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按照ISO9000族标准的观点,教育质量是教育的质量特性满足消费者要求的程度。教育质量必须通过教育输入、教育过程和教育结果全方位来体现,其衡量标准包括教育提供者的约定和消费者满意两个维度。衡量教育质量,应该坚持事先约定与事后满意相结合,但是,对于教育全过程的不同环节可以有所侧重。对于教育输入,达成约定标准就可以了;对于教育过程,除了要满足约定标准,还必须让学生和家长满意;对于教育结果,不仅要满足约定标准,还应该让政府、高一级学校或用人单位满意。 相似文献
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Dr. Mac H. Brown Pamela S. Cromer Assistant Superintendent for Instruction Sylvia H. Weinberg Principal 《Early childhood research quarterly》1986,1(4)
Repetitive shared book experiences provided by public school kindergarten staff were used to improve literacy competence and preparation for formal first-grade reading instruction. The entire 1983–1984 kindergarten population (N = 228) of a rural, racially mixed, southeastern school district in South Carolina received eight shared reading experiences for each of three classic children's books. The shared book experience is defined as the situation in which a group of two or three children sit close enough to an adult to see the print as a book is read. Readings were provided by teachers, teacher aides, school volunteers, older students, and audiotapes. The children were individually administered the South Carolina State Department of Education's mandated Cognitive Skills Assessment Battery (Boehm & Slater, 1974) during the first 3 weeks of first grade. The control group, composed of the 1982–1983 kindergarten population (N = 269), had 73% of its children at or above the state cutoff for first-grade readiness, and the experimental group had 83% at or above the cutoff. (T = 22.2, p < .01). In addition, the school district staff reported a 10% increase in the number of children being placed in “top” reading groups. Repetitive, personal shared book experiences were found to enhance literacy awareness and competence, to improve preparation for formal first grade, and to broaden children's literacy interests. 相似文献
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学校形象由外在的物质景观和内在的精神景观组成 ,学校形象的审美创造包括外在美和内在美的创造。学校形象的审美设计要遵循个性化原则、情意化原则、整体化原则、参与性原则。学校物质景观的审美设计要把握好两点 :校园建设与景观优美和谐 ;生态健全 ,融自然和人文为一体。从审美角度看 ,学校精神景观的塑造包括两方面 :一是对学校形象的认识和把握 ;二是通过审美——艺术化的传播手段 ,在公众心中留下美好印象。教学环境的审美化包括形式上的美感和气氛上的感染 相似文献
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教育质量特性的表现形式和内容 --教育质量内涵新解 总被引：11，自引：0，他引：11
教育质量特性是与教育消费者要求有关的教育的固有特性,教育质量特性是理解和把握教育质量的关键。教育质量特性需要通过教育输入、教育过程和教育结果全方位来体现,对于不同的教育消费者,教育质量特性的表现形式和具体内容也有所不同。其具体内容包括功能性、文明性、舒适性、时间性、安全性、经济性和可信性。 相似文献
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Ian Morgan Vice Principal 《School Leadership & Management》2013,33(4):359-364
This article offers a critique of the concept of ownership central to contemporary theorising about professional development in education. The theorising was tested against data from a national programme of professional development projects for 185 primary headteachers, in which a strong sense of ownership had been embedded. In four areas, i.e. the focus of the projects, funding priorities, capacity building and impact on pupils, the theory appeared to be paradoxical. The concluding discussion examines some explanations for the paradoxes, including the possibility that theorising has developed ahead of empirical data and that pragmatism has high salience for headteachers. 相似文献