The development of reflective practice through student journals     

Kathryn Pavlovich 《高等教育研究与发展》2007,26(3):281-295

This paper explores the design and assessment of reflective journals in a course on spirituality and management in a tertiary institution. The purpose of reflection in education is to develop students’ self‐awareness and inner leadership. Yet, such assessment poses challenges in terms of design, content and grading. This paper explores the literature surrounding these issues, and then describes the introduction of such an approach through a case study. Two types of assessment were developed to assist students to explore self‐awareness. The first was through reflective journal entries completed throughout the course, and the second was a report due at the end of the course, describing the journey of the student’s most significant learning. The paper concludes by assessing the effectiveness of such an approach through qualitative measures. The use of student narratives from their journals, with their consent, illustrates the power of the reflective method.  相似文献   

Situating teacher inquiry: a micropolitical perspective     

Kimberly LeChasseur  Anysia Mayer  Anjale Welton  Morgaen Donaldson 《School Effectiveness & School Improvement》2016,27(2):255-274

Professional learning communities (PLCs) have become a popular strategy in various forms (e.g., data teams, grade-level teams) and with various champions (e.g., district leaders, university researchers, teacher advocates). Although well-implemented PLCs have been shown to distribute leadership, the tension between democratic inquiry processes and the demands of accountability remain understudied. This study asks how teacher inquiry is situated within conflicting school priorities and the impact of competing power structures on PLCs through a case study of a teacher inquiry initiative at 6 urban elementary and middle schools in the US. Data were collected over 3 years of PLC implementation. District officials, principals, reform coaches, and teachers at each setting participated in more than 300 interviews, regular site visits, and annual teacher surveys. The influences of power structures – such as district mandates, accountability pressures, and principal leadership – emerged as strong themes in teacher narratives of what it means to “do” inquiry in their PLCs.  相似文献   

由服务社会向引领社会转变——学习型社会大学服务职能的新趋向   总被引：1，自引：0，他引：1  

刘理 《教育与现代化》2006,(3):32-37,51

学习型社会的来临,必然引起大学社会服务职能的新变化。大学不应一味迎合社会,被动适应社会。大学不仅仅以走进社会的“中心”为满足,而应走在社会的“前头”,引导人们超越时代和社会的局限,走上人与社会可持续发展的坦途。  相似文献   

Examination of access and equity by gender,race, and ethnicity in a non-traditional leadership development programme in the United States     

Thomas Shields  Kate Cassada 《School Leadership & Management》2016,36(5):531-550

In developing the next generation of school leadership, school districts across the United States and internationally must consider who is being promoted, the training they are able to access beyond traditional university degree work, the schools in which these emerging leaders enter their first principalships, and how prepared these new leaders are to succeed and remain in the role. This study explores international literature regarding school leader, particularly new leader, development, and placement. The study discusses what is happening internationally in terms of the gender distribution of school leaders and the literature of non-traditional leadership development. To explore gender, race, and ethnicity in hiring and promotion practices, the study employs the methodology of case study analysis. This case study analysis formed from a need to understand the changing dynamics of race, gender, and ethnicity in school leadership in four American school districts participating in a non-traditional regional leadership development programme. These districts, in the Richmond, Virginia (USA) metro area, are experiencing changing student demographics by race, ethnicity, and socio-economic status. Specifically, the study addresses the demographic profile of those seeking leadership, the changing demographics of these communities, and the professional assignment of participating early career leaders.  相似文献   

坚持与时俱进 实践“三个代表”——认真学习党的十六大精神     

赵群智 《安顺学院学报》2003,(3)

江泽民同志在党的十六大报告中指出:“开创中国特色社会主义事业新局面,必须高举邓小平理论伟大旗帜,坚持贯彻‘三个代表’重要思想。”实践“三个代表”重要思想,关键是坚持与时俱进。实践“三个代表”,是党员领导干部的责任。实践“三个代表”,要在本职岗位上体现党的先进性。实践“三个代表”,自己做好还要把群众带好。实践“三个代表”,要努力成为履行“第一要务”的带头人。  相似文献   

Disabling discourses and some implications for parent leadership in special education policy and practice     

Anastasia Liasidou  Anastasia Hadjiyiannakou 《欧洲特需教育杂志》2019,34(3):342-354

The paper aims to explore ways in which mothers of children with cerebral palsy (CP) attempt to voice their concerns about current discourses and power imbalances enshrined in special education policy and provision. Mothers’ narratives are important in making transparent the multiple forms of ‘disablism’ experienced by them in their attempts to negotiate and counteract on behalf of their children deficit-based and discriminatory discourses and professional practices that violate their children’s rights, notwithstanding international and national legal mandates promoting a rights-based approach to disability. Their narrated subjugated agency in disability politics highlights the imperative to introduce new forms of advocacy through parent leadership in order to enable parents to have a more active and strategic role in challenging disabling discourses and practices that undermine their children’s rights and entitlements.  相似文献   

对党委领导下的校长负责制的几种观点的评析     

宣仲良 《苏州教育学院学报》2006,23(1):19-21

本文讨论了现行高校领导体制--党委领导下的校长负责制的合理性、合法性和合规性,对目前实际存在的、对这一领导体制的错误观点,如高校可以不要党的领导、高校现行的领导体制是事实上的党政双首长制等观点进行了评析.  相似文献   

Exploring the definitions of quality early childhood programmes in a market‐driven context: case studies of two Hong Kong preschools     

Choi Wa Dora Ho 《International Journal of Early Years Education》2008,16(3):223-236

Set within the market‐driven context in educare for young children in Hong Kong, a Special Administrative Region of the People's Republic of China, this paper points to the importance of exploring the definitions of quality in early childhood programmes from the multiple perspectives of school stakeholders. This study describes two preschools that were rated highly in the quality assurance inspections. Data collected in semi‐structured, individual and group interviews indicated that the views of the school stakeholders on the quality of early childhood programmes shifted from childrearing to developmental nurturing but still emphasised academic learning and preparedness. This was largely due to the ‘backwash effect’ of primary education creating academic pressure on the local preschools. The two case study schools formulated successful strategies for reconciling conflicts between professional values of learning through play and parental expectations of academic preparation for primary education. In addition, the schools put a lot of effort into sharpening their competitive edge. They did this by maintaining close communication with their parents through various channels and offering free after‐school custodial care, emotional and financial support. These are outside the primary duties of a preschool but highlight the way in which schools in the local field address and give high priority to parents' needs and expectations. In line with Woodhead's 1998 Woodhead, M. 1998. Quality in early childhood programmes: contextually appropriate approach. International Journal of Early Years Education, 6(1): 5–13. [Taylor & Francis Online] [Google Scholar] contextually appropriate approach to quality, the study sets a challenge for our understanding of quality frameworks for early childhood programmes. These should not be based mainly on a universalist view of developmental appropriateness but should also take into account the multiplicity of stakeholders' views on quality in a market‐driven context. The data also demonstrate that the provision of preschooling in Hong Kong is shaped by market forces. The implications for quality educare are discussed.  相似文献   

Fostering research engagement in partnership schools: networking and value creation     

Frank Cornelissen  Ros W. McLellan  Jan Schofield 《牛津教育评论》2017,43(6):695-717

The call for teachers and schools to become more research-engaged is resonating stronger than ever with government efforts to improve research impact and educational quality in the United Kingdom (UK) and many other countries. In these endeavors strengthening the social network structure and collegial relationships that enable collaborative research and learning in schools are often overlooked. This longitudinal, multi-method case study focused on understanding this pivotal social dimension. It examined in what way and to what extent research-engaged relationships are developed and value for practice is created among school colleagues. The context was a secondary school that is part of a longstanding school–university research partnership in the UK. Social network and survey data, school documents, individual narratives, and interview data were collected and analysed during one academic year. Results reveal that school leadership adopted an approach in which they combined the development of formal structures and informal networking to foster a significant increase in research-engaged interactions among school staff. Two key elements of the school–university research partnership were distinguished as powerful drivers of fostering research engagement. Outcomes show that the increased research engagement led to diverse types of value creation in both the core and periphery of the research network of school staff.  相似文献   

香港校长的专业持续发展     

Sun Keung Pang 《Frontiers of Education in China》2007,2(4):605-619

The quality of principals is pivotal for quality education. It is only through continuing professional development (CPD) that principals can further enhance professionalism. In this study, both quantitative and qualitative methods were used to analyze the responses of 194 principals and vice-principals. The research findings show that Hong Kong principals are facing challenges posed by ever-changing school environments of the 21st century and educational reforms. Based on this study, implications for future continuing professional development of principals in Hong Kong are speculated.   相似文献