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1.
《师资教育杂志》2012,38(2):175-185

Two national reports published in 1986 marked the beginning of teacher education reform in the United States of America. Both of these reports proposed a twofold approach to teacher education reform: first, to enrich the professional education of teachers by eliminating undergraduate teacher certification programs and requiring graduate level training; and second, to change the structure of the teaching profession by replacing the existing undifferentiated system in which all teachers have the same rank with a two-tiered system in which lead teachers or career professionals would assume higher level responsibilities and receive higher salaries than regular teachers. A ten-year follow-up report identified some progress toward these goals of teacher education reform but criticised schools of education for not making greater efforts to connect their educational programs to elementary and secondary schools. The report argued specifically for professional development schools to link university schools of education to school systems. Most of the recent efforts to reform teacher education have adopted this approach. A particular focus has been the preparation of new and experienced teachers to educate an increasingly diverse student population.  相似文献   

2.
ABSTRACT

The author examined corporal punishment practices in the United States based on data from 362 public school principals where corporal punishment is available. Results from multiple regression analyses show that schools with multiple student violence prevention programs and teacher training programs had fewer possibilities of use corporal punishment, whereas schools that served a greater percentage of ethnic minority students and special education students had a 2.1 times greater and a 1.8 times greater likelihood of use corporal punishment, after controlling for students’ problem behavior and school characteristics. Policy implications for an equal implementation of corporal punishment practice were offered.  相似文献   

3.
Abstract

The concept of organizational health in teacher education programs is conceptualized and investigated. Eleven dimensions of organizational health in academia are identified and described. In addition, the current state of affairs regarding organizational health as recognized by the faculty and administration of 12 colleges/schools of education in the United States is described. Respondents felt most positive about the dimension of loyalty and commitment; the resource utilization dimension received the most negative organizational health rating. Demographic variables of age, gender, type of appointment (administrative or faculty), academic rank, number of years at the present institution, and tenure status were examined to determine whether they influenced perceptions of organizational health in teacher education programs. Type of appointment was the most influential factor on perceptions of organizational health; administrators had significantly higher perceptions than did nonadministrators on 10 of the 11 organizational health dimensions. Age was also found to be a significant factor on more than one‐half of the dimensions, and number of years at the institution influenced perceptions of three of the health dimensions.  相似文献   

4.
ABSTRACT

As in many schools of education, the Faculty of Education at the University of Alberta has initiated a number of collaborative projects with partnership schools in an attempt to remove the gap between the traditional, university‐based component of practicum courses, and the practice of the school‐based component. One model, described in this paper, uses telecommunications technology to deliver field‐based experiences. Technology‐based, inter‐institutional collaborative projects contain elements of innovation, that are usually managed with reference to change strategy processes described by Fullan (1982), Havelock (1973), Rogers (1983, 1986) ‐and others. However, these processes take time and planning and may actually mitigate against adoption and implementation of rapidly evolving technologies. In this paper, we argue that telecommunications technology‐based, collaboratively developed models of teacher education may be better served by entrepreneurial thinking than by carefully planned change strategies. One such project is described from initiation through implementation, and components of entrepreneurial partnering are suggested.  相似文献   

5.
ABSTRACT

A more theoretical approach to effective schools research is needed, and a political systems model is an appropriate starting‐point since it directs attention to power issues, which are critical to school improvement. The model suggests that both internal and external influences on schools are important. There are four main classes of external influence: administrative; professional; societal; and familial. Each has the potential for strengthening or weakening school effectiveness. Studies of family influence on student learning and attitudes emphasize the potential of collaborative arrangements in which families and schools work together.

We argue that classroom and school improvement cannot be attained without changing the relationships between the three central figures ‐ teacher, student, and parent; this triad model is an ‘inside out’ version of school improvement, in which classroom and school improvement occurs as fundamental relationships between the triad members become more collaborative.

Our web metaphor suggests that those interested in research on effective schools should be sensitive to the impact of external influences; and that effective schools link participants together into a collaborative and responsive mutual influence system, the integrated school environment, the school level version of a political systems model, in which all gain.  相似文献   

6.
Abstract

Strategies in schools for developing students’ action‐planning skills are explored. The student skills required for effective action planning are defined, and means of developing them are identified. Attention is also paid to the nature of the teacher skills required to foster the development of the student skills, and the means of developing these teacher skills. Potential links with teacher appraisal schemes and with institutional development planning are noted.  相似文献   

7.
Research Findings: This study investigated how the Strengthening Families through Early Care and Education initiative in Illinois (SFI) influenced change in 4 child care programs. Findings indicate that SFI influenced quality improvements through 4 primary pathways: (a) Learning Networks, (b) the quality of training, (c) the engagement of program directors, and (e) the organizational climate at programs. SFI's multilevel model of implementation was key to its effectiveness. Two barriers to improving family partnership practices were identified: lack of cultural competence and a negative organizational climate. Practice or Policy: First, quality improvement and professional development efforts are likely to be more effective in promoting real change when they target multiple levels of the context in and around child care programs. SFI's multilevel implementation approach is a model. Second, quality improvement efforts in the area of family engagement may be more effective when specific attention is given to strategies for creating a supportive organizational climate and collegial relationships among staff. Relationships within programs set the tone for relationships with families. Third, cultural competence requires increased attention to efforts to improve the quality of family partnership practices. A focus on organizational cultural competence may provide the workplace environment necessary to support culturally competent practice among program staff.  相似文献   

8.
Abstract

The paper describes the setting up and implementation of an initiative in social education in Dudley, jointly supported by Dudley LEA and The Social Morality Council. The programme developed out of earlier work in the authority including the production of a syllabus in social education for 13‐18 year olds and was in direct response to the perceived needs of schools. Work was undertaken in several schools with a special emphasis on establishing links between schools, the community and employers and was monitored by surveying the views of parents, pupils, teachers and employers. The report describes the development of the role of advisory teacher, of involvement of various external agencies, the production of resource materials and summarizes the evaluators’ key ‘findings’ resulting from the project. This information, it is hoped, may be of interest to other schools and LEAs which may be considering a social education programme.  相似文献   

9.
ABSTRACT

Teacher training is a key component of any computers in education program. This article addresses how success in teacher training depends on long‐term planning and on a flexible systemic approach to training and support. It describes the system of teacher development established within the context of a widespread national program reaching one out of three elementary school children in Costa Rica and the lessons learned over a five year implementation process.  相似文献   

10.
This embedded case study examines the leadership practices of eleven teacher leaders in three urban schools to identify how these teacher leaders attempt to change the teaching practice of their colleagues while working as professional learning community leaders and as mentors for new teachers. Using a theoretical framework integrating complex systems theory with Kotter’s (Leading change. Harvard University Press, Cambridge, 1996) eight steps for leading organizational change, we analyze the work and perspectives of individual teacher leaders, and we examine how teams of teacher leaders and principals function collectively in their efforts to lead instructional change. Our findings have implications for schools seeking to utilize teacher leadership as a reform strategy for authentic instructional improvement.  相似文献   

11.

Government‐initiated school restructuring began in the Canadian province of British Columbia in 1989. It was accompanied by significant commitments of new funding for schools and high levels of awareness on the part of central officials about the requirements for effective policy implementation. The content of this restructing mirrored efforts in many other jurisdictions but was exceptionally comprehensive. Results of a four‐year study which examined the processes and consequences of restructuring in local schools are summarized in this paper. The paper identifies six key lessons about productive restructuring processes and outlines a promising image of schools capable of such restructuring. Also proposed is an ‘educative’ approach by governments toward educational reform policy and its implementation.  相似文献   

12.
Abstract

In the United States today, reports abound of violent acts committed by children and adolescents. Once considered safe havens, schools can no longer ensure the safety of their students or faculty. This article presents (a) the public health model of prevention as it applies to the problem of youth violence, (b) causal factors known to be associated with violence and aggression, and (c) practical strategies, which can be incorporated into existing teacher education programs, for addressing violence in the school and classroom.  相似文献   

13.
Abstract

Teacher training in early childhood education in Ghana, West Africa is more of a grassroots effort rather than a formal system that is fully supported financially by the Ministry of Education. Formal teacher‐training college or university‐based early childhood teacher training has yet to be realized for the thousands of teachers of children 3–5 years old in government or government‐supported primary schools. This work chronicles the past and present teacher‐training programs available in this country that reports approximately 4.3 million children in its population under the age of 6 years.  相似文献   

14.
Abstract

Undergraduate pre‐service teachers enrolled in the first professional semester of an early childhood teacher preparation program were assigned clinical placements in schools with diverse student populations. Pretest and posttest self‐report questionnaires and focus group discussions were used to gain insight into the impact of the experience. Quantitative and qualitative analysis of the feedback indicate that early clinical placements in diverse settings can positively impact student attitudes toward children of religious and cultural groups different from their own. Such experiences can also impact student views of priorities in teacher education. Implications for teacher preparation programs are offered.  相似文献   

15.
ABSTRACT

Over the last twenty years, school effectiveness work has dominated efforts to improve schools. Within the last five years, school restructuring has moved front and center in the school improvement literature. This paper examines these two lines of improvement efforts to ascertain the major contributions of each to schooling and education. It is argued that the effective schools movement has been influential in helping dismantle the existing foundations of schooling. In particular, it is suggested that academics and practitioners working within the effective schools framework have been influential in pushing prevailing behavioral approaches to learning off center stage. Effective schools workers have also helped re‐establish the primacy of learning and teaching in schools and helped channel improvement efforts into consistent and overlapping streams of action. It is argued that school restructuring, in turn, offers the possibility of taking us considerably further ‐ of weaving seminal contributions from effective schools into dramatically different forms of schooling. In particular, it is suggested that the school restructuring movement promises viable alternatives to behaviorally‐grounded models of learning and teaching, to hierarchical models of organizing and managing education, and to bureaucratic and professionally‐dominated models of governing schools.

  相似文献   

16.
ABSTRACT

Teacher attrition is a perennial problem in many countries around the globe. With attrition especially pronounced amongst early career teachers, efforts to retain and sustain these teachers have highlighted the importance of effective mentoring and support programs within schools. However, less is known about the perceptions and experiences of graduates of initial teacher education (ITE) programs who choose not to enter the teacher profession, therefore not benefiting from such mentoring and support, and subsequently being lost to the profession, potentially forever. Therefore, this paper reports on a qualitative case study that investigated the reasons why one group of graduates from an ITE program in Hong Kong chose not to teach. Using in-depth interviews and grounded in a theory of teacher identity construction, the results reveal how the participants struggled to construct their preferred professional identities, in particular during a teaching practicum, and the role this played in their decision not to enter the teaching profession. Implications for how teacher educators can better support preservice teachers as they struggle to construct their professional identities are considered and suggestions for future research are discussed.  相似文献   

17.
ABSTRACT

This project incorporated live broadcasts of teaching from small, multi‐graded, rural schools into university lecture halls where pre‐service teacher education students in the last semester of their programmes were able to observe ‘best practice’ in a learning context that they would eventually be responsible for during their final practicum session. Interactive observation sessions were immediately followed with opportunities for students to discuss various aspects of planning, classroom organisation and teaching strategies appropriate to multi‐graded contexts with the remote classroom teacher. These ‘reverse distance education’ sessions followed an intensive lecture and tutorial series centring upon topics relevant to teaching in small rural communities. Tutorial activities placed student teachers in small rural school scenarios containing everyday ‘problems’ requiring diagnosis and the generation and analysis of solutions. At the conclusion of scenario discussions, students had networked, collaborated with colleagues and applied current research findings in generating viable solutions and considered school community reactions to these proposed solutions.

The incorporation of interactive video technology with these problem situations consolidated the concept and skill development of student teachers and increased both their real time involvement in their chosen professions, and their access to best practice. This dual focus upon a problem solving approach to teaching immersed the student teacher in situations derived from real school environments, and so encouraged a collegial and open approach to teaching. Extensive evaluations revealed that pre‐service teachers were more thoroughly prepared for rural teaching experiences, displayed competence in effective multigrade teaching skills, and exhibited control during involvement  相似文献   

18.
This report is an independent evaluative study of administrative decentralization in the Cleveland Public Schools carried out under contract with the Cleveland Board of Education. The study reviewed the history of decentralization, synthesized the literature on its contemporary development since 1970, summarized its emergence in Cleveland since 1980, and then focused intensively on events during 1984‐1985, Year 3 in that system's scheduled reorganization.

Relevant documents were reviewed from February through May of 1985. Then, 18 administrators, 6 from each of 3 levels, were interviewed in depth in March. In June, 18 other administrators and 14 teachers at 7 schools were interviewed as well. A questionnaire was sent to 335 administrators and 433 teachers, and 444 were returned, for a response rate of 58 percent. The project did not include Board members or parents and community leaders from School‐Community Councils.

Respondents gave fairly high ratings to the value of decentralization for Cleveland and were especially favorable toward the value of increased autonomy for school principals, school control over teacher selection, and school‐community councils. They rated the success of decentralization as of 1985 as no more than average, however, and they gave average ratings to the effort's overall impact thus far on school improvement. Most of those surveyed estimated the system was at the half‐way mark on the road to 100 percent implementation.

Teachers and field administrators generally regard the Board and the central administration as sources of obstacles to the evolution of decentralization. Most teachers have yet to become involved in the effort and this disinvolvement, combined with a more negative attitude by about half of the central staff, depressed the ratings of success and progress overall. In addition, there is a racial effect. White educators in Cleveland are less positive than Black educators toward decentralization.

The study found that the technical aspects of administrative decentralization are in excellent working order; that cluster directors, principals, and key subgroups of senior administrators at headquarters are very enthusiastic about the reorganization and its aims; and that school‐based teacher selection has been working quite well. However, some organizational obstacles remain to be surmounted: central staff lack incentives to let go of old bureaucratic procedures; too few pathways exist for widescale teacher participation; and cluster offices have too many paperwork duties and too few resources to allow them to carry out all of their work effectively. Many assistant principals, moreover, have not been delegated parts to play in decentralization. The implication of this study is that much has been accomplished on decentralization during Year 3, but the notion that the change can be fully installed in three years is in itself unrealistic.

The study concluded by recommending a reform in Cleveland's current practices of selecting principals so that the very best leadership can be secured in future years. It further recommended that organizational rather than technical planning be undertaken in order to integrate the four great changes now in progress in the system: desegregation, decentralization, educational improvement, and fiscal retrenchment. Some final suggestions were also discussed for improving the more affective aspects of decentralization, such as teacher morale and central staff participation in the field.  相似文献   

19.
ABSTRACT

India has accorded a mission status to ‘Education for All’ over the past decade. Since Independence this goal remains elusive, due to certain disadvantaged groups remaining out of the fold of education. One such group is the ‘disabled’, within which those with severe learning difficulties (SLD) pose even more problems. This paper highlights the need to implement a community‐based model of integration for the SLD, and strongly advocates a holistic, community‐responsive educational approach. The model views the primary school as an integral part of the community environment, placing equal importance on other organizational structures. The role of the community as an active and vital partner in planning and implementation of education and support services seems to hold the key to success in achieving integration and education for all by the year 2000.  相似文献   

20.
Abstract

Phase III of the Louisiana School Effectiveness Study (LSES‐III) was designed to provide rich, qualitative and quantitative data on the characteristics of more and less effective schools. Data were gathered on eight matched outlier pairs of schools. Unbeknownst to the authors at the beginning of LSES‐III, four of the eight historically ineffective schools were engaged in school improvement efforts. None of these efforts was guided from the state or district. This serendipity provided an opportunity to observe improvement efforts which were of the “naturally occurring” ‐‐ as opposed to externally developed, mandated or otherwise offered ‐‐ variety. The four projects are described, complete with five year follow‐up data. The efforts are seen as falling along two dimensions: technical changes designed to raise achievement test scores; and efforts focused on a point along a continuum ranging from orderliness to excellence, and designed to raise students’ academic achievement. Comparisons are made to more formally planned school improvement efforts.  相似文献   

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