共查询到20条相似文献，搜索用时 31 毫秒
1.
Brianna L. Kennedy-Lewis 《教育政策杂志》2014,29(2):165-194
The increasing use of zero tolerance discipline policies in the USA has led to a ‘discipline gap,’ in which minoritized students receive harsher and more frequent suspensions and expulsions than their peers from dominant cultural and socioeconomic backgrounds. Though disciplinary decisions are made by educators at the school level, mandates regarding the disciplinary infractions that must result in exclusionary discipline are made at the federal and state levels. Using a theoretical framework that distinguishes the discourse of safety from the discourse of equity, this critical policy analysis examines how state-level zero tolerance legislation portrays educators, students, and school discipline and reflects neoliberal influence. Findings show that these policies narrowly define schools’ roles as developing academic, but not behavioral, skills. Students are portrayed as rational actors who deserve the punishment meted out by educators when students choose to behave disruptively; and educators have absolute power and their decisions regarding student discipline are reflected as being consistent and objective. Nevertheless, legislation in some states also acknowledges students’ needs for a more holistic approach to their education and mandate continued education and support services to help them after they are removed from school. An example from one California district illustrates findings and demonstrates how both discourses are inadequate in challenging neoracism. 相似文献
2.
Data from the National Longitudinal Transition Study-2 were used to examine the effect of academic and career or technical education course-taking in high school on deaf or hard of hearing (DHH) youth’s postsecondary enrollment in 2-year, 4-year, and career or technical education institutions. We examined the proportion of academic and career or technical education courses taken, completion of algebra, and completion of an occupationally specific course of study. Propensity model analyses indicated that academic course taking significantly increased the odds that DHH students would enroll in postsecondary school. Completion of a higher proportion of career or technical education courses was not related to enrollment in postsecondary education, including career and technical education schools. Implications for practice and future research are discussed, including the importance of secondary transition planning staff both encouraging DHH students who have a goal of future postsecondary attendance to take a rigorous, academically focused high school curriculum, and providing students with the support to complete these courses. 相似文献
3.
Steve Sider Kimberly Maich Jhonel Morvan Mélissa Villella Paul Ling Chantelle Repp 《Journal of Research in Special Educational Needs》2021,21(3):233-241
As school systems strive to support students with special education needs in inclusive schools, there has been a persistent lack of scholarly literature that addresses the ways in which school principals are engaged in this process. This article is a response to this gap and aims to examine the question: What types of experiences do school principals identify as formational in their support of students with special education needs and fostering inclusive schools? Based on the analysis of data collected from 285 school principals from six provinces in Canada, four key themes are identified including: relationships, modelling behaviours, communication and principal isolation and lack of preparation. These themes are examined with consideration for how to support principals’ professional leadership in fostering inclusive schools. As a result, this article’s significance is in its examination of the experiences of principals and how these influence their leadership practice for supporting students with special education needs and fostering inclusive schools. 相似文献
4.
Joo-Ho Park Jay W. Rojewski In Heok Lee 《International Journal for Educational and Vocational Guidance》2018,18(1):1-25
More attention is needed on the career development of adolescents, specifically disadvantaged students deemed at risk of school failure. We investigated the determinants on career development competencies of 9th graders in secondary school in South Korea. The data in this study included 394 principals, 6635 students, and the students’ parents. Our research confirmed that students with low academic achievement, less parental support, and low family income are relatively disadvantaged in their school-based career development. We suggest that schools provide more preferential attention and care, as well as special career interventions for these disadvantaged students. 相似文献
5.
Cynthia Taines 《Journal of Educational Change》2014,15(2):153-178
Recent attention to youth activism for school reform reveals positive student outcomes. Yet educators may object to the use of social actions in schools, diminishing opportunities for these benefits to accrue. This paper analyzes educators’ conceptions about the proper exercise of student voice within schools and how these coincide with activists’ tactics for school reform. The qualitative investigation rests on interviews with principals, teachers, community organizers, and students—all touched by a community-based program that encourages urban youth to organize and transform their schools. The paper seeks to bridge the perspectives of educators and activists in ways that enhance acceptance of a more robust role for students in school life. 相似文献
6.
《The Journal of educational research》2012,105(3):210-217
ABSTRACT The author examined how local charter school educators respond to the accountability measures being imposed on them. Encouraged by early indications of increased test scores, state and federal policymakers continue to support accountability as an effective means to improve schools. Surprisingly, there has been little research on local educators’ experiences with and responses to such reforms. This lack of research is striking because teachers, principals, and superintendents are directly responsible for the implementation of accountability mandates, including administering tests, teaching to the state standards, and implementing state-approved curriculum packages. In an effort to understand teachers’ and administrators’ experiences with public school accountability, the author explores how educators in 4 charter schools in Michigan understand recent accountability mandates with respect to school reform. 相似文献
7.
Vusi Mncube 《Journal of educational administration and history》2009,41(1):29-43
This article explores governors’ perceptions of the role played by school principals in the democratic governance of secondary schools in South Africa. The South African Schools Act No. 84 of 1996 has mandated that all public schools in South Africa must have democratically elected school governing bodies, comprised of the principal (in his or her official capacity), educators, non‐teaching staff, parents and learners, but the latter is applicable only in secondary schools. This reform is intended to foster tolerance, rational discussion and collective decision‐making. In the light of this reform an empirical study investigated the role of the principal in the school governing body (SGB), particularly in promoting parent and learner participation in SGBs. The findings highlighted the important functions that principals fulfil with regard to the functioning of the SGB. Principals are viewed by governors as playing a positive role in SGBs. Governors referred to principals as ‘the finger on the pulse of what is happening at school’; they are resource persons for other members of the SGBs and ‘the engines’ of the schools. Governors viewed the principal as in charge of the professional management of the school, ensuring that all duties are carried out adequately, setting the tone in SGB meetings, and responsible for interpreting education policies and ensuring that they are well implemented. Furthermore, principals have the responsibility of ensuring the maximum participation of both parent and learner governors in SGBs meetings. Principals can also contribute greatly to school governance issues, since they are usually at an advantage in terms of their familiarity with official regulations, provincial directives and knowledge of educational reform measures. The findings highlighted persistent power struggles in rural schools that may arise when principals overplay their roles as this creates tension among SGB members. However, principals enabled implementation of democratic values such as tolerance, rational discussion and collective decision‐making in schools through their leadership roles. 相似文献
8.
在新一轮高考改革的驱动下,高中生涯教育破土而出。基于PDCA循环的全面质量管理理论,研究对上海市8所高中展开调查,呈现高中生涯教育支持系统的静态要素结构,并采用结构方程模型监测管理环节的动态运行样态。研究发现,学校生涯教育支持系统整体性功能不足,资源投入总量偏低,重视校内资源运用而缺乏校外资源支持,对学生的社会职业认知指导和生涯设计能力培养不足,学生生涯规划能力处于中等水平。在支持系统的影响路径方面,系统资源是获取支持策略的物质前提,且对外部支持策略的实施更为必要;学校内外部支持策略在资源投入与过程控制之间发挥着“链式”作用;加强过程控制有助于提高学生生涯规划能力。基于此,研究建议重视系统规划和宏观设计,完善生涯教育质量标准体系;凝成校内外综合治理合力,加快打造完整生涯教育支持系统链;处理好全面控制与重点控制的关系,实现生涯教育质量动态监测;建立生涯教育支持系统内部的协同保障体系,促进生涯教育支持系统的持续改进。 相似文献
9.
Kevin Sullivan Laura B. Perry Andrew McConney 《The Australian Educational Researcher》2014,41(5):521-540
This study uses data from the Programme for International Student Assessment, a large and nationally representative dataset, to examine how learning environments vary across metropolitan, rural and regional schools in Australia. Research has shown that school climate and learning environments are related to student academic performance, but little is known about the degree to which they differ across school communities in Australia. We examined principals’ perceptions of teacher and student behaviour related to school climate and students’ perceptions of teacher support, classroom disciplinary climate, and the relevance of education. The findings show that regardless of where they live, most students believe that schooling is worthwhile, and report positive relationships with their teachers. Perceptions of classroom disciplinary climate vary more across school communities, however, with students reporting less positive disciplinary climate in rural communities than in very large cities. Principals’ perceptions of teacher and student behavior related to school climate varied; with urban schools having much more positive results than schools in towns and rural communities. Finally, our findings show that students’ and principals’ perceptions of their school climate and learning environments are more positive in urban communities than in rural communities, but that the least positive environments are generally found in country towns rather than remote communities. Our findings suggest that attention should be paid to improving learning environments not just in the most rural/remote communities, but also in largish regional towns of up to 50,000 residents. 相似文献
10.
The Baltimore City Public School System (BCPSS) is one of the first urban districts in the country to undertake large-scale high school reform, phasing in small learning communities by opening new high schools and transforming large, comprehensive high schools into small high schools. With support from the Bill & Melinda Gates Foundation, a dozen local foundations, and school reform developers and technical assistance providers, BCPSS opened 18 small high schools between 2002 and 2006. Using data from surveys, administrative records, and site visits, we examine the implementation and outcomes of these reform efforts. Although BCPSS high schools met many obstacles while implementing the reform, including continual leadership turnover and limited resources, students and staff in the small learning communities reported more positive social and academic environments than their counterparts in the district's comprehensive high schools. In addition, students in small, newly created high schools demonstrated positive academic outcomes (e.g., higher test scores, engagement) relative to students in the other schools in the district. 相似文献
11.
Joseph Cleary Jr. 《British Journal of Sociology of Education》2017,38(3):325-343
This article examines ‘neoliberalism’ inside two American public high schools. The work of one leading critical theorist, Mark Olssen, is explained and examined. Particular attention is paid to Olssen’s concepts of ‘homo economicus’ and ‘manipulatable man.’ It is concluded that Olssen’s theories on neoliberalism accurately describe developments in public education in the West since the early 1980s. It is also believed that his theories could benefit from a study that ‘looks inside the black box’ and reveals what neoliberalism looks like inside schools. Semi-structured interviews were conducted with 11 teachers and two principals at two public high schools in the American state of Louisiana. Analysis reveals that an educator’s sense of professional autonomy relates to students’ socioeconomic backgrounds. That is, educators at poor schools tend to have dramatically less freedom from local school boards than educators in non-poor schools. 相似文献
12.
In this article, we discuss principals’ perspectives on the priority given to the place in the curriculum of and the supporting practices related to health and sustainability education in schools in Denmark (for pupils aged 6–16). The study is situated within the discourses about critical health and sustainability education and treats the two issues as societal challenges that are important to address in schools as educational examples. We draw on the literature on school leadership challenges linked to global neoliberal trends in educational reform. The context of the study is the ongoing school reform in Denmark. The data were generated through an online survey of principals in Denmark (n = 118). The findings show that although the principals view school as an important arena for health and sustainability education, their actual support for such education lags behind. Health education is prioritized somewhat more than sustainability education; however, both are characterized by insufficient attention to teachers’ professional development and the low prioritization of collaboration within the school and between the school and community actors. Acknowledging the contradicting demands that principals face in the context of the reform, we argue for reconnecting the concept of leadership with the wider purposes of schooling and for providing space for an emergent, whole-school curriculum that addresses health and sustainability. 相似文献
13.
学风建设一直是高校贯彻教育方针的重点,良好的学风建设可以提高高校的办学水平,更能对学生德、智、体、美、劳等综合素质的发展起到巨大的助力作用。但当今互联网的普及,给高校的学风建设带来了很严峻的挑战。作为学生管理工作的最前线人员,高校的辅导员要通过有针对性的思想引导、职业生涯规划指导、严格执行校规校纪、新媒体技术支持等手段,纠正学生不良的网络运用形式,推动高校学风建设有效运行。 相似文献
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《Quest (Human Kinetics)》2012,64(4):479-496
ABSTRACTChange in education is inevitable. Physical educators are being positioned to effectively manage change and control their own destiny. In order to manage and facilitate positive change, physical educators should clearly embrace and accept physical education as a public health tool, understand the educational change process in schools, and know how to manage change through the strategic utilization of Professional Learning Communities. Physical educators can shape the culture of schools by increasing physical activity levels for students in physical education while facilitating physical activity opportunities for students and faculty across the school day. Given that physical education is a subsystem of the larger school system, each physical educator must understand the nature of change in schools and how to successfully influence it. Professional Learning Communities provide a structure for physical educators to take the helm by influencing positive and systemic change, shaping culture, and advocating for increased physical activity in schools. 相似文献
17.
杨立国 《内江师范学院学报》2010,25(11):117-120
学校行政化管理模式严重地阻碍教育事业的改革与发展,而校长任命制是产生学校行政化管理模式的重要原因。推行校长职级制不仅是党和政府对学校管理体制改革的要求,也是校长成长的自身诉求。推行校长职级制有利于促进校长专业化发展,有利于提高校长的办学治校能力,为校长成长为教育家奠定了基础。 相似文献
18.
Tim Green 《Clearing house (Menasha, Wis.)》2013,86(1):32-34
Arguments regarding the need for reading skills in career and technical education exist, but far less attention has been given to teaching strategies that can help support vocational students’ growth as readers. Based on a review of literature, this article highlights the importance of reading literacy in career and technical education, and argues that students from the various content areas in vocational education can benefit greatly from teachers incorporating reading instruction into the curriculum. This article also provides educators with six powerful, practical strategies to use in classrooms to facilitate students’ reading comprehension. 相似文献
19.
Historians have documented the dramatic battle over the mass introduction of IQ testing waged by Chicago’s unionised teachers in 1924 against Superintendent McAndrew and the Chicago Board of Education. The efforts of Chicago’s mid‐level district administrators and their work with principals and teachers to address the real and perceived differences of the students pouring into classrooms in this era have garnered less consideration. Examining the work of district administrators responsible for the educational programmes intended to manage “backward”, “subnormal” and “feeble‐minded” children provides a rich case to analyse how these district administrators made use of the emerging field of testing to address the educational issues they confronted. The use of testing in Chicago’s schools during the early twentieth century represents a moment when the line between administrative and pedagogical progressives appeared unclear and illustrates the complexity of educators’ pedagogic beliefs and practices. It offers examples of educators making use of educational testing and resisting it. This study analyses the reports of Chicago’s district administrators and superintendents, who often identified as progressive educators. These administrators seemed able to question the use of testing at least in part because of the vibrant progressive reform movement that existed in Chicago during this era. Indeed, although teacher resistance complicated the use of testing on a wide scale in Chicago, the early concerns of these mid‐level district administrators in the 1910s proved critical to keeping intelligence testing at bay until the mid‐1920s. 相似文献
20.
高尚荣 《邢台职业技术学院学报》2010,27(2):43-45
职业生涯规划教育要密切联系行业企业职业岗位需要,根据职业岗位需要针对性地锻炼学生的职业素质,设计职业发展道路,实现学校职业规划与企业职业管理的直接对接,才能真正提高职业生涯规划实效。 相似文献