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1.
学校发展规划的制定、实施与评价 总被引：1，自引：0，他引：1
Xie Limin Dean professor doctoral supervisor of Disciplinary Educational Research Institute Shanghai Normal University 《教育研究》2008,(2)
学校发展规划制定的目的是科学定位学校发展目标,提炼和形成学校办学特色,建设和形成学校文化。学校发展规划制定的基本框架包括:分析学校办学传统与现状,明确学校发展的共同愿景,突出学校发展规划的重点,保障学校发展规划的实施。学校发展规划的实施与评价应注重学校规划目标实施的达成度,学校在实施规划中的创新与发展,学校在发展过程中对社会的影响和经验辐射情况,学校下一阶段可持续发展的新规划的制定。 相似文献
2.
This study examined effects of school context, student composition and school leadership on school practice and outcomes in secondary education in Flanders. The study reveals that relations between school characteristics do exist and that it is possible to explain an important part of the differences in mean effort and mathematics achievement of schools by means of these school characteristics. Furthermore, it was found that school size positively affects school outcomes and that its effect is mediated by school practice characteristics like the amount of cooperation between teachers, which affects school climate and outcomes. School leadership did not affect the school practice much, perhaps because of a lack of a strong educational leadership in most of the Flemish secondary schools. However, the student composition of schools seemed to be very important for school practice, as well as for school outcomes. Nevertheless, the study revealed that schools can affect the outcomes of their students independently of their student composition and context by means of school practice. 相似文献
3.
追求学校教育质量与效能是当今世界各国基础教育改革的核心要旨.学校效能研究从揭示学校对学生的成就影响开始,其间经历有效学校运动到学校改进运动,其目的是改进学校,使学校成为有效能的学校.学校效能研究在40年的发展过程中在方法论上不断革新,试图揭示学校效能的因素,在实践层面为政府以及学校重建提供理论指引;同时学校效能研究面临着政治化、专门化和技术化问题,问题的解决有待于研究的进一步深化. 相似文献
4.
开发校本课程 创建学校特色 总被引：1，自引：0，他引：1
唐锡海 《南宁职业技术学院学报》2004,9(3):43-48
校本课程开发的实质是为了发展学生个性,办出学校特色,但并不等于有了校本课程自然而然就会生成学校特色。校本课程开发在体现与发挥学校办学特色,提高教育质量有着重要作用。学校的办学特色需要有与之配套的校本课程来加以保证,校本课程是学校特色的前提和基础,学校特色是校本课程的生命力所在。 相似文献
5.
关于学校效能评价标准和方法的两点认识 总被引：2，自引：0，他引：2
学校效能的评价标准和方法与对学校效能和学校效能评价的理解有直接关系.学校效能就是学校促进学校人员、学校工作和学校事业发展的有效作用;学校效能评价就是对学校有效促进学校人员、学校工作和学校事业发展的评价.这样,学校效能的评价标准就包括学校各类人员、各类工作和学校各项事业发展三方面因素;学校评价的方法就应采取定量评价和定性评价、增值评价和非增值评价相结合的方法,同时还要注意学校效能评价在理论、操作和作用上的限度. 相似文献
6.
曹青 《北京教育学院学报》2009,23(3):63-65
校史资料是一所学校独有的文化资源与信息资源,在校园文化建设与信息资源建设中具有重要的意义。采取编修校史文献、建设校史馆及建立网上特色资源库等形式记录与整理校史资料。综合利用校史资料,用于学校宣传、爱院教育与校史研究。 相似文献
7.
课程改革与学校文化重建——一所学校的个案研究 总被引：13，自引：0，他引：13
课程改革与学校文化之间存在相互制约的关系,学校文化是制约课程实施的主要因素,系统的课程改革就是学校文化的变革,新的基础教育改革蕴涵全新的学校文化要素。作者以日常生活为切入点,对一所进行新课程改革的小学进行了课程改革和学校文化关系的个案研究,结果表明:作为文化变革的课程改革将是一个长期的过程;新课程的实施需要引起学校文化的自觉与重建的努力;优秀的学校文化是学校发展的内在动力;校长是优秀文化的塑造者。 相似文献
8.
思想道德修养与法律基础课实践教学从空间上可以分为课堂实践教学、校园实践教学与校外实践教学。与校外实践教学相比,以课堂实践教学为主的校内实践教学有着组织容易、节约费用等优点,适合在思想道德修养与法律基础课教学中广泛采用。校内实践教学形式可以针对思想道德修养与法律基础课中人生观、价值观、道德观、法制观等不同的教学内容来设计。在搞好校内实践教学的同时,必须重视理论教学并适当开展校外实践教学。 相似文献
9.
多元智能理论与学校教育改革 总被引：10，自引：0，他引：10
“智商式思维”对学校造成的破坏有 :学校教育目的的窄化 ;教育功能的异化 ;教育方式的“一统化”。多元智能学校“以个人为中心” ,并引入三种新角色 :评估专家 ;学生课程代理人 ;学校———社区代理人 相似文献
10.
This paper examines the attitudes of 207 junior high/middle school and high school principals in Texas regarding: (1) the severity of four school problems (school loyalty, drugs, student-student problems and serious problems); and (2) the possibility of five criminology and criminal justice concepts (type of crime, justice system, juvenile justice, deviance and crime prevention) that are considered important and helpful for junior high/middle school and high school students to learn in order to help deter and prevent school crime. Although school problems were generally found to be relatively minor at both school levels, drug problems in high schools were rated most serious. School principals considered a crime prevention concept (which included information about crime deterrence, crime prevention, social control and conflict resolution) as the most important and helpful topic to learn. The study concluded that schools should make crime prevention information more available to students in addition to other school crime deterrence and prevention strategies. 相似文献
11.
Camille Rutherford 《Journal of Educational Change》2006,7(1-2):59-76
Traditional models of school organization favor peaked hierarchies that concentrate power and leadership responsibility on
the office of the principal. As these models struggle to effectively meet the needs of education in the new millennium, leadership
structures that distribute leadership influence and empower teachers to play a greater role in the leadership of the school,
are slowly being implemented. This study examines the restructuring of school leadership at a school making the transition
from a traditional elementary school to an Edison charter school and investigates the impact the new organizational structure
had on teacher leadership. Qualitative data were collected over a four-year period during annual visits to conduct over 50
interviews with district administrators, school administrators, teachers, and the school support staff. The research findings
indicate that the structure implemented at the Edison school differed greatly from traditional school leadership structures,
as it successfully distributed leadership influence and enhanced the nature and scope of teacher leadership. 相似文献
12.
13.
在学校心理服务体系建设较早,发展比较完善的国家里,学校心理服务体系分为学校辅导、学校心理学、学校咨询三个层级,每个层级有各自明确的服务人群、服务内容和专业组织,而我国的学校心理服务体系不够清晰,缺少学校心理咨询员与学校心理学家的划分,心理咨询也常与心理辅导相混淆,因此,需要明确目标,分出层次,通过政府立法完善各个层级的服务定位,同时通过培训提高教师的素质,建立健全中国学校心理服务体系。 相似文献
14.
Teacher perceptions of school culture and their organizational commitment and well-being in a Chinese school 总被引：1，自引：0，他引：1
This study aims to analyze and validate the dimensions and specific features of a school culture in a Chinese context. A sample
of 181 teachers from a Chinese primary and secondary school in Beijing participated in a survey that measures school organizational
cultural characteristics and teacher organizational commitment and well-being as outcomes of school culture. Specific cultural
characteristics of this school and their impact on teacher organizational commitment and well-being were identified. The findings
provide important information for understanding a school culture in the Chinese context. It enriches the theory related to
school culture and the research findings that have been identified in the Western settings. 相似文献
15.
Jennifer O'Day 《Journal of Education for Students Placed at Risk》2013,18(1):97-119
Data from a large school district in the southwestern United States were analyzed to investigate relations between student and school characteristics and high school freshman dropout patterns. Application of a multilevel logistic regression model to student dropout data revealed evidence of school-to-school differences in student dropout rates and school-to-school differences in the relation between student characteristics and student dropout status. Investigation of the school differences revealed that school organization and schools' social context were statistically significant predictors of several of the dropout outcomes. Evidence of school context and school practice effects on student dropout outcomes suggests that school personnel may need to consider how characteristics of the school environment interact with the background characteristics of students when developing and focusing dropout prevention strategies. Implications for school policy and practice are discussed. 相似文献
16.
周庆莲 《新疆职业大学学报》2010,18(2):67-70
信息意识是信息能力结构的一个重要维度,培养良好的信息意识,既有利于促进中小学双语教师信息能力的提高,也有利于促进双语教师专业素质的发展。本文通过探索中小学双语教师信息意识的内涵,分析了中小学双语教师信息意识现状,提出了中小学双语教师信息意识的培养途径。 相似文献
17.
学校为适应环境,必须及时准确地获取环境变动的信息以及应对变动所需的资源.学校社会资本的利用,有助于学校提高觉察和应对环境变动的灵敏度.学校成员个体社会资本能帮助学校获得环境变动的信号和应对资源.通过中间群体层次充分开发个人社会资本,尽量使其转化为学校的社会资本,是学校适应环境的主要途径之一. 相似文献
18.
高等学校办学体制改革政策与法律 总被引：2，自引：0，他引：2
许凤琴 《教学研究(河北)》2002,25(3):192-196
高等学校办学体制改革，主要是理顺政府，社会和学校权利与利益的关系，建立既适应社会发展又符合高校自身发展规律的新体制。本分析了高校办学体制的法律调整范围，高校办学自主权，愉国高校的法律地位及政府鼓励，支持政策等相关问题，以鉴高等学校办学体制的改革的实践。 相似文献
19.
学校教育的"祛魅"及其意义 总被引：1，自引：0，他引：1
罗祖兵 《天津师范大学学报(基础教育版)》2006,7(4):62-67
学校教育之“魅”主要是指在当前社会中存在一种将学校教育神奇化的不良倾向,即学校教育功能泛化倾向,这一倾向使学校教育不堪负重,给学校教育带来了不应有的伤害。要避免学校教育之“魅”的危害,就必须重新认识学校教育,使之“祛魅”。学校教育的“祛魅”就是要正确认识到学校教育功能是有其边界和限度的。只有学校教育“祛魅”了,才能正确发挥学校教育的本体功能、工具性功能以及发挥其它教育形式(如家庭教育、社会教育等)的功能,进而全方位地促进学生发展。 相似文献
20.
This study examined home literacy and numeracy practices. It also focused on the roles of home and school in fostering Year 3 children's literacy and numeracy development in Australian schools. A parent survey of 95 parents from four schools, and focus interviews of parents, teachers and a school administrator within one school, provided the data for this study. Results showed that parents helped their children with literacy and numeracy at home. Most of this assistance is given with reading, some with writing and some with routine mathematics. Both parents and school personnel held the children's learning interests at heart and advocated for the formation of parent/school partnerships. Yet the discourses relating to school and home roles for assisting children's literacy and numeracy development provided contrasting views. Implications for school personnel are drawn from the results of this study. 相似文献