An Education Worth Having: The Aspirations and the Development of the Whole Education Network in England     

David Crossley 《European Journal of Education》2015,50(2):184-195

The Whole Education National Network is a dynamic national not-for-profit partnership of schools and organisations that believe that all children and young people are entitled to an education that supports the development of wider skills, qualities and characteristics to enable them to thrive in life, learning and work, as well as conventional academic achievement. The article outlines the background to the development of the growing network of some 150 schools plus partner organisations and its core aims. It then considers what the Network is achieving and what it is learning about its approach as it grows. It offers and is seeking to embed and sustain an approach to school development that is ‘values-led, evidence-informed and impact-focused’. It is also predicated on a commitment to and belief in peer-to-peer collaboration, inspired and encouraged by the work of leading academics, thinkers and practitioners. Whole Education is also a response to what many observers and commentators identify as a weakness of the English and many other systems: the gap between the outcomes achieved by the more disadvantaged and other students. Part of its moral purpose is to help to narrow that gap, underpinned by a belief that focusing on immediate outcomes and test scores is not enough on its own. The Network operates in the belief that it will only be through the commitment to an entitlement to a ‘whole education for all’ that any school or system will truly narrow the gap and make a real difference to the life-chances of all young people. School leaders and schools that have gravitated towards Whole Education seek like minds to share and, more importantly, develop both their thinking and strategies employed to help achieve their goals. At the heart of the change model underpinning Whole Education is the development of effective communities of practice that develop professional capital and unleash the creativity of teachers. Creating, embedding and sustaining a national self-funded school-led network committed to achieving longer-term aspirations rather than immediate needs is both inspiring and challenging. The pressure to respond to short-term targets in terms of student outcomes and accountability pressures has meant that the energy and resource tend to be focused on the immediate rather than the medium- or longer-term needs. Whole Education provides a powerful example of how schools that share common aspirations can seize the agenda, have real impact on students and demonstrate the potential of a self-improving school system.  相似文献   

Discourses of the good parent in attributing school success     

Sue Thomas  Jayne Keogh  Steve Hay 《Discourse: Studies in the Cultural Politics of Education》2015,36(3):452-463

Recent education policy places a heavy emphasis on parents in relation to students' success at school. This paper explores how parents and teachers account for school success. Using membership categorisation analysis, it interrogates data collected in different interview situations across sites over a period of 20 years. The analysis shows how parents and teachers use talk as moral work to conversationally constitute particular agreed versions of the category ‘parent’. This category is interactively assembled through the use of category-bound attributes that construct deficit discourses of parents that explain student achievement. The analysis demonstrates that parents are complicit with teachers in producing versions of being a good parent wherein they are held responsible for their children's school success and that minimises the responsibility of the school. These findings raise questions both about who is responsible for schooling and about current contradictory policy emphases on parent and teacher responsibility for school success.  相似文献   

Instructional practices in secondary science: How teachers achieve local and standards-based success     

Beth A. Covitt  Elizabeth Xeng de los Santos  Qinyun Lin  Christie Morrison Thomas  Charles W. Anderson 《科学教学研究杂志》2024,61(1):170-202

This article reports on analyses of the instructional practices of six middle- and high-school science teachers in the United States who participated in a research-practice partnership that aims to support reform science education goals at scale. All six teachers were well qualified, experienced, and locally successful—respected by students, parents, colleagues, and administrators—but they differed in their success in supporting students' three-dimensional learning. Our goal is to understand how the teachers' instructional practices contributed to their similarities in achieving local success and to differences in enabling students' learning, and to consider the implications of these findings for research-practice partnerships. Data sources included classroom videos supplemented by interviews with teachers and focus students and examples of student work. We also compared students' learning gains by teacher using pre–post assessments that elicited three-dimensional performances. Analyses of classroom videos showed how all six teachers achieved local success—they led effectively managed classrooms, covered the curriculum by teaching almost all unit activities, and assessed students' work in fair and efficient ways. There were important differences, however, in how teachers engaged students in science practices. Teachers in classrooms where students achieved lower learning gains followed a pattern of practice we describe as activity-based teaching, in which students completed investigations and hands-on activities with few opportunities for sensemaking discussions or three-dimensional science performances. Teachers whose students achieved higher learning gains combined the social stability characteristic of local classroom success with more demanding instructional practices associated with scientific sensemaking and cognitive apprenticeship. We conclude with a discussion of implications for research-practice partnerships, highlighting how partnerships need to support all teachers in achieving both local and standards-based success.  相似文献   

与众不同才能"出众"——浅谈文摘类刊物的成功关键     

黄伊宁 《新闻界》2010,(2)

本文对文摘类刊物成功的关键原因进行了分析。  相似文献   

斯滕伯格论如何为智慧而教     

郑丹丹 《科教文汇》2012,(22):35-36

智慧、智力、创造力是学习、事业和生活成功的关键要素。斯滕伯格提出了人类思维和学习的平衡理论,即智慧、智力、创造力及其综合的理论,在智慧的层面上为课堂里每一个学生的成功提供了全新的教学视角和具体的教学指导。  相似文献   

协助优秀主管为企业研发及市场营销界面建立知识管理系统     

杨彤骥  杨红玉  王新海 《现代情报》2010,30(9):40-45

企业研发及市场营销界面已成为成功营销商品的关键性因素。当这两部分被有效连接并分享信息时,企业可极大地提高其生产效率。优秀主管将成功总结为对信息实施了五大关键成功因素(CSFs)管理:客户需求、客户反馈、竞争、产品开发、目标设定。而知识管理系统为五大关键因素的实施提供了帮助。本文即是在吸收了客户关系管理原则及方法的基础上,提出了为实现企业研发及市场营销界面而建立知识管理系统的框架体系。  相似文献   

提高举重运动员比赛成功率的探索   总被引：11，自引：0，他引：11  

杨世勇 《成都体育学院学报》1999,25(4):37-41

中国选手在重大国际比赛中成功率不高,影响成功率的因素是多方面的,而试举重量却是最直接因素。因此,正确选定试举重量是充分发挥竞技水平的关键因素。在正常情况下,第1次试举重量应为赛前最好成绩的95%左右,第2次为975%～100%,第3次为100%或以上。在竞争激烈,减体重或存在其它不利因素时,则应在保证充分发挥训练水平的前提下,随机应变地选定试举重量,以提高成功率。  相似文献   

Organization of biomedical data for collaborative scientific research: A research information management system     

Sahiti Myneni  Vimla L. Patel 《International Journal of Information Management》2010

Biomedical researchers often work with massive, detailed and heterogeneous datasets. These datasets raise new challenges of information organization and management for scientific interpretation, as they demand much of the researchers’ time and attention. The current study investigated the nature of the problems that researchers face when dealing with such data. Four major problems identified with existing biomedical scientific information management methods were related to data organization, data sharing, collaboration, and publications. Therefore, there is a compelling need to develop an efficient and user-friendly information management system to handle the biomedical research data. This study evaluated the implementation of an information management system, which was introduced as part of the collaborative research to increase scientific productivity in a research laboratory. Laboratory members seemed to exhibit frustration during the implementation process. However, empirical findings revealed that they gained new knowledge and completed specified tasks while working together with the new system. Hence, researchers are urged to persist and persevere when dealing with any new technology, including an information management system in a research laboratory environment.  相似文献   

析课堂教学设计与构思     

韦蔚 《六盘水师范高等专科学校学报》2004,16(4):64-65

科学合理的英语课堂教学设计与构思既能突出学生综合语言能力的培养,也能促进学生整体素质的发展。  相似文献   

2004年全国女子举重锦标赛成败率技术统计分析   总被引：1，自引：0，他引：1  

刘卫国  梁柱平 《体育科技》2005,26(4):35-36

以参加2004年全国女子举重锦标赛各省市代表队参赛选手为研究对象,运用观察统计法所获得各种数据,进行统计分析处理。并根据运动员试举成功率较低情况,对其原因进行分析和探讨,为举重训练提供参考依据。  相似文献