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401.
The Leadership of Transition: Correction, Conciliation and Change in South African Education 总被引:1,自引:0,他引:1
Jonathan Jansen 《Journal of Educational Change》2007,8(2):91-103
This paper focuses on educational leadership in the context of social transition to post-apartheid democracy in South Africa.
Transitional leaders manifest behaviours, attitudes, values and strategies that are deeply related to the contexts within
which they work. Social norms and political climate may not be supportive of educational leaders wishing to rise to the challenge
of unplanned transition; however this paper focuses on leaders who take up this challenge. Narratives of three educational
leaders, two white and one black, provide an understanding of the complexities and challenges involved in bringing about change
that goes against the grain of social, community, or institutional expectations. Five common strands that bind the narratives
of the three leaders are revealed. These commonalities are: a sense of moral purpose, a sense of human frailty, a sense of
racial inclusion, a sense of political complexity, and a sense of personal growth. In conclusion, seven propositions that
may form the building blocks for new ways of thinking about leadership in post conflict societies are presented. 相似文献
402.
Susanne Arbeiter Sally Hartley 《International Journal of Disability, Development & Education》2002,49(1):61-78
Under the Universal Primary Education (UPE) programme in Uganda, which was implemented in 1997, the idea of integrated education was put into practice. Today children with disabilities are enrolled in regular primary schools in the whole country. After three years of experience with UPE, the aim of this study was to examine the views of teachers about their needs for training and support regarding the task of teaching children with disabilities in ordinary classrooms. A qualitative approach was chosen using individual interviews, focus group discussions with teachers, pupils and head teachers, and observations in classrooms. Three primary schools in different districts of Uganda were selected as research sites. For a number of reasons data collection from the pupils proved problematic but generally the findings confirmed the information drawn from the review of literature. In addition to the high teacher-pupil ratio, there is an alarming lack of resources in the schools and an urgent need for teacher training to meet special needs in the classroom. Despite these difficult conditions found in schools, many teachers had positive attitudes towards integrating children with disabilities, but only a few examples from the classroom observations showed good practice for meeting a diversity of needs. 相似文献
403.
In this study, we draw on person–environment fit theory to analyze whether academic success is best explained by individual abilities subjectively exceeding situational demands or by abilities matching the demands. Moreover, we disentangled effects of perceived abilities and subjective person–environment (P-E) fit on academic success. All in all, 693 teacher education students participated in an online questionnaire. Students were asked to rate general requirements of their academic programs (e.g., self-discipline) on a 5-point scale in terms of (1) their own abilities and (2) the perceived relevance for their studies. P-E fit was determined by difference scores between abilities and relevance ratings. Academic success was assessed by grades, perceived performance, and study satisfaction. Data were analyzed through structural equation modeling and suggest that academic success is best explained by a match between abilities and demands. Moreover, all three criteria for academic success were more strongly related to subjective fit than to subjective abilities. 相似文献
404.
405.
Henderien Steenbeek Louise Jansen Paul van Geert 《Learning and individual differences》2012,22(1):64-75
This study aims at examining problematic learning trajectories of students with emotional behavioral disorders (EBD) by means of a longitudinal and time serial (micro genetic) study of individual instruction sessions during arithmetic lessons. Micro genetic analysis techniques were applied on the variable “responsiveness” in the scaffolding dynamics, which was chosen as an indicator variable for the quality of the instruction. In a representative EBD student–teacher pair, an iterative process of stability and change of five dynamically related scaffolding variables and one arithmetic variable was demonstrated, which indicated the existence of three phases over a period of two school years. In the short term dynamics of scaffolding, an asymmetric engagement level of teacher and student was found, which was dominated by the teacher's initiatives. Overall, the data point to a suboptimal coupling in this student–teacher pair. An applied conclusion of our study is that educational recommendations should be aimed at transforming existing, self-sustaining transactional patterns between the teacher and the student in real-time instruction sessions during arithmetic lessons. 相似文献