ASSESSING MATHEMATICAL PROBLEM SOLVING USING COMPARATIVE JUDGEMENT     

Ian Jones  Malcolm Swan  Alastair Pollitt 《International Journal of Science and Mathematics Education》2015,13(1):151-177

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Transforming education systems: comparative and critical perspectives on school leadership     

Alma Harris  Michelle Jones 《Asia Pacific Journal of Education》2015,35(3):311-318

The centrality of education in the pursuit of better economic and social prosperity is now well established. The dominance of human capital theory, which provides a strong argument for better education as a key factor in fuelling economic growth, has encouraged policy makers, in various countries, to focus on education reform as a key priority and to borrow policy solutions from other countries. This special edition explores one policy solution in depth. It investigates the preparation and training of school leaders in very different countries and takes a comparative perspective. This article argues that the limitations of standardized strategies are clearly visible when taking a comparative view and, most importantly, that context matters significantly in shaping, defining and explaining differential educational performance.  相似文献   

Comparing performance: a cross-national investigation into the teaching of mathematics in primary classrooms in England and China     

Zhenzhen Miao  David Reynolds  Alma Harris  Michelle Jones 《Asia Pacific Journal of Education》2015,35(3):392-403

This article presents initial findings from an empirical study of the effectiveness of mathematics teaching (EMT). The article explores the teaching of mathematics in two very different contexts: England and China. Within each country, the target cohort of pupils were those aged 9–10 and overall, 19 teachers, 10 from England and nine from China, participated in the study together with their pupils (n = 562). Two internationally validated instruments were used to collect the data and teacher behaviours were also measured systematically. In addition, structured observation was undertaken in classrooms in both countries. The results show that, on average, Chinese teachers scored higher on effective teaching measures and Chinese pupils outscored their English peers in the tests that were part of the study. This research project is currently collecting qualitative data but its findings, to date, reinforce the findings from previous research studies suggesting that certain teacher behaviours and classroom factors work effectively to improve student learning outcomes.  相似文献   

Teaching and Learning and the Challenge of Educational Reform     

Alma Harris  David Hopkins 《School Effectiveness & School Improvement》2013,24(2):257-267

Creemers, B. (1994). The Effective Classroom. London Cassell. ISBN: 0-304-32709-3. Freiberg, H.J. & Driscoll, A. (1996). Universal Teaching Strategies. Needham Heights: Allyn and Bacon. ISBN: 0-205-16722-5. Hargreaves, A. (1994). Changing Teachers, Changing Times. London: Cassell. ISBN: 0-304-32281-4. Sizer, T.R. (1996). Horace's Hope. New York: Mariner Books. ISBN: 0395-87754-7. Slavin, R. (1996). Education for all. Lisse: Swets & Zeitlinger. ISBN: 90-265-1472-7.  相似文献   

Leading or following educational change?     

Alma Harris 《School Leadership & Management》2013,33(5):417-419

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An experiment in paired reading     

Professor Desmond Swan 《Irish Educational Studies》2013,32(1):143-155

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IMPROVING SCHOOLS IN DIFFICULT CONTEXTS: TOWARDS A DIFFERENTIATED APPROACH   总被引：3，自引：0，他引：3  

Alma Harris  Christopher Chapman 《British Journal of Educational Studies》2004,52(4):417-431

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Professional obligations,employment responsibilities and collective bargaining     

Kenneth P. Swan 《Interchange》1978,9(3):98-110

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Distributed leadership and organizational change: Reviewing the evidence   总被引：1，自引：0，他引：1  

Alma Harris  Kenneth Leithwood  Christopher Day  Pam Sammons  David Hopkins 《Journal of Educational Change》2007,8(4):337-347

This article explores the relationship between distributed leadership and organizational change. It draws upon the existing literature to consider whether distributed forms of leadership influence development and change in schools. The article examines the research base relating to distributed leadership and organizational outcomes. It focuses on how different patterns or configurations of distributed leadership contribute to organizational development. The article concludes by highlighting issues that require further study and more empirical confirmation. This article is based on a literature review commissioned by the Department for Education and Skills as part of a research project currently being undertaken by Leithwood, K., Day, C., Sammons, P., Harris, A., and Hopkins, D. (2006) ‘Leadership and student outcomes’ and Leithwood, K., Day, C., Sammons, P., Harris, A., and Hopkins, D. (2006) ‘Successful school leadership: What it is and how it influences pupil learning’. London, DFES.  相似文献   

The influence of experience on pre-service and novice teachers – the Croatian perspective     

Alma Škugor  Marija Sablić 《欧洲师范教育杂志》2018,41(2):157-168

This paper researches students’ and teacher trainees’ personal experience of student-centred teaching during their education in grades 1–4 of primary school. The questionnaire comprised 45 statements and was completed by 403 primary school teacher trainees and 535 students (future teachers) at Faculties of Teacher Education in Croatia. The research results show that students do not have sufficient prior experience that they could use as inspiration in their future teaching practice and that in the course of their education they were mainly exposed to traditional approach to teaching. The majority of teacher trainees are aware of the importance of student-centred teaching although they cannot fully give up the control of students and educational process. This research opens up the issue of a paradigm change within the teaching system and education in Croatia as well as the issue of changes within education and professional development of teachers.  相似文献