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1.
Leadership for Organisational Learning and Improved Student Outcomes—What Do We Know? 总被引：1，自引：0，他引：1
The Leadership for Organisational Learning and Student Outcomes (LOLSO) Research Project addresses the need to extend present understandings of school reform initiatives that aim to change school practices with the intention of supporting enhanced student learning. In this article results from LOLSO's teacher surveys ('teacher voice') and student surveys ('pupil voice') are organised around six of the project's major research questions: how is the concept of organisational learning (OL) defined in Australian secondary schools (teacher voice)? What leadership practices promote OL in schools (teacher voice)? What are some outcomes of schooling other than academic achievement (pupil voice)? What are the relationships between the non-academic and academic outcomes of schooling? Do school leadership and/or organisational learning contribute to student outcomes? What other factors contribute to student outcomes? The answers to these questions lead to four clear implications relating to distributive leadership, development, context, and a broader understanding of student outcomes. The answers also raise concerns about the current emphasis on transactional leadership, that is school leadership that overemphasises the managerial or strategic. 相似文献
2.
Maria Adelaide Pizzarro Dias 《欧洲师范教育杂志》1986,9(3):223-231
The author analyses the current situation of teacher education in Portugal. The structure of the education system is described, as is the training of teachers for the compulsory secondary cycle, special education, technical and vocational education and Higher education. The author then goes on to recall the changes which took place during the 70s and the context of discussion and reform of that time.
Changes in the school population have brought about an imbalance between pupil numbers and the availability of properly trained teachers. Untrained teachers have been recruited on a massive scale. Special measures have had to be taken in respect of teacher education, particularly for Secondary level. The article focuses on a recent and innovatory change model originally based on an inservice training model.
Despite current developments, it is the view of the author that a great deal remains to be done. 相似文献
3.
Kenneth D. Peterson Christine Wahlquist Julie Esparza Brown Swapna Mukhopadhyay 《Journal of Personnel Evaluation in Education》2003,17(4):317-330
Parent or guardian perceptions play a specialized role in the evaluation of school teachers. Parents are important stakeholders
in teacher success, they are in some instances partners in the teachers' work, parents have unique personal information about
student learning, and they can report on the teacher duties to inform parents about the classroom and child progress. This
study analyzed the responses of parents to 12 survey items concerning teacher performance in 201 classrooms. The surveys were
used as part of an innovative teacher evaluation program in which teachers elected to include parent feedback as one objective
data source for annual review. In this study three factors emerged as important concerns for parents: humane treatment of
students, support for pupil learning, and effective communication and collaboration with parents. Recommendations for use
of specific survey items can be based on the empirical results of this sampling. The data gathered by parent surveys define
one dimension of quality which may vary in importance from one teacher to another. 相似文献
4.
There currently exists unparalleled discrepant growth between technological advancements and educators' understanding of appropriate classroom technology implemenation. The Tech Tools teacher enhancement program was designed to provide teachers with hardware and expertise with state-of-the-art science and math microcomputer technologies. This study was conducted as an examination of the implementation of current technologies in teacher education and school settings for the purpose of informing other science, mathematics, and technology reform efforts. For over two years researchers gathered data from surveys, interviews, and on site visits and observations explicating the 1) teacher knowledge and beliefs, 2) computer use for instruction, 3) hardward access, and 4) school support for technology use. Results revealed teachers given identical equipment and training implemented similar technologies in vastly different ways. Discrepancies in implementation of technology were best explained through the lenses of teachers' existing practice and beliefs about their school context. Recommendations are given regarding technology implementation, teacher education, and evaluation of technology initiatives. 相似文献
5.
Larry Ludlow Joseph Pedulla Sarah Enterline Marilyn Cochran‐Smith Fran Loftus Yves Salomon‐Fernandez 《欧洲师范教育杂志》2008,31(4):319-337
In an effort to make decisions about teacher education policy and practice that were informed by research and evidence, participants in Boston College's ‘Teachers for a New Era’ Evidence Team (http://www.teachersforanewera.org) designed a portfolio of assessments and studies. This article describes one project in the portfolio – a series of surveys that trace teacher candidates' experiences over time and track shifts in these experiences as respondents progress from students during the pre‐service period to teachers in the first few years of work in the profession. The article illustrates how various constituencies in the teacher education programme and the larger university used survey data to guide practice, shape policies, and raise new questions about the curriculum, relationships with schools, and the performance of teachers and their pupils. The article argues that these surveys helped to create a new ‘culture of evidence and inquiry’ within which decisions about local policy and practice were made in the teacher preparation programme and the larger university. 相似文献
6.
《Educational research; a review for teachers and all concerned with progress in education》2012,54(2):161-172
Background: In a context of significant educational change and financial constraint, this paper explores ways to develop teacher learning. A recent review of teacher education (Teaching Scotland's Future: Report of a review of teacher education in Scotland, Donaldson 2011) coincided with two factors impacting on teaching and learning in Scotland. Firstly, the implementation of a new curriculum entitled ‘Curriculum for Excellence'. This new curriculum is underpinned by a philosophy of active learning, self-evaluation and reflection for all teachers and pupils. The second factor, impacting on teaching and learning, is the cuts being made in education because of financial constraints in the wake of the recession. These cuts include reductions in local authority support staff and opportunities for professional development. Sources of evidence: This paper explores effective models of professional development for teachers and draws on principles of learning in the twenty-first century and the premise that what is known about how people learn should be applied to pupil and teacher learning. It also draws on a range of policy documents published in Scotland 2001–11 that impact on curriculum innovation and teacher education. Main argument: The implementation of the new curriculum and the review of teacher education both focus on improving the quality of teaching and learning in Scottish schools and both offer opportunities for innovation for teachers and pupils. Both also require radical changes in ways of working for everyone. To implement the new curriculum, teachers have to change the ways they work requiring innovative models of continuing professional development to be designed not only to meet the demand for teacher learning but to make the best use of the limited funds. Conclusions: It is argued that the cuts in funding may act as a catalyst for pedagogical change in professional development with increased reliance on school-based professional development. Empirical evidence collected during a research study in Scotland, which analysed feedback about curriculum reform, is used to illustrate both the need for improved professional learning opportunities for teachers and the benefits of facilitated school-based professional development. 相似文献
7.
Celia Hoyles 《Educational Studies in Mathematics》1982,13(4):349-372
This article reports an exploratory study which set out to examine how 14-year-old pupils perceive good and bad learning experiences in school. In particular, it describes the significant features in learning experiences which were associated with mathematics. Eighty-four pupils were asked, in semi-structured interviews, to tell stories about times when they had felt particularly good or particularly bad when learning. A story consisted of a critical event actually experienced by the pupil and what the pupil had felt at the time. The structure of the interview used and the means by which the qualitative data were analysed are discussed, as well as the main findings of the research. 相似文献
8.
S. L. Kemme 《Educational Studies in Mathematics》1981,12(1):43-58
In the article three parts of classroom conversation are studied with respect to the linguistic interference between teacher and pupils. Special attention is given to the reference of words and symbols of teacher and pupils. Some conclusions are: - In classroom conversation we may consider the references of speech act as one of the basic features of learning. - For succesful transfer of references between teacher and pupil, it is necessary that they are handling the same referential frameworks. Those frameworks are very fundamental in every day speech (‘form’ and ‘color’). - Differences in references between teacher and pupils may lead to blockages in the learning. Sometimes they result in learning that is an imitation of teacher behaviour. - To avoid these unwanted effects of learning, the teacher has to ensure that learning takes place within the everyday language of the pupils. So he will have to stimulate the pupils to explicate by themselves what they perceive and what they think. 相似文献
9.
Over the past two decades, computer mediated communication (CMC) technologies have been used in a variety of efforts aimed at fostering teacher learning and teacher collaboration. This study is an attempt to closely examine the literature on the use of electronic networks for creating reflective teacher communities. We found that many teacher networks pursued the goal of building learning and reflective communities for teachers. Much was expected out of electronic teacher networks both as a practical solution to the stubborn problems in teacher professional development and as a new agent to create what is difficult to realize in face-to-face situations. However, we found a general lack of rigorous research on these networks. Little is known about the effectiveness of these networks on teacher learning. Few seriously examined to what degree the networks indeed were communities that promote reflective discourses. 相似文献
10.
Vasso Tocatlidou 《欧洲师范教育杂志》1986,9(2):113-123
The author analyses two experiments with alternative forms of training of teachers of modem languages, carried out in Greece in 1982 to 1985. Examining first the ideology of training, she first calls in question some basic assumptions concerning teacher models and the processes of training, which risk perpetuating traditional, teacher‐taught, attitudes. The concept of training is set against that of teacher autonomy; the rigidity suggested by ‘training’, it is suggested, can be counter‐productive. The approach adopted in the experiments described has been that of maximising autonomy.
The first experiment extended over three years, commencing 1982. It aimed at reestablishing the theory‐practice link, in the hope of bringing into being a ‘teacher‐researcher’. The strategies adopted are described, with an emphasis on the multiplier effect of the first group on return to their schools, and with a subsequent extension to initial training as well as in‐service. Despite difficulties, positive results were achieved.
The second experiment commenced in 1983 and drew upon the existing project. It aimed at the production of new curricula and evaluation methods, and upon new curriculum materials. Teachers were actively involved in the process, their involvement being essential in the eyes of the project team. The experience was highly innovatory, leading to a complete restructuring of class activities and to the emergence of new pupil‐teacher relationships, and of a new learning transaction. 相似文献
11.
Conversational strategies of teachers using three methods of communication with deaf children 总被引：1，自引：0，他引：1
Teacher control over conversations with deaf pupils using oral/aural only, signed English or cued speech communication, was related to pupil response, including taking initiative in conversations, misunderstanding the teacher, and length of contributions to the conversation. As teacher control over the conversation and repair of "wrong" contributions increased, pupil initiative and length of contribution decreased and misunderstanding of teachers increased. Different methods of teacher communication produced few differences in response; those that did occur mostly favored pupils of teachers using signed English. Few significant differences were found in the distribution of different types of conversational moves among teachers using the different methods of communication. 相似文献
12.
In Scotland, A Curriculum for Excellence [Curriculum Review Group. 2004. A curriculum for excellence. http://www.scotland.gov.uk/Publications/2004/11/20178/45862 (accessed January 6, 2010).] is being implemented in every school from August 2010. This gives teachers greater responsibility, flexibility and professional autonomy when planning and delivering the curriculum. A Curriculum for Excellence is the major priority in every school’s Improvement Plan, and schools should be adopting teaching, learning and assessment strategies that support the four capacities of A Curriculum for Excellence (successful learners, confident individuals, responsible citizens, effective communicators). The Curriculum for Excellence describes experiences and outcomes for children's learning in ways that will support a more active and integrated approach to teaching and learning within the curriculum. This article reports on one infant teacher’s attempt to plan and implement a programme of study for the social studies topic ‘The Zoo’, adopting an active and integrated approach to teaching and learning for her Primary 2 class (children aged 5–6 years). Dealing with children of 5–6 years requires a varied methodological approach. The approaches involved questionnaires to parents, observations of pupil involvement in lessons and focus group interviews with pupils. There was a strict ethical approach taken, which involved both parental and pupil consent as well as allowing pupils to opt out at any time. 相似文献
13.
Martha N. Ovando 《Journal of Personnel Evaluation in Education》2001,15(3):213-231
Promoting success for all students is the driving force to develop and implement sound teacher evaluation systems. As Stronge suggests, the two most frequently cited purposes of personnel evaluation are accountability and performance improvement (1997, p. 3). As a result, researchers are conceiving of teacher evaluation as a mechanism for improving teaching and learning (Danielson and McGreal, 2000). On the other hand, others affirm that the trend in teacher evaluation is toward more self-evaluation and expanding one's teaching repertoire (Association for Supervision and Curriculum Development, 1999, p. 8). However, teachers' voices relative to emerging teacher evaluation trends are missing. Thus, this study explored teachers' perceptions about the support for professional development available to them, the perceived potential benefits of a learner-centered teacher evaluation system to enhance their professional growth, and pitfalls. Only elementary school teachers participated in the study. The researcher analyzed teachers' written responses to open-ended questions, and generated categories by emerging themes to determine teachers' perceptions.Findings of the study suggest that teachers receive support from both campus level and central office level. Teachers also believe that a learner-centered teacher evaluation fosters walk-through observations, opportunities for professional growth, feedback, learner-centered dialogue, a holistic perspective, and teacher self-evaluation. On the other hand, findings suggest that teachers question the labels for each level of performance, and are concerned that the system might be somewhat subjective. Finally, suggestions are made to conduct additional studies to further illuminate teachers' voices associated with teacher evaluation and development at other school levels, and to expand our understanding of emerging teacher evaluation formats which aim at student success. 相似文献
14.
Ros Garrick Anne Morgan 《Early Years: An International Journal of Research and Development》2009,29(1):69-81
This study assessed the impact of the role of the teacher in two children's centres in England and identified some of the supporting and limiting factors that influenced outcomes. The teachers worked across several settings in the private, voluntary and independent (PVI) sector, with the aim of enhancing early years practice and practitioner confidence. A conceptual framework was devised to model the impact of the teacher role based on Leithwood and Levin (2005). Teachers were found to bring vital professional knowledge and experience to the role and delivered their methods through a range of leadership styles as identified in the literature. Teachers were successful in developing practice and staff confidence in settings; this also impacted positively on outcomes for children. However, success was dependent on a number of moderating factors, including sector‐related factors such as the qualifications of staff. Implications for policy and practice are discussed. 相似文献
15.
This narrative inquiry aims to look at teacher–pupil relationships through teacher memories. When 49 university students of education were asked to write their memories of teachers, they told about their teachers in relation to pupils. The data were analysed thematically and, based on that, re‐read through the concepts of body, caring and power in order to answer the question of how these can be understood as elements of the teacher–pupil relationship. We will also discuss the potential for encounter in teacher–pupil relationships, since we noticed that students especially seemed to recall encounters and non‐encounters in the relationship. By listening to former pupils, it is possible to elicit significant memories of what, from their point of view, is in the core of being a teacher. The meaning of recalling one's own teachers in teacher education is also emphasised. 相似文献
16.
Although kindergarten teachers often struggle with implementing technology, they are rarely involved in co-designing technology-rich learning activities. This study involved teachers in the co-design of technology-rich learning activities and sought to explore implementation and pupil learning outcomes. A case-study method was used to investigate: the co-design experiences of seven teachers; implementation in three kindergarten classes; and pupil learning outcomes. Interviews were used to study teacher perceptions about pedagogy, technology, early literacy, co-designer role, practicality and co-ownership. Process notes were made during design team meetings. Observations were made of implementation, and pupil learning was pre- and post-tested in non-equivalent control quasi-experimental design (N = 111). Findings indicate that teacher perceptions about pedagogy affect their co-design involvement. The extent of integration of on- and off-computer activities was similar between teachers. Significant pupil learning gains were found, thus indicating that the co-designed activities had positive effects on pupil learning outcomes. 相似文献
17.
Egon Foldberg 《欧洲师范教育杂志》1985,8(3):241-255
The paper describes the national roots of Danish teacher education, its position as being regulated by parliamentary legislation, and lists the types of institutions giving teacher education for various school forms.
It concentrates on teacher education for the main school, Primary and lower Secondary, age range 6‐16, which is given in colleges of education, whose entrance qualifications are the same as those of universities.
It goes on to describe the legal basis and practical functioning of this type of teacher education, giving information about overall aims and objectives, and curricula in the concurrent Danish system. The democratic agents regulating the education on the local as well as national level are described. Subsequently, it describes the relationship between theory and practice, and after this Danish teacher education is placed in the European picture.
Finally, the paper describes aspects of Danish teacher education as seen from the writer's position as subject area manager for English. 相似文献
18.
Manfred Lang 《Education and Information Technologies》2000,5(1):39-48
During the last 25 years efforts in the German educational system on different levels were made to introduce computers in schools. In parallel teacher training and consultation was established. Results from the international IEA-study Computers in education for lower secondary level in 1992, but also for upper secondary level in 1989 show that teachers attitudes to learn something about computer use are positive: The training need and their self-confidence to learn something about computers is relatively high. Support for teachers is mainly given by formal training. But the offers in teacher training are limited concerning the needs of teachers for different subjects. This situation is comparable with other countries in the world as documented in the additional publication of national case studies of the IEA. As a consequence a part of the teachers get their help through self-studies and private preparation of course material. In recent years the use of computers for networking and multimedia applications developed rapidly. The integration of these technologies into the subjects is another field demanding intensive efforts in teacher training. Different programs for the development of this field were established, but still offers for teacher training are insufficient. As a new perspective for educational change in this rapidly growing field a classroom-based teaching and learning approach in a collaborative network is proposed. 相似文献
19.
This study was an exploratory of the Landes initiative to supply all pupils and teachers with portable computers and Internet at school. These surveys involved 817 pupils and parents and produced a response rate of 98% for pupils from the first survey at the beginning of the year and 798 pupils at the end of the year. The approach, which consists of identifying any variances in individual perceptions of technology, was tested in an initial In-Tele research programme in which we were involved. The questionnaire-based survey reveals low usage of information technology in terms of teaching, with no difference between the portable and test groups. Moving on from the first level study, characterizing the sites and studying their viewing frequency produces the surprising outcome that the very high number of sites viewed actually conceals a much more pessimistic reality about pedagogical uses. 相似文献
20.
Few will disagree that teleteaching or teaching using computers and telecommunications technology is becoming increasingly popular among educators. There is much more uncertainty, however, about whether technology is as effective a mode of teaching as its proponents claim. This hesitation in endorsing technology is undoubtedly a result of the inconclusive results of teaching experiments using technology with out an adequate pedagogical base. This paper proposes guidelines for the effective use of technology. These may help the educator to avoid frustrating and stultifying practices that may prejudice the educator and student against using a rich educational resource. While the golden rule urges a two-way constructivist approach to teaching, the ten commandments draw the educator's attention to issues of access, hardware and software selection, learner and teacher preparedness for technology, and human factors in the use of technology 相似文献