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1.
C. P. S. Chauhan 《International Journal of Lifelong Education》2013,32(2):227-240
In this paper, the author has attempted to analyze and assess the progress of education for all (EFA) in India from 1985/1986 to 2005/2006. A similar analysis by the same author on this subject, for the period 1950–1986, was published in this journal in 1990. During that period of 35 years the development of EFA was apparently impressive, but glaring disparities in schooling facilities based on rural–urban habitation, region, caste and gender were observed. About half of all the rural schools lacked physical facilities and suffered from shortage of teachers. While enrollment had apparently increased, three‐fourths of enrolled children left school without completing elementary education. The progress of literacy was also not satisfactory with the literacy rate having increased marginally from 16% in 1951 to an estimated 38% in 1986. The literacy rates also exhibited disparities based on gender, caste, region and rural–urban location. After launching of the National Policy on Education 1986, the Government of India has made concerted efforts to achieve the goal of EFA by launching several new schemes, including expansion of non‐formal education for out‐of‐school children, improvement of physical facilities in schools, implementation of a micro‐planning strategy, the launch of Sarva Shiksha Abhiyan, and the passage of a Bill in Parliament to make elementary education a ‘fundamental right’ of every child. The problem of illiteracy was attacked by launching an ambitious new programme called the National Literacy Mission. However, recently published reports show that there are about 59 million out‐of‐school children; enrollment of girls is low; the dropout rate up to Class VIII is still high; school‐age children work for wages; rural children have no easy access to schools; many schools still lack physical facilities; and there is a shortage of teachers and headmasters. The author feels that India must revise its target date for achieving the goal of EFA at least once again and suggests that the Government should carefully monitor the implementation of policies, and at the same time, enhance expenditure on education from the present 3.5% to 6% of the GNP as early as possible, so as to deal with the situation more effectively. 相似文献
2.
Linda A. Reddy Ryan J. Kettler Alexander Kurz 《Journal of educational and psychological consultation》2015,25(2-3):90-108
The United States is in an era of high-stakes evaluation of educators (i.e., teachers and principals), the results of which are used to inform human capital decision making (i.e., recruitment, hiring, retention, and dismissal), which in turn impacts school capacity and student learning. The present article describes the School System Improvement (SSI) Project, a school-wide educator evaluation initiative that includes 22 high-poverty schools. The primary goal is to present the Year 1 planning for implementation of educator evaluation, highlighting the use of system consultation for planning. The SSI Project team includes researchers in school psychology and special education, school administrators, and teachers. The project aims to implement a multimethod educator evaluation system that generates scores for informing targeted, evidence-based professional development. Project goals are to increase educator competencies that lead to improved student achievement. Finally, directions for training and recommendations for future school reform are presented. 相似文献
3.
Mai O’Leary Elaine Rush Seán Lacey Con Burns Tara Coppinger 《Irish Educational Studies》2019,38(2):219-243
We aimed to assess the impact of Project Spraoi: a school-based physical activity (PA) and nutrition intervention that reached 473 primary school children and 43 school staff in Cork (Ireland). Four primary schools (2 intervention, 2 control) with similar characteristics participated and for 2 school years, intervention schools were assigned an ‘Energizer’, who promoted PA and healthy eating. A subsample of children from the intervention schools (n?=?106) and matching controls (n?=?125) had measures of body mass, waist circumference, blood pressure, fitness, nutritional knowledge/attitudes and PA recorded at baseline and after 2 school years. Process evaluation techniques assessed the impact of the intervention on teachers, parents and children. Analysis of covariance revealed the intervention was associated with smaller waist circumference relative to gender and age (p?<?0.0005), slower resting heart rate (p?=?0.003) and favourable nutritional attitudes among 10 year olds. No significant change across other variables or among 6 year olds was found. Teachers, parents and children reported positive outcomes for PA behaviour and nutritional knowledge/attitudes. Project Spraoi has shown to improve heart rate and prevent further gains in fat mass amongst older aged children. The positive impact of the intervention supports the need for its continued delivery, particularly as children age. 相似文献
4.
Preparing students for informed and active citizenship is a core goal of education and schooling in Australia. The ways schools educate and prepare young Australians for citizenship involves a range of processes and initiatives central to the work of schools, including school ethos, mission, extracurricular activities and community-based participation. With regard to the formal curriculum, the recent introduction and implementation of the first ever Federal Australian Curriculum includes provision for a new subject – Civics and Citizenship. Research evidence from other nations suggests that schools understand, approach and enact education for citizenship in a multitude of ways, yet how Australian schools construct this aspect of their work is currently under-researched. In this context, and drawing on data from interviews with school leaders and teachers of Years 6–8 (11–14 year olds) students in a small sample of South Australian primary and secondary schools, we explore perceptions and current approaches to education for citizenship. Our findings suggest (1) that while school leaders and teachers value education for citizenship, they do so for different reasons; (2) that schools place values as central to education for citizenship; and (3) that community involvement is typically understood as occurring within rather than beyond the school. 相似文献
5.
Deborah Newbrun 《Journal of Jewish Education》2013,79(2):131-133
This research identifies four profiles of Jewish day school (JDS) teachers and analyzes their association with teacher retention in JDSs and Jewish education. We employed a comprehensive sample of JDS teachers from the Educators in Jewish Schools Study (EJSS; N?=?552) and the DeLeT Longitudinal Project (N?=?77) which tracks JDS teachers prepared by the DeLeT programs at Brandeis University and Hebrew Union College-Jewish Institute of Religion (HUC-JIR). The study identified two distinct profiles of teachers among EJSS teachers, which we termed (a) very engaged teachers, and (b) disengaged and unsupported teachers. Moving to DeLeT teachers, we identified two different profiles: (a) well supported teachers, and (b) very engaged and unsupported teachers. While these profiles describe a somewhat gloomy story of Jewish day schools, they also offer a glimpse of hope, if further proactive steps are taken. 相似文献
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7.
Masud Ahmmed Umesh Sharma Joanne Deppeler 《Journal of Research in Special Educational Needs》2012,12(3):132-140
Inclusive education is a worldwide reform strategy intended to include students with different abilities in mainstream regular schools. Evidence from previous research shows that success in implementing effective inclusive teaching practices in the school is contingent on teachers' positive attitudes towards inclusive education. This study was conducted in the context of primary education in Bangladesh aiming to examine variables influencing teachers' attitudes towards inclusion of students with disabilities in regular classrooms. Data for the study was collected from 738 teachers working in 293 government primary schools in Bangladesh. The results indicated that perceived school support for inclusive teaching practices and a range of demographic variables including previous success in teaching students with disabilities and contact with a student with a disability were associated with more positive attitudes of the teachers towards the inclusive education. The results are discussed with possible implications for educators, policy‐makers and international organisations working on the implementation of inclusive education. 相似文献
8.
Student Content Knowledge Increases After Participation in a Hands-on Biotechnology Intervention 总被引：1，自引：1，他引：0
Implementing biotechnology education through hands-on teaching methods should be considered by secondary biology teachers.
This study is an experimental research design to examine increased student content knowledge in biotechnology after a hands-on
biotechnology intervention. The teachers from both school groups participated in, Project Crawfish, a biotechnology professional
development program. Students from both schools completed a pre and post assessment. The classroom was the unit of analysis.
When the assessment was analyzed, each school had statistically significant increases in student content knowledge (p < 0.0001 for the intervention school and p = 0.0481 for the control school). When the schools were compared to each other, a p-value of 0.0543 provided a suggestive relationship that the biotechnology intervention school had a larger increase in student
content knowledge overall. When the assessment was divided into the five components, the intervention school showed significant
increases in all five components. The control school had significant increases in student content knowledge in the PCR and
DNA sequencing components (p = 0.0459, p = 0.0043, respectively). 相似文献
9.
《Africa Education Review》2013,10(1):91-108
Abstract This article reports on teacher education in Uganda, with specific reference to the role that distance education has played in upgrading the quality of education in general and in supplying more qualified teachers to meet a growing demand, specifically for teachers involved in primary education. The investigation paves the way for the establishment of the Open University of Uganda and illustrates how the Primary Education Policy of Uganda has increased access to 7 million primary school learners to schools in 2002. The article also explains how the qualifications of 10 000 in-service teachers have been upgraded between 1995 and 2000. The successes of two major in-service teacher education programmes are discussed. The article also explains how the Mubende Integrated Teacher Education Project (MITEP) not only contributed to the training of teachers, but also focused the attention of educators on the possibiliities of distance education for Uganda. Furthermore, it also argues that the Northern Integrated Teacher Education Project (NITEP) has on the other hand achieved successes in the field of inservice teacher education. The programmes assisted in the training of academic support staff who work in distance education. The article concludes by addressing the further needs of distance education in Uganda and highlights the challenges facing distance education programmes in Uganda. 相似文献
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11.
Whilst within universities, research on rather than with children/pupils is a well-established methodology, this paper reports on teachers’ responses to a schools and university-based partnership project, ‘Pupils as Research Partners in Primary (PARPP), which works to co-create pupil-led research opportunities for pupils in research projects informed by pupils’ experiences in primary schools. A previous paper, French and Hobbs, [(2017). “‘So How Well Did It Really Go’? Working with Primary School Pupils as Project Evaluators: A Case Study.” TEAN Journal 9 (1): 56–65] reported on how one PARPP project had a beneficial effect on pupils and their school environment. For this paper the project team interviewed a number of teachers whose pupils in the partner schools were involved in the pilot study phase of the project. Specifically, the teachers were interviewed to ascertain if the involvement of pupils, as lead researchers in projects exploring various aspects of the school environment, had impacted on their perceptions of pupil-led research. Findings suggest that the experiences of teachers in schools where PARPP projects had taken place had led them to re-evaluate the practicality and desirability of encouraging pupils to actively to research their school environments. 相似文献
12.
The aim of this study was to examine the attitudes of preschool, primary, secondary and high school teachers towards inclusive education of children with special educational needs. In addition, the study established the correlation between these attitudes and gender, education level, teaching experience, formal training in the special education field, and the duration and quality of work experience with children with special education needs. The sample comprised 322 teachers from the Serbian province of Vojvodina. The My Thinking about Inclusion Scale (Stoiber, K. C., M. Gettinger, and D. Goetz. 1998. “Exploring Factors Influencing Parents' and Early Childhood Practitioners Beliefs about Inclusion.” Early Childhood Research Quarterly 13 (1): 107–131) was used. The results show that, in general, the participants held neutral attitudes towards inclusive education and more positive expectations regarding the outcomes of inclusion. This study also emphasised teaching performance in an inclusive class as a subject of great concern. The high school and preschool teachers as well as the teachers with previous positive experience with working in an inclusive environment reported more positive attitudes towards inclusive education than those from primary and secondary schools and those with negative experiences with the implementation of inclusive practices. 相似文献
13.
This paper describes research into teachers' perceptions of technology education carried out as part of the Learning in Technology
Education Project. Thirty primary and secondary school teachers were interviewed. Secondary teachers interpreted technology
education in terms of their subject subcultures as did some primary teachers. The primary teachers were also influenced by
current initiatives, outside school interests and teaching programs.
Specializations: investigations in science, science and technology education.
Specializations: learning theories, history and philosophy of science, chemical education. 相似文献
14.
Eunice Pui-yu Yim 《International Journal of Early Years Education》2018,26(4):436-449
ABSTRACTThe conflicting education values in Hong Kong kindergartens and primary schools pose various challenges to kindergarten teachers in providing pupils with a smooth transition to primary school which requires collaboration from schools and families. This study explored these challenges as well as the benefits of a professional teacher training programme. In-service teachers (N?=?35) and tutors (N?=?2) engaged in the module ‘The Social and Emotional Aspects of Teaching and Learning’ participated in this study. The trainees’ weekly reflective journals throughout the 22-week module were subjected to documentation analysis. Group interviews with the in-service teachers and individual interviews with the tutors were conducted on completion of the module. Findings reveal a gap between teacher training and providing pastoral care for pupils through supporting the social and emotional aspects of their families in Hong Kong, and indicated that traditional beliefs associated with the teaching profession should be widened. Meanwhile, counselling knowledge and skills should be contextualised and integrated into teacher training programmes. 相似文献
15.
Roz Sunley Rachel Locke 《Educational research; a review for teachers and all concerned with progress in education》2013,55(4):409-425
Background:?Professional commitment from teachers requires more than contractual compliance as personal and professional values are integral to teaching practice. Secondary school teachers are expected to act as role models and demonstrate positive attributes and attitudes in an evolving educational context. Little is known about how they understand or interpret their own values, or realise the shared values that lie at the heart of a school community. Purpose:?The purpose of this review is to summarise the literature relating to values that teachers hold. The review is concerned with theoretical and empirical studies in which such values are considered, and also any tensions identified between the personal values of teachers and organisational values of the schools reflected in professional practice. This scoping exercise is part of two-year funded empirical research carried out by the authors in five secondary schools in England, using data from individuals, groups and schools on the personal values of teachers and head teachers. This research explored whether these values are congruent with the organisational values schools seek to establish. Design and methods:?An extensive literature review was undertaken relating to the values held by secondary school professionals. The search was restricted to more recent works (i.e. the year 2000 onwards), and was mainly UK and secondary education focused. The search was conducted using the educational database, Education Indexes on Dialog, and the Electronic Journal Service which is a database covering wider disciplines. To reach harder-to-find research reports, additional strategies were adopted including hand searching of key journals and reference to existing publication lists. The review generated over 1000 published references that were then screened to determine whether publications were based on empirical research conducted in schools, and/or helped a deeper theoretical understanding about the meaning of values. Conclusion:?The review highlights the integral part values continue to play in education. This article presents a framework of understanding derived from the literary contexts in which values are discussed. There is little empirical data to support current understanding about the values that secondary teachers hold, and how these fit with the organisational values of the schools in which they work. Studies in the context of values and professionalism stress the need for dialogue and reflection so that ‘implicit’ values that teachers hold become explicit, and refined through practice. 相似文献
16.
In the last decade the national Sarva Shiksha Abhiyan (SSA) programme has focussed on universaling access to elementary education (Grades I–VIII). Most recently the Right to Education Act provides the legislative framework to guarantee schooling to all children between 6 and 14 years of age. It remains the case however that less than half of all children attend and complete secondary school especially in the Northern states. Under the 11th National Plan Rastriya Madhyamic Shiksha Abhiyan (RMSA) has been launched to increase the numbers entering secondary school. This paper explores some of the key issues in planning and managing the growth in participation that is envisaged so that 75% or more enjoy the benefits of transition to Grades IX and X. The issues include the constraints on expansion that arise from the restricted output of elementary school graduates, the continued exclusion of the poorest and those from disadvantaged groups from progression to Grade VIII, the costs to households and government of universal secondary schooling as currently structured, the limits to growth of private provision, the massive infrastructure needs, and the problems associated with increasing teacher supply and deployment. Policy dialogue around secondary school expansion is a central concern if India is to close the gap between itself and China and other rapidly developing countries in educating most of its population beyond the elementary level. 相似文献
17.
Madhu Singh Wetzlaugk 《British Journal of Sociology of Education》1984,5(3):227-245
This paper examines the apparent internal coherence of a programme of agrarian development in India and the distortions and contradictions arising out of its practical implementation. Our object is to examine official policy with regard to tribal residential schools in India, known as ashram shalas. These schools represent an innovation and are different from the general type of day primary schools seen in rural India. In ashram schools, tribal pupils are provided free boarding facilities, together with free school uniforms, text books and other learning materials. These schools are expected to impart elementary education in areas which are remote and sparsely populated and where, on account of the geographical spread of the numerous hamlets, single teacher schools cannot be established.
Our study is aimed at understanding official policy in the context of ashram schools, and at providing an arena for bringing to the surface the fundamental contradictions played out in areas of the school situation, specifically relating to: (a) the school organisational structure; (b) the teaching practice; (c) dropout; (d) school‐community relations; and (e) area development.
The paper is presented in two major parts: (a) the first section will try to relate the functioning of the ashram schools to how the state plans and administers schools with respect to access to them; (b) the second section examines the ashram school as a locus of a wider and general social problem of relating education to social, economic and developmental purposes. 相似文献
18.
John Hope 《Asia-Pacific Journal of Teacher Education》1999,27(3):183-191
In response to a serious shortage of primary teachers the New Zealand Government introduced competitive contracts for new and established providers to develop initial teacher education programmes which could be completed in a 12‐18 month timeframe. The University of Auckland reacted by developing a January to December post‐graduate programme taught in partnership with a consortium of primary schools. A mentor teacher from each of the selected primary schools was accredited at post‐graduate level to co‐ordinate and deliver the school‐based practicum component of the programme utilizing an associate teacher to host each student teacher. The programme was founded on a continuous placement model with student teachers attending one school per term for three days of each week, and university lectures for the other two days, throughout the year. Mentor teacher roles included in‐school seminars, assessment of the practicum component and assisting lecturers in planning and delivering university papers. Seven postulates which underpin the University of Auckland approach are advanced and the extent by which they can be generalized is discussed. 相似文献
19.
This paper argues the importance of moving beyond the state of affairs that makes victims either of children or of teachers by exploring the conditions of possibility for the idea of a victimless school. The argument is developed drawing data from a study being conducted by the authors into the impact of risk management on teacher work and identity in a number of Australian primary schools (McWilliam, Singh & Sachs, 2002 Managing Risk in Primary Schools: Teachers professional Identity and Work Practices, ARC Discovery Project Funded by the Australian Research Council). The argument put is that risk minimisation as a system of management and surveillance (including self-surveillance) is producing some effects (whether intended or not) that are counterproductive for teachers and, indeed, for children, the very group they are purported to protect. In order to counter the more pernicious effects of this logic, teachers need actively to engage in seeking ways to optimise child protection and staff protection simultaneously. 相似文献
20.
《Journal of research on educational effectiveness》2013,6(3):231-263
Abstract This study reports Year 1 findings from a multisite cluster randomized controlled trial of a cognitive strategies approach to teaching text-based analytical writing for mainstreamed Latino English language learners (ELLs) in 9 middle schools and 6 high schools. There were 103 English teachers stratified by school and grade and then randomly assigned to the Pathway Project professional development intervention or control group. The Pathway Project trains teachers to use a pretest on-demand writing assessment to improve text-based analytical writing instruction for mainstreamed Latino ELLs who are able to participate in regular English classes. The intervention draws on well-documented instructional frameworks for teaching mainstreamed ELLs. Such frameworks emphasize the merits of a cognitive strategies approach that supports these learners’ English language development. Pathway teachers participated in 46 hrs of training and learned how to apply cognitive strategies by using an on-demand writing assessment to help students understand, interpret, and write analytical essays about literature. Multilevel models revealed significant effects on an on-demand writing assessment (d = .35) and the California Standards Test in English language arts (d = .07). 相似文献