A nine‐country survey of the life orientations, values and institutional trust of 8948 young people at the upper end of the secondary school age range was set up at the University of Würzburg in the year 2000. Key findings demonstrate that these young people value personal autonomy and are orientated to success in their professional lives and that they especially trust human rights and environmental groups. Religion is associated positively with humanitarianism and in some countries negatively with modernity. These findings provide an indication of the typical life stances of future opinion‐formers and illustrate methodological issues thrown up by international research. 相似文献
The classroom is still. The children are watching the teacher, wide-eyed. The teacher is dressed in a red cape and hood. Softly she begins: Once upon a time, there was a little girl named Red Riding Hood ...Kay Singley is a former Kindergarten Teacher who lives in Moulton, Iowa. 相似文献
Teacher candidates conducted field hours in the nation's first net zero school, which uses the same amount of energy, measured annually, as it produces. These teacher candidates saw firsthand integration of the net zero advantages by completing a Collaborative Research Project and a Net Zero Lesson, which incorporated the use of the net zero building features as part of the lesson plan criteria. As a result, teacher candidates experienced how students can learn from their constructed environment and how that learning could contribute to a more sustainable world. 相似文献
This article examines the current dilemma faced by many teachers: the drive for a modern day pedagogy advocating student-centred, technology-enabled learning is at odds with teacher comfort zones still nestled in a teacher-talk, print-based classroom. Put another way, the 'techno-reluctance' of many teachers represents a negative reaction to the perception that new technologies represent a threat to their traditional roles and general sense of practical agency in the learning process or classroom. The paper interprets some of the key factors impacting on techno-reluctance as a means of moving beyond such a simplistic view of the connection between digital technologies and changing teacher roles. On this basis, it goes on to discuss the concept of 'technoliteracy' as a means of reclaiming teacher agency in a studentcentred, computer-mediated environment and also reframing teacher attitudes to electronic texts and related literacy practices. 相似文献
Industrialisation and distance education make uncomfortable bed fellows. This article critically analyses the paths travelled by distance education when burdened by industrial sociology. The models for industrialisation, specifically Fordist and post‐Fordist ones, whether methodologically anchored in modernity or post‐modernity, are argued as having relevance only to the production aspects of distance education. The attempts of various authors in distance education over recent years to identify strong paradigmatic links between distance education and industrialisation have resulted in the qualities of distance education as an educational process being overlooked or rejected in favour of a supposedly more ‘open’ form of teaching and learning. 相似文献
Too often, guidelines for quality child care emphasize the physical site, the equipment, safety, and the staff-child ratio.
However, to ensure high-quality child care for our children, the personal and professional attributes of quality caregivers
must be considered. The most important caregiver attributes are discussed, as one mother describes her search for child care. 相似文献
An increasing number of studies are concerned with the international comparison of the results that different education systems achieve. For example, TIMSS, PIRLS and PISA publish the results from different countries in mathematics, science and literacy. The European Commission has also published indicators and benchmarks relating to the quality of school education. This type of external evaluation is often perceived by teachers as judgemental and controlling. In contrast, internal school‐based evaluation aims to be seen as a developmental process contributing to improved teacher and student learning, where ownership of the evaluation processes remains with the school stakeholders. This paper examines the possible tensions and conflicts that may arise between these two types of evaluation and asks the question ‘How can we overcome the negative attitudes that may have resulted from external evaluation in order to encourage schools to undertake internal school‐based evaluation?’ The paper explores, using Scottish case studies, ways in which schools through their internal self‐evaluation processes may use the data in different ways to meet some, if not all, of the external demands placed on them. This strategy, it is argued, ensures that evaluation is largely done for school purposes and as an aid to the learning process, rather than as an external assessment designed to hold schools accountable for the learning achieved to date.
Il y a un nombre grandissant d'études qui s'occupent de la comparaison internationale des résultats atteints par de différents systèmes éducatifs. Par exemple, TIMSS, PERLS et PISA publient les résultats de différents pays en maths, en sciences et en alphabétisation. La Communauté européenne publie aussi des indicateurs et des standards qui se rapportent à la qualité d'éducation dans les écoles. Ce genre d'évaluation externe est souvent perçu par les enseignants comme un moyen de jugement et de contrôle. Par contraste, les évaluations internes, basées et créés dans les écoles essaient d'établir un processus de développement qui contribue à améliorer l'apprentissage des enseignants et des étudiants et qui es la copropriété des preneurs de l'école. Cet article examine les tensions et les conflits qui peuvent se présenter entre les deux genres d'évaluation et pose la question: “Comment peut‐on combattre les attitudes negatives qui résulteraient après des évaluations externes et comment peut‐on par la suite encourager les écoles à entreprendre leur propre évaluation externe?”Plus particulièrement, en utilisant des études de cas de quelques écoles en Ecosse, l'article explore aussi les moyens par lesquels les écoles peuvent utiliser les données obtenues par les processus d'auto‐évaluations internes afin d'adresser au moins quelques‐unes des exigences externes qui s'imposent à l'école. Cette strategie, l'on soutient, garantit que l'évaluation bénéficit en grande partie aux méthodes d'enseignement à l'école au contraire des évaluations externes qui généralement poussent les écoles à rendre des comptes.
Eine zunehmende Anzahl von Untersuchungen befaßt sich mit dem internationalen Vergleich der Leistung, die in verschiedenen Ausbildungssystemen erzielt wird. Zum Beispiel veröffentlichen TIMSS, PIRLR und PISA die Ergebnisse von verschiedenen Ländern in den Bereichen Mathematik, Naturwissenschaften und Lesen/Schreiben. In Bezug auf die Qualität schulischer Ausbildung hat die Europäische Kommission auch Indikatoren und Anforderungsmaßstäbe veröffentlicht. Diese Art von externer Evaluation wird von Lehrern oft als bewertend und als ein Element von Steuerungsmaßnahmen angesehen. Im Gegensatz dazu sollte die interne schulbezogene Evaluation, deren Kontrolle bei den Betroffenen in der Schule verbleibt, als Teil eines Entwicklungsprozesses aufgefaßt werden, der auf die Verbesserung des Lernens von Lehrern und Schülern abzielt. Dieser Beitrag untersucht die möglichen Spannungen und Konflikte, die sich aus den beiden verschieden Evaluationsansätzen ergeben. Es wird die Frage aufgeworfen: “Wie können wir die negativen Einstellungen, die mit externer Evaluationen leicht verbunden sind, überwinden, um damit die Schulen bereit zu machen, interne schulbezogene Evaluationen durchzuführen?” Auf der Grundlage von schottischen Fallstudien zeigt der Beitrag Möglichkeiten auf, wie Schulen im Rahmen von internen Selbstevaluationsprozessen Daten verschiedenster Art nutzen können, um zumindest einigen Anforderungen, die an sie von außen gestellt werden, genügen zu können. Die Verfasser gehen davon aus, daß eine solche Strategie sicherstellt, daß die Evaluation im wesentlichen für schulische Zwecke durchgeführt wird: Daß sie vor allem den weiteren Lernprozeß unterstützt und weniger einer externen Beurteilung dient, die darauf ausgerichtet ist, Schulen für ihre bisherigen Lernleistungen zur Verantwortung zu ziehen.
Ultimamente ha habido un incremento importante de estudios sobre los resultados que han obtenido diversos sistemas educativos en comparaciones internacionales. Por ejemplo, TIMSS, PERLS y PISA publican los resultados de diversos países en matemáticas, ciencias y alfabetización. La Comisión Europea también ha publicado indicadores y bases de datos, referidos a la calidad de la educación de las escuelas. Este tipo de evaluación externa a menudo es percibido por los profesores como un control y una crítica a su labor. En contraste, la evaluación interna realizada desde la escuela, apunta a ser considerada como un proceso de desarrollo profesional que contribuye a la mejora del profesorado y al aprendizaje de los alumnos, y donde el propietario del proceso de evaluación es el mismo centro educativo. Este documento examina las posibles tensiones y los conflictos que pueden darse entre estos dos tipos de evaluación y se pregunta, “¿cómo podemos superar las actitudes negativas que pudieron originar la evaluación externa de manera que se pueda animar a las escuelas a emprender una evaluación interna desde la escuela? El documento explora, usando estudio de casos escoceses, las maneras en las cuales las escuelas a través de sus procesos de autoevaluación interna pueden utilizar los datos de diversas maneras y dar respuesta a algunas, sino a todas, las demandas que reciben del exterior. Esta estrategia, se dice, que asegura que la evaluación esté hecha en gran parte para el propósito de la escuela y como ayuda al proceso de aprendizaje más que un examen externo diseñado para que las escuelas rindan cuentas sobre los resultados que han obtenido. 相似文献
Making use of material written by British prime ministers, a case is presented for understanding church schools and religious education in a way distinct from that normally utilised in academic discourse. Politicians in democratic countries depend on attracting votes to assume power. They therefore integrate church schools and religious education within existing political positions. Conservative politicans see church schools as being an example of parental choice and religious education as being an aid to moral education. Labour politicians see church schools as contributing to a pluralistic society and aiding the cultural identity of ethnic groups. 相似文献
Conclusion Identify standards, align curricula, support technology—these are the three strategies that bring clarity to the process.
As technology changes, the standards, curricula and support must change. ACTIVStudio, interactive whiteboards and cyber diaries
are not just buzzwords — they are the new language of technology. The Citadel School of Education is paying attention — making
sense of the challenge of keeping current technology in educational leadership programs.
She is a former teacher and school administrator and currently teaches graduate courses, including microcomputers and school
management, to aspiring administrators.
Ms. Alice B. Hambright, a former public school teacher. 相似文献
