching andlearning of mathematics. For many students, theassessment is still one that is based on a behaviouristapproach where discrete facts and skills are tested,where grading and ranking are the primary goals.Kilpatrick argues that an alternative vision isnecessary for today's classrooms. The challenge is toproduce an assessment practice that does more thanmeasures a person's mind and then assign a mindtreatment. We need to understand how people cometo use mathematics in different social settings and 相似文献
18.
Some Pe0Ple(l)that seals are the fairies of the sea and日ho记d notbe killed.“In the kin酗om of the Seals,’15 12、English fairy sto钾byDonald A Machenzie.It tells of a seal huntel(3)wounds a seal.Theseal swims away(4、the hunter,5 knife still(5)baek.That 相似文献
19.
《英语广场》2015,(4)
This article tries to make an analysis of the song"Touch of Love"sung by Jacky Cheung,the king of pop singer in Hong Kong,from three aspects:person system,mood system and cohesion system based on the theory of systematic-functional grammar so as to deepen the understanding of the lyrics of this English song and improve their connoisseurship of English songs by the features embodied in the process of the discourse analysis of this piece of the song. 相似文献