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1.
Ken Reid 《Educational studies》2011,37(1):15-30
This paper presents the evidence collected for the National Behaviour and Attendance Review (NBAR) in Wales on the professional development needs of staff on behaviour management and school attendance. These data were collected in two stages between 2006 and 2008. At Stage 1, data were collected from four pre‐selected professional focus groups who met throughout Wales to consider specific topics relating to the behaviour of children and young people in schools at the present time (n = 121). At Stage 2, relevant professional focus groups were established to specifically examine the themes of professional development and training in behaviour management and attendance in both North and South Wales (n = 62). This latter group activity built on the preliminary work of the NBAR review group’s own sub‐group on professional development and training. The paper considers the outcome of all these findings and their implications for future practice in Wales. 相似文献
2.
《Peabody Journal of Education》2013,88(4):37-65
School councils are a prominent feature of most school restructuring initiatives, despite surprisingly little evidence about their contribution to school improvement. This study examined the influence, on both school and classroom practices, of an advisory form of school councils implemented in the province of Ontario in June 1996. Data from interviews with 50 people from 5 schools, selected for the range of council's influence, were used to address questions concerning the extent of council effects and the characteristics of relatively influential councils. Results indicated that councils had weak positive to negative influences on both schools and classrooms. More influential councils were characterized by their collaborative team approach with the school staff and their involvement in initiatives related to school improvement objectives. These councils were usually found in schools with a history of relatively extensive parental involvement in many forms. More influential councils had facilitative principals who supported and endorsed the councils; provided information, knowledge, and skills to council members; worked closely with the council chair; and assisted the council to build connections with the school staff. 相似文献
3.
《Pastoral Care in Education》2013,31(4):22-26
This paper identifies a number of problems facing school councils and examines their possible remit and function. It outlines a project aimed at improving school councils in a rural community college by fostering links with the local district council. The paper summarizes research aimed at understanding the authors' particular concept of participation and responsible action. They describe work undertaken with pupils and adults involved in this project. It concludes that as well as improving the school councils, such work can provide benefits to both partners by widening pupils' understanding of the functions of local government and providing an opportunity for councillors and council officers to connect with young peoples' perspectives. 相似文献
4.
Ken Reid 《Educational studies》2011,37(1):31-48
In 2009, the Welsh Assembly Government published its Report on the review of behaviour and attendance in schools in Wales. The National Behaviour and Attendance Review (NBAR) in Wales was chaired by the author of this paper. Both the Review and the Welsh Assembly Government’s response contained recommendations related to the training and professional development needs of staff in schools and local authorities (LAs). A paper on the professional development needs of staff on behaviour and attendance based on the NBAR recommendations is published in the same edition of this journal. This follow‐up paper focuses upon the Welsh Assembly Government’s response to these recommendations and its implementation plan on which the author acted as the professional adviser. The Welsh Assembly Government accepted with cross‐party support that the training and professional development needs of teachers and LA staff in behavioural management and school attendance had been neglected over many years. For the first time, coordinated new training and continuing professional development programmes on behavioural management and school attendance will be introduced in Wales soon. The next stage will be to evaluate the effectiveness of these programmes. 相似文献
5.
This paper identifies a number of problems facing school councils and examines their possible remit and function. It outlines a project aimed at improving school councils in a rural community college by fostering links with the local district council. The paper summarizes research aimed at understanding the authors' particular concept of participation and responsible action. They describe work undertaken with pupils and adults involved in this project. It concludes that as well as improving the school councils, such work can provide benefits to both partners by widening pupils' understanding of the functions of local government and providing an opportunity for councillors and council officers to connect with young peoples' perspectives. 相似文献
6.
Despite the contemporary policy rhetoric of global citizenry and the importance of languages and intercultural capabilities, language learning in Australian schools struggles for recognition and support. The curriculum marginalisation of languages, however, is uneven, affecting some school sectors more than others. In this article, we examine the provision of languages in two government comprehensive high schools, both low socio-economic status, located in urban areas in New South Wales, Australia’s largest state. They are termed ‘residual’ high schools because they cater for the students remaining in the local schools while others attend either private or selective government high schools. We provide a qualitative picture of language provision in these two schools from the perspectives of key stakeholders – school principals, teachers, students and parents. We also draw on observational data of language classes. The aim is to provide, within a largely social class framework, an understanding of the state of language provision in these schools. We argue that currently students in these schools are experiencing unequal access to the linguistic and cultural capital associated with language learning relative to students in more privileged communities and schools. 相似文献
7.
Bonnie Stelmach 《School Leadership & Management》2016,36(3):271-291
Although parent school councils are the archetypal arrangement for engaging parents in school improvement planning, their effectiveness is negligible when it comes to building parents’ capacity for and confidence in educational decision-making. Using Arnstein’s ladder of citizen participation, this qualitative case study investigated the nature and degree of parents’ participation on six school community councils (SCCs) in Saskatchewan, Canada. Focus groups and interviews with SCC parent members, and school and district leaders were the chief data sources. In most schools, the SCC structure did not dislodge time-honoured barriers that restricted parents’ influence on extracurricular issues. A conceptual examination of participation affords a process-oriented understanding of parent involvement that complements the existing focus on the factors that impact school council effectiveness as an outcome. 相似文献
8.
Since 2000, all schools in the public sector in Hong Kong have implemented school-based management. However, it is only recently
that the government has passed a new bill to enforce the setting up of a mandated structure of the school-based council in
schools. Many school sponsoring bodies are worried about a possible diminution of their control as a result of the new management
committee structure. At individual school level, the readiness of school principals, teachers and parents seems to be the
core of the question. Principals’ transformational and curriculum leadership in local schools seems to be weak. As a result,
policy-makers attempt to work out ways to enhance the implementation of school-based management by providing training for
school managers, promoting home–school relations and encouraging the professional development for principals. In addition,
there is a need to enhance leadership development for supervisors and middle managers. Future challenges to schools include
carrying out a smooth transformation of the present school management structure to the required incorporated management committees,
effective implementation of school-based management under the new bill and quality training for other stakeholders. 相似文献
9.
TANIA FERFOLJA 《Gender and education》1998,10(4):401-415
This article examines the homophobic harassment of lesbian teachers working in government high schools in Sydney, Australia. Six women were interviewed about their experiences of student homophobia, including how they dealt with that harassment on both a personal and practical level and their philosophies on youth homophobia and anti-homophobic education in New South Wales government schools. The article demonstrates the fact that harassment based on sexual orientation is often an invisible issue in schools, as is homosexuality in general. It also demonstrates that there is inadequate training of staff and too few resources available to enhance tolerance of homosexuality. It shows that teaching about homosexual tolerance needs to be an 'en masse' strategy, where the issue of homosexuality and anti-homophobia strategies are not categorised under any broad umbrella term, but where they are prioritised to become visible, overtly discussed and hence, addressed issues. 相似文献
10.
《International Journal of Educational Development》2002,22(2):181-189
A central premise of the argument for greater decentralization of education in the developing world is that those closest to the school, e.g., community members, have a better understanding of local conditions and are in the best position to make decisions about the educational processes that best serve local needs. This study tested that premise by examining the extent that community members in rural Ghana demonstrated a clear understanding of (a) what school practices were indicative of an effective school and (b) what community members could do to most effectively support their local schools. Results were interpreted with respect to attitude theory, decentralization, and program evaluation. Implications of the findings for the decentralization movement, the professional development of headmasters, and the work of international development organizations are discussed. 相似文献
11.
Neil Taylor Gerry Corrigan 《International Journal of Science and Mathematics Education》2007,5(1):85-109
A series of interviews was conducted with NSW primary teachers, working within a rural context, to obtain their views about
the benefits of using ICT in the delivery of the primary curriculum and specifically primary science. The interviews were
also used to determine how these teachers were using ICT and if they had any specific training needs. Some teachers were using
ICT creatively in their teaching in science and other curriculum areas. However, despite considerable political pressure to
increase ICT use in the classroom, most expressed frustration at the lack of in-service training available to them. Given
the costs involved in in-service training in regional New South Wales, with groups of teachers scattered over large distances,
this finding is perhaps not surprising. This article proposes a possible cost-effective strategy for in-service training to
help overcome some of the problems raised by the participants in this study. The suggested strategy involves the use of action
research to develop confidence and self reliance amongst primary teachers in a region where government funded training is
always likely to be limited due to its prohibitive cost. 相似文献
12.
作为澳大利亚经济、文化和教育最为发达的地区之一,新南威尔士州拥有着悠久的私学公助历史,并逐渐形成了一套资助框架。文章梳理了该地区源自于殖民地时期的私学公助历史,阐述了州政府现行的资助项目及其实施办法,并对其未来的发展规划进行了介绍。最后,文章还对澳大利亚州级政府在私学公助中所扮演的角色作了分析。 相似文献
13.
Laurette Bristol 《International Journal of Inclusive Education》2013,17(8):802-820
In Australia, recent policies for educational development have emphasised the importance of stakeholder involvement and advocacy in the promotion of student outcomes. There is robust support for the promotion and development of inclusive educational communities able to respond to the various educational needs of students, communities and staff. This paper advocates a practice perspective and establishes a direct correlation between leading practices and the formation of more inclusive school communities. It provides a consideration of the practice architectures which co-construct the ways in which six educational leaders draw on the potential of teacher talk as a vehicle for practice modification. Teacher talk, as a characteristic of leading practice, responds to the increasing dynamism in the profile of schools, students and teachers in rural New South Wales (NSW), socially, cognitively, economically, linguistically and culturally. This paper uses the medium of teacher talk to: explore the relationship between leading and inclusion – leading-for-inclusion – and interrogate socially just (inclusive) practices in the domain of the professional advocacy of the community. The paper reflects upon the practices of leading-for-inclusion (in the context of change management) and the development of more inclusive school cultures. 相似文献
14.
15.
School-based management (SBM) is a potentially valuable reform mechanism in urban school districts in which each school serves
a unique mix of students drawn from a heterogeneous population. Because SBM usually relies on leadership councils that function
as the decision-making bodies for individual schools, its effectiveness as a reform mechanism ultimately depends on the quality
of these councils. This research explores how council decision-making quality is affected by five dimensions of council diversity.
Results indicate that diversity in terms of council member roles and tenure in the district is related to council decision-making
quality, while ethnic and gender diversity and diversity in council experience are unrelated to decision processes. Potential
explanations for these findings are discussed. 相似文献
16.
Linda J. Graham 《Discourse: Studies in the Cultural Politics of Education》2016,37(4):563-581
ABSTRACTThis paper investigates increases in the identification of special educational needs in the New South Wales (NSW) government school system over the last two decades, which are then discussed with senior public servants working within the NSW Department of Education and Communities (DEC). Participant narratives indicate deep structural barriers to inclusion that are perpetuated by the discourses and practices of regular and special education. Despite policies that speak of ‘working together’ for ‘every student’ and ‘every school’, students who experience difficulty in schools and with learning often remain peripheral to the main game, even though their number is said to be increasing. There is, however, some positive progress being made. Findings suggest that key policy figures within the NSW DEC are keenly aware of the barriers and have adopted alternative strategies to drive inclusion via a new discourse of ‘participation’ which is underpinned by the linking of student assessment and the resourcing of schools. 相似文献
17.
新农村学习型学校社区建设项目调查研究小组 《当代教育与文化》2009,1(5):92-101
新农村学习型学校社区建设旨在推广学习型组织概念,改革农村办学和教学观念,利用“活知识信息中心”的培训平台,促进农村教师和校长的专业发展,提升农村学校教育素质,推动农村社区发展。经过三年的实践探索,新农村学习型学校社区的建设为农村学校教育的改革、教师的专业发展、学校与社区的互动、大学与中小学的合作等搭建了平台,提供了机会,有效地探索出了一条在西北农村贫困地区建设新农村的途径。 相似文献
18.
巴基斯坦旁遮普省是发展中国家里文盲率最高的地区,教育的严重滞后已经影响到了这一地区经济的发展和人民生活水平的提高。从1994年开始,巴基斯坦政府在全国范围内推广学校管理委员会,以期解决农村基础教育问题。这项制度在旁遮普省的实施过程中,取得了一些成果,但仍存在很多的问题,这些对我国少数民族农村地区的教育有一定的启示。 相似文献
19.
《Australian Journal of Learning Difficulties》2013,18(1):3-15
Abstract This study compares the views of primary teachers from South Australia and New South Wales on selected aspects of inclusive education. The questionnaire administered in the study probed the following issues: (i) the numbers and types of students with special needs in inclusive classes; (ii) any benefits that had occurred as a result of including children with disabilities in mainstream classes; (iii) the types of disability or , ‘special educational need’ most difficult to cater for in the regular classroom; (iv) the teachers’ level of satisfaction with the personal and material support available within their schools; and (v) the amount of special education training each teacher received during their pre‐service and in‐service experience. The questionnaire was sent to a representative sample of schools listed in the Disadvantaged Schools and Country Areas Programs in both states. Seventy‐seven (77) responses were received and analysed, comprising forty‐one (41) from teachers in South Australia and thirty‐six (36) from teachers in New South Wales. The overall patterns of responses from teachers in NSW and South Australia were similar. Major findings indicate that approximately one third of teachers in both South Australia and New South Wales report definite benefits associated with having students with disabilities enrolled in their classrooms. However, teachers in both states also report that the major difficulties they encounter are ‘lack of time’, combined with difficulty balancing the demands of all students. Specific obstacles to implementing inclusive practice included class size, lack of appropriate teaching resources, behaviour problems exhibited by some students (resulting in a need for constant behaviour management), and lack of appropriate professional training in inclusive methods. The article discusses these and other factors reported by the teachers. This investigation adds usefully to Australian research into problems and practices associated with inclusion. Peter Westwood is an Associate Professor in the Department of Education, University of Hong Kong, where he teaches and researches in the field of special education. For twenty‐five years he was a teacher, lecturer and researcher in Australia. He is author of the recent books Commonsense methods for children with special needs (published by Routledge), Spelling: approaches to teaching and assessment, and Numeracy and learning difficulties (both published by Australian Council for Educational Research). Lorraine Graham is senior lecturer in Special Education at the University of New England. After some years as a primary teacher in Queensland, she completed her Masters and Ph.D. at Simon Fraser University in Vancouver, British Columbia. Lorraine is particularly interested in ways to foster the literacy skills of students with learning difficulties. Her current projects focus on cognitive strategy instruction, inclusive education and automatkity in basic academic skills. 相似文献
20.
Mentoring has been the focus of much attention in the recent literature on initial teacher education and induction and as such has become a 'foundation stone' of collaborative endeavours between universities and schools in the facilitation of teacher development. In 1998 some 220 beginning teachers and 245 supervisors and mentors in New South Wales government schools were surveyed and beginning teachers' professional learning observed closely in six case study schools in different settings across the state. One-way analysis of variance (ANOVA) and multivariate analysis of variance (MANOVA) indicated the relevance of internship to initial teacher education programs and established the importance of mentoring support in beginning teachers' professional learning in the induction year. The case studies also identified key practices, conditions and professional interactions that sustained transmission, transactional and transformational approaches to teacher learning. The complementary qualitative and quantitative methodology provided strong evidence of the importance of the mentoring strategy. 相似文献