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1.
Factors that affect novice teachers' willingness to engage with health and wellbeing education are explored. An online questionnaire was sent to novice teachers in England (n = 114) who had received pre-service training in health and wellbeing. Semi-structured interviews were conducted (n = 14) to support the questionnaire findings. Pre-service training appears to have some impact on new teachers. However, school ethos, attitudes of senior leadership, the level or extent of mentoring influence these novice teachers’ identity as health promoters. Nurturing this nascent identity has policy and resource implications for senior leaders in schools and governments particularly where health and wellbeing is not prioritised. 相似文献
2.
Brahm Norwich Darren Moore Lauren Stentiford Dave Hall 《British Educational Research Journal》2022,48(4):803-820
This paper examines ideas about mental health, wellbeing and school education to illustrate important issues in the relationship between mental health and education. The Covid crisis has amplified the pre-existing mental health problems of children and young people in England and recognition of the opportunities in schools to address these. The paper gives an overview of child and adolescent mental health services and how they position the role of schools. It examines prominent concepts of mental health and their relationship to wellbeing, setting this in a discussion of ‘mentally healthy’ schools, mental health in special educational needs and whole-school approaches. This analysis shows how the relationship between mental health and wellbeing has not been adequately worked out, using this as the basis for arguing for the dual-factor mental health model which separates mental illness/disorder from wellbeing as two related dimensions. The paper then translates the dual-factor model into a two-dimensional framework that represents the distinctive but related aims of school education (wellbeing promotion) and mental health services (preventing, coping, helping mental health difficulties). This framework involves a complex conception of wellbeing, with schools playing an important role in promoting wellbeing (beyond emotional wellbeing), tiered models and establishing school-wide social emotional learning. It is about a whole-school curriculum approach that involves considering what is to be learned and how it is taught. It contributes to a more nuanced concept of wellbeing that has a place for meaningful learning and challenge. 相似文献
3.
Transcending systems thinking in education reform: implications for policy-makers and school leaders
Agnieszka Bates 《教育政策杂志》2013,28(1):38-54
Education policy-makers in the UK have repeatedly stated their central aim as transforming British education into a ‘world-class system’. Over the last 20 years, several large-scale education reforms have brought radical changes to the school curriculum, teacher professionalism and educational leadership. Explicit in these reforms, is the deployment of measurable standards of pupil attainment as a lever for achieving school improvement. However, despite this proliferation of policies, the claims to educational improvement made by policy-makers have been contested. Concerns about the unpredicted and damaging long-term effects of these policies can be linked to the limitations of systems thinking which underpins much of this education reform. A significant flaw of systems thinking is the level of simplification at which policy-makers operate on abstract categories such as standards, as if they were reality. Based on case study research conducted in two primary schools, this paper suggests that the systemic approach adopted by policy-makers may be contributing to an erosion of educational quality and placing potentially damaging expectations on children. 相似文献
4.
Alex Elwick 《牛津教育评论》2017,43(6):677-694
In 2002 Michael Bloomberg took office as Mayor of New York City and, over the next 12 years of his administration, oversaw a series of sweeping reforms in order to ‘fix’ the broken education system which he believed he had inherited. This paper details the key policy reforms in New York City’s public school system during this period, assessing the extent to which the reforms were successful and what can be learnt from a policy perspective for other urban education systems. It outlines the radical programme of school closure, structural reform, and the introduction of new measures of accountability and autonomy, concluding that reform in New York City can be grouped into four categories: leadership; structure and schools; accountability; and teachers. While a lack of targeted evaluation means that it is not possible to prove causation, it nonetheless shows that there is a correlation between this set of reforms and the fact that by 2013 New York City’s performance on national tests placed it amongst the best urban school districts in America when compared with other cities serving similar populations. 相似文献
5.
新世纪台湾地区的普通高中教育改革以教育松绑、带好每一个学生、畅通升学管道、提升教育品质、建立终身学习社会为方向,涵盖广设高中、高中高职社区化、普通高中学制改革、普通高中新课程改革、高中入学考试改革等多项具体内容。16年来,改革取得了一定的成效,但也受到多方抨击。台湾地区普通高中教育改革的经验与教训均值得我们借鉴。 相似文献
6.
Michael Lightfoot 《Compare》2015,45(5):705-726
This paper aims to highlight the issues associated with the implementation of education reform policies relating to ‘future schools’ in a small state in the Middle East and North Africa region. The study points to the consistency with which global corporations and the supranational organisations, such as UNESCO and the World Bank, promote a twenty-first-century skill agenda as an essential component for educational renewal and innovation; but, with equal consistency, it highlights the difficulties that school practitioners face in trying to enact this agenda by way of the reformist policies. Through focus-group discussions supplemented by interviews with senior school leaders and government officers, a complex web unfolds related to the enactment of education reforms in a fragile Arab state, to such an extent that the ‘future schools’ narrative is seen to have little or no importance in the wider reform process. Arising from interview data, three main themes emerge related to: organisational culture, technology and tradition. Far from promoting, amongst students, the development of twenty-first-century skills, the strength of local traditions and epistemology are of much greater importance than the neoliberal imaginary with which policies from the Global North are imbued. Whilst avoiding essentialist arguments, the study contributes to the growing body of literature, in the wake of the Arab Spring, that questions the boiler plate implementation of Western ideals upon countries with very different cultural and epistemological traditions. 相似文献
7.
Ann MacPhail 《Irish Educational Studies》2013,32(3):225-243
This paper prompts us to consider ‘representation’ with respect to a committee structure ‘managing’ the development of the Irish senior cycle physical education framework. The paper is timely due to the national interest in the senior cycle subject development in Ireland and complements work undertaken on the development of policy in senior physical education internationally. Bernstein's [(1990). Class, Code and Control: Volume 4. The Structuring of Pedagogic Discourse. London: Routledge] construction of ‘pedagogic discourse’ and Pitkin's [(1967). The Concept of Representation. University of California Press] notion of ‘representation’ provide a framework for exploring the process by which Senior Cycle Physical Education (SCPE) was ‘managed’ by the Physical Education Course Committee. Interviews were conducted with nine stakeholders who were members of the Committee and the constant comparative method was used to analyse the interview data. The results revolved around representation of individual views in favour of representative roles, interacting within the remit of the Committee structure and activity outside of the formal meetings. A number of conclusions arise in examining the extent to which ‘representation’ provides a framework for exploring the process by which curriculum development within Irish SCPE was ‘managed’ by the appointed Committee. Such a study provides significant points for discussion for those charged with drawing together groups to advise on curriculum development. 相似文献
8.
从广东高考科目设置改革的实践看高考与基础教育的关系 总被引：2，自引：0，他引：2
高考改革与基础教育密不可分,应充分发挥高考对基础教育的积极导向作用。本文从广东省高考改革的实践,论述了高考改革与基础教育相辅相成的关系。在推进素质教育实施方面,高考改革的价值取向与基础教育课程改革理念一致；在基础教育尚未建立完善的自身评价的制度前提下,高考不能是单纯的选拔性考试；基础教育课程的多样性和选择性与统一的高考须在保证公平性的前提下实现；高考科目设置、考试内容的改革受制于高中课程改革但不等同于高中课程改革；高考自身的局限性对基础教育改革的制约。最后提出高考改革应与基础教育评价制度改革并行。 相似文献
9.
AbstractThis article argues that education reform agendas which use policy levers, standardised testing and new regulatory authorities to steer teachers’ work at a distance are creating a new temporal politics. Evidence from interviews with teachers and principals in Australian schools suggests that these reforms are impacting on individual experiences of the rhythms of their day-to-day work. First, there is a disquieting perception of an acceleration of their working life. Second, and related, many teachers and principals spoke of feeling ‘out of time’, or out of rhythm, with the new expectations of their work. Using Deleuze’s control societies, we posit that this arrhythmia exemplifies the experience of the classroom being ‘opened up’ for the purposes of comparison. This breakdown of the enclosed classroom is affected through the datafication of teaching. 相似文献
10.
朱凤祥 《新乡师范高等专科学校学报》2001,15(3):12-15
王安石在教育方面的改革是其变法的主要内容之一 ,他在科举制度和学校以及教学内容等方面都作了一些有益的改革尝试 ,他的教育思想、人才思想 ,在我国古代教育史上占有一定的地位。虽然由于当时的种种原因 ,他的这些改革连同政治、经济等方面的改革都归于失败 ,但他在教育上的革新精神 ,却多为后人称誉和借鉴。 相似文献
11.
朱桃英 《青岛职业技术学院学报》2001,14(1):1-4
课程改革是整个教育改革的核心问题。青岛市中小学课程改革已进行了多年 ,也取得了一定成绩 ,尤其是高中选修课学分制、职业教育改革和小学“双语”教学改革实验 ,均获得了较成功的经验 ,但仍有较大差距。青岛市作为沿海经济发达地区 ,必须及早针对课程结构和内容进行改革 ,以带动基础教育管理、教材内容、教学方法和教学手段等方面的全面改革。本文针对青岛市现行课程存在的一些弊端作了较为全面的剖析 ,并提出了今后课程改革的基本思路 相似文献
12.
美国自20世纪50年代以来,在中小学进行了三次旨在提高学术质量的课程改革,每一次都强调了相应的教师教育改革,三次教师教育改革共同的趋向就是在课改的同时注重教师的专业发展。美国的经验值得我们借鉴,在课改的同时要注重相应的教师教育,加强职前教师教育的课程改革,加大在职教师的培训力度。 相似文献
13.
上海市工读学校心理健康教育现状调查研究 总被引：4，自引：0，他引：4
该研究通过对上海市10所工读学校心理健康教育现状的调查,发现工读学校都比较重视心理健康教育,并制定了相应的教育措施,具体的教育形式比较丰富。但也有些学校的机构设置与运作不够完备,心理教师数量相对缺乏,而且专业水平有待提高。同时,也存在学生家长不配合学校的工作等问题。针对工读学校开展心理健康教育的现状和特点,提出一些建议与设想,为工读学校进行心理健康教育提供参考。 相似文献
14.
Jim Ryder Malena Lidar Eva Lundqvist Leif Östman 《International Journal of Science Education》2018,40(5):538-563
We explore the experiences of school science teachers as they enact three linked national curriculum and assessment policy reforms in Sweden. Our goal is to understand teachers’ differing responses to these reforms. A sample of 13 teachers engaged in 2 interviews over a 6–9-month period. Interviews included exploration of professional background and school context, perceptions of the aims of the policy reforms and experiences of working with these reforms in the classroom. Analysis was guided by an individual-oriented sociocultural perspective on professional agency. Here teaching is conceptualised as an ongoing interplay between teachers’ knowledge, skills and personal goals, and the characteristics of the social, institutional and policy settings in which they work. Our analysis shows that navigating the ensuing continuities and contradictions results in many different expressions of teacher agency, e.g. loss of autonomy and trust, pushing back, subversion, transfer of authority, and creative tensions. Typically, an individual teacher’s enactment of these reforms involved several of these expressions of agency. We demonstrate that the sociocultural perspective provides insights into teachers’ responses to education policy reform likely to be missed by studies that focus largely on individual teacher knowledge/beliefs about reform or skills in ‘implementing’ reform practices. 相似文献
15.
吴晓霞 《集美大学学报(教育科学版》2004,5(2):92-95
素质教育是我国教育改革的必由之路,“3 X”高考改革更为我国全面推进普高素质教育提供了一个良好的契机。当前,我们有必要抓住这个契机,对如何强化普高素质教育与“3 X”高考改革之间的功能互动进行理性的思考,进行必要的教学改革,以顺利对接“3 X”高考改革,全面推进我国的普高素质教育进程。 相似文献
16.
Tom Billington Sarah Gibson Penny Fogg Jamal Lahmar Harriet Cameron 《British Educational Research Journal》2022,48(1):95-119
There are concerns globally about the emotional wellbeing and mental health of young people and in this paper a critical orientation comprises both theoretical and empirical data sources. The case is made that (1) the medical model of mental health – that of problem identification, diagnosis and medical treatment at the level of the individual – is not appropriate for the vast majority of children and young people in schools and (2) relational approaches would be more sensitive in responding to the complexity of the ‘conditions’ in the schools, homes and communities in which young people live. Articulations of these conditions in the literature are explored while we also draw on empirical data from part of an evaluation of a school-based teacher-training programme in which interviewees and respondents mapped out their own conditions for emotional wellbeing and mental health. We conclude with proposals for relational approaches which (1) acknowledge the links between affect, cognition and school climate and culture, (2) foreground mental health and poverty as impacting on young people’s emotional wellbeing in their communities, families and schools and (3) attend to voice – providing spaces in which young people can develop their own ‘preferred narratives’ concerning emotional wellbeing and mental health. 相似文献
17.
Brenda Liston Tait 《International Journal of Inclusive Education》2013,17(6):555-570
This article draws on data from an ethnographic study that begins with the experiences of educational professionals doing the ‘work’ of educationally supporting students with long-term health conditions in a paediatric health-care setting in Victoria, Australia. The study was conducted over the same period of time but separately from the Keeping Connected project, although it utilises some selected research data produced as part of that larger-scale project. Investigations concerning the inclusion of students with disabilities – including those with long-term health conditions – within mainstream schools continue to indicate that not only do they often have specific educational needs but also that significant structural barriers exist within education for young people and families. I argue that intersecting discourses of child development and child-centred education, along with education reforms promoting social inclusion, construct particular understandings of capability and needs which do not fully account for the complexities facing teachers, students and families. 相似文献
18.
Daniel K. Capps Jonathan T. Shemwell Ashley M. Young 《International Journal of Science Education》2016,38(6):934-959
Science education reforms worldwide call on teachers to engage students in investigative approaches to instruction, like inquiry. Studies of teacher self-reported enactment indicate that inquiry is used frequently in the classroom, suggesting a high level of proficiency with inquiry that would be amenable to inquiry reform. However, it is unclear whether the high frequency of self-report is based on sound knowledge inquiry. In the absence of sound knowledge, high rates of self-reported enactment would be suspect. We conducted a study to measure teachers’ knowledge of inquiry as it related to the known, high frequency of reported enactment. We developed a multidimensional survey instrument using US reform documents and administered it to 149 K–12 teachers at a national science teachers’ conference. The majority of the teachers surveyed did not report inquiry enactment based on well-structured knowledge of inquiry. Interviews with participants showed how teachers could readily map non-inquiry activities onto inquiry statements taken directly from reform documents. From these results we argue that teachers often believed they were enacting inquiry, when likely they were not. We further reason that teachers may struggle to interpret and enact inquiry-related requirements of science education reform and will need support distinguishing inquiry from non-inquiry practices. 相似文献
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20.
Linda J. Graham 《Discourse: Studies in the Cultural Politics of Education》2016,37(4):563-581
ABSTRACTThis paper investigates increases in the identification of special educational needs in the New South Wales (NSW) government school system over the last two decades, which are then discussed with senior public servants working within the NSW Department of Education and Communities (DEC). Participant narratives indicate deep structural barriers to inclusion that are perpetuated by the discourses and practices of regular and special education. Despite policies that speak of ‘working together’ for ‘every student’ and ‘every school’, students who experience difficulty in schools and with learning often remain peripheral to the main game, even though their number is said to be increasing. There is, however, some positive progress being made. Findings suggest that key policy figures within the NSW DEC are keenly aware of the barriers and have adopted alternative strategies to drive inclusion via a new discourse of ‘participation’ which is underpinned by the linking of student assessment and the resourcing of schools. 相似文献