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1.
School‐leaving for pupils with long‐term speech, language, swallowing or communication difficulties requires careful management. Speech and language therapists (SLTs) support communication, secure assistive technology and manage swallowing difficulties post‐school. UK SLTs are employed by health services, with child SLT teams based in schools. School‐leaving entails transition from child‐ to adult‐services. Little is known about the process, or how SLTs develop co‐working across managerial boundaries. A qualitative study within one health board employing separately managed child and adult SLT teams interviewed SLTs and analysed their views on successful and less successful school‐leaver transitions. A critical incident approach elicited views on transitions that ‘stuck in the mind’, rather than typical instances, identifying supportive and risky co‐working factors. Interviews were recorded, transcribed, checked and thematically analysed. Three linked overarching themes emerged: SLT team remits and properties; communication and information exchange across SLT teams, and outside influences on teams. These applied to successful and less successful transitions, suggesting robust constructs along which SLTs evaluated transitions. Risk factors included unclear provision, pupils’ earlier discharge by child SLTs affecting referral at school‐leaving, and practical issues in accessing notes. SLTs used existing social‐capital relationships to facilitate transitions. Implications for practice and ways of improving transitions are discussed.  相似文献   

2.
Creativity in teaching and leadership continues to be a topic of interest in education. This article focuses on comments made by a school’s leadership team as part of a larger study in which a mixed methods case study design involving the school’s leadership team and staff who taught Arts (either as specialist teachers or generalist classroom teachers) was used. The research took place in a 6-year-old Preparatory Year to Year 9 (P-9) school in a growth corridor in metropolitan Melbourne. Staff members in the school provided responses to a questionnaire, participated in focus group discussions and were invited to maintain journals during the course of the study. Comments made by members of the school’s leadership team are analysed in this article using perspectives of pedagogical leadership and relational power. The article finds that the school's leadership team models and encourages experimentation with new ideas across the school as the team promotes the development of collaborative professional learning approaches in their relatively young school. The article concludes that professional learning communities (PLCs) within the school will be well-placed to pursue the collaborative approaches modelled by the school’s leadership team to ensure that a school-wide focus on student learning continues.  相似文献   

3.
This article focuses on the importance of school leaders’ commitment to socialising newly qualified teachers (NQTs) into the teaching profession. Framed by a social constructivist perspective, the article is based on four challenges novice teachers face as described by four school leaders. The aim is to illuminate how school leaders have understood the conflicts and differences that come to light in these challenges. School leaders’ experiences of the encounter between NQTs and schools point to how the facilitation of the teachers’ professional development at their schools was challenged and how follow-up and guidance of NQTs only started after the problems were disclosed to colleagues and the school leaders. This study indicates that there is a lack of insight into NQTs’ work situation, a fact that seems to exacerbate a negative development in the school environment. We argue that school leaders must be more proactive by being aware of the dynamics of the teaching team when NQTs join a previously established team. School leaders should communicate the expectations they have for how the team can welcome NQTs’ new ideas, on the one hand, and offer support if they encounter challenges, on the other. Furthermore, our findings indicate that the composition of teaching teams must be reassessed from year to year so that they serve as an arena that promotes professional development for both NQTs and established teachers. Poor relationships with colleagues and a lack of cooperation within teacher teams may also have a detrimental effect on student learning. School leaders have a great amount of power and influence, perhaps much more than they are aware of, when it comes to the wellbeing of NQTs and their decision to remain in the profession. We underline the importance of the role school leaders have in socialising NQTs into the teaching profession by paying attention to how they are welcomed and mentored by their colleagues in school.  相似文献   

4.
The Metal Trades     
Universities and schools are struggling with the critical issues surrounding teacher quality, student learning, and the gap between research and practice. This study employed a collective case-study design to explore the impact of leadership teams and school-university partnerships on teacher leadership, professional development, and overall participant dispositions of three grant-funded projects connected by their approach to implementing school reform. Analysis of interviews, focus groups, observations, and project documents yielded three primary themes: transformation of teacher roles, improved meaningful professional development, and increased collective efficacy. Discussion of the findings addresses implications regarding teacher leadership, professional development, and school-university partnerships, especially as they impact teaching and learning.  相似文献   

5.
The development of teacher professional learning communities (PLC) has attracted growing attention among practitioners, policy-makers and researchers. The aims of this study were to identify typologies of professional learning teams based on measures of professional learning engagement, and assess their linkages with teachers’ value orientations. Based on data obtained from 408 professional learning teams in Singapore schools, cluster analysis identified three types of professional learning teams: highly engaged, moderately engaged and less engaged. These three profiles differ mainly in terms of level of endorsement for the four measures of professional learning engagement (collective focus on student learning, collaborative learning, reflective dialogue and shared values and vision). Results revealed that highly engaged professional learning teams reported the highest levels of endorsement for all four engagement measures. Teachers among the learning teams in the highly engaged profile reported a significantly higher level of uncertainty avoidance than those in the moderately engaged and less engaged profiles. Teachers in the less engaged profile also reported a significantly higher level of power distance than those in the highly engaged teams. Multinomial logistic regression analysis found that team power distance and team uncertainty avoidance were significant predictors of engagement profile membership. The implications for fostering effective teacher development through more systematic support of PLC are discussed.  相似文献   

6.
Abstract

Academics who lead large teaching teams of often inexperienced sessional staff have a dual role in professional development. They are both provider and participant. Academic leaders need to develop skills to fulfill their role effectively as the primary professional development provider for their team through opportunities to enhance skills in a range of areas; these areas include team leadership, team management and teaching for learning. In this scenario, there is a multilayered structure of provision of development opportunities. One level is that provided by the team leader and directly related to the needs of the team members and the requirements of the subject. The second level caters for the needs of the team leader in developing skills to effectively perform all the responsibilities of their role. Provision of professional development opportunities that cater for these may be the responsibility of the School, Faculty, Department or Staff Development Unit, depending upon the Institutional context. This paper will present a case study of the professional development programme offered to a large teaching team by an academic team leader. Some implications and issues arising from the case study that need to be addressed by professional developers and academic team leaders to enable and support the improvement of student, staff and organizational learning through professional development programmes will be discussed.  相似文献   

7.
This article describes the results of a qualitative multiple case study investigation of the experiences of preservice teachers during a teaching practicum in Hong Kong. The study uses in-depth interviews with pairs of student teachers and their school-based supporting teachers to understand how the former positioned themselves as particular types of teachers through mutual interactions with other communities of teachers during a teaching practicum. Three case studies explore the ways in which the pairs of student teachers not only supported each other within the context of a teaching team, but also jointly deployed strategies to establish and defend the values of teaching and learning that were afforded a premium by their community of preservice teachers. The results underscore the importance of investigating relations between different communities, such as student teachers, school-based teachers and school authorities if the learning goals of the teaching practicum are to be attained. Implications for how relations that foster the professional development of all teachers within and across different communities during a teaching practicum might be achieved and sustained are discussed and implications for future research considered.  相似文献   

8.
It is commonly understood that teachers in secondary school should develop throughout their career in order to stay as an essential factor in student learning. Schools can offer opportunities to link teachers’ professional learning to their school practice with a positive impact on teachers’ motivation to learn and the effectiveness of their learning. In this field study, teachers, school leaders, policy-makers, educational consultants and educational scholars were asked for their perceptions of conditions for teacher learning in school and of interventions in school to enhance teacher professional learning. These conditions and interventions were understood as affordances in schools that enable and support teacher professional learning. The main affordance in school these stakeholders mentioned was an open, but critical way in which teachers share their practices, collaborate and reflect upon their teaching practice. Collaborative practices seem to stimulate many interventions of teacher professional learning in school. Two implications of this finding are discussed. First, we suggest that the maximum teaching time should be reduced, team teaching should be more implemented or classes should be scheduled in such a way that teachers can meet. Second, distributed leadership approaches match with our findings about the role of school leaders in teacher professional learning.  相似文献   

9.
Problem-solving teams address student difficulties. Teams comprised of teachers, specialists, and administrators identify the student problem, develop individualized interventions, and assess student change. Teacher experiences of teams are understudied. In a prospective, mixed-method study conducted in the United States, 34 teachers were followed through the team process. Interview coding showed that 60% of teachers reported they gained new intervention skills. Yet, 40% of teachers reported no professional benefits. Logistic regression showed that differences in teacher learning were partially explained by teachers' negative or positive expectations at the outset of the team. The expectancy effects have implications for teacher professional development.  相似文献   

10.
The focus of the action research reported here is on how leaders and teachers used teamwork in developing a professional learning community in a new compulsory school in Iceland. Collaboration is a critical issue in schools as it can improve practice that supports student achievement. Results from the TALIS 2008 study show that Icelandic teachers are below international averages regarding joint teaching and supporting each other. Findings from this action research study showed signs of an emerging collaborative structure among some teams but also a lack of feedback among peers. Teachers expressed difficulty in putting into practice their growing sense of professionalism. The research findings suggest that peer coaching should be supported to encourage staff to engage in critical reflection and transforming practice.  相似文献   

11.
Abstract

Lefebvre’s triadic conception of spatial practice, representations of space and representational spaces provides the theoretical framework of this article, which recognises a productive relationship between space and social relations. Its writing stems from a current and ongoing qualitative study of innovative teaching and learning practices in new technology-rich flexible learning spaces, characterised by large open spaces, permeable boundaries and diverse furnishings emphasising student comfort, health and flexibility. Schooling in the twenty-first century, certainly in the developed world, is required to ensure that children and school-leavers have appropriate life-long skills in preparation for participation in the twenty-first century knowledge economy. This world is characterised as complex and dynamic, deeply influenced by globalisation and the revolution in digital technology. Developing these skills calls into question ‘outmoded’ transmission models of teaching and requires teachers and school leaders to approach their work in radically new ways. Open school design encourages flexibility in learning and teaching, and allows collaborative, team teaching, with designers claiming significant educational benefits. This arrangement of multiple classes using innovatively designed, technology-enriched common space, facilitated by multiple teachers, working in collaborative teams, is far-reaching in its likely implications for community expectations and responses, relationship-building, assessment, student learning, teachers’ work and initial teacher education.  相似文献   

12.
Outcomes and findings from an evidence‐based approach to targeting primary school students’ developmental reading comprehension levels for effective learning are described. Nineteen schools participated in a literacy assessment project designed to monitor and improve the reading comprehension achievement levels of their students. The project integrated a developmental approach to learning and teaching, information derived from standardised reading comprehension assessments, and professional development for teachers. Reading comprehension achievement across the schools increased at a higher rate than typically expected. Teacher discourse about teaching and learning changed from discrete skill and resource focused, to developmentally focused. The centrality of a professional learning team approach to change for the student, teacher and school is discussed.  相似文献   

13.
The building of professional learning communities has been widely recognized as an effective strategy for schools wanting to improve student performance and enhance teachers’ professional capacity. This study explored the relationship between leadership practices and professional learning communities, with a particular focus on the mediating role of trust in colleagues within the context of mainland China. A total of 215 primary school teachers in a province of southwestern China participated in the study. The results showed that leadership practices and trust in colleagues had positive effects on five factors of professional learning communities, namely a shared sense of purpose, collaborative activity, collective focus on student learning, deprivatized practice, and reflective dialog. Trust in colleagues also mediated the influence of leadership practices on professional learning communities. The implications for facilitating professional learning communities in mainland China are discussed here.  相似文献   

14.
Research supports that school districts' prereferral consultation teams adhere less closely to quality consultation procedures and are less effective than those conducted through university research projects (e.g., Bahr, Whitten, Dieker, Kocarek, & Manson, 1999). This study investigated whether this finding might be due to incompatibilities between school settings and recommended team consultation practices. First, self-assessment surveys and case evaluation activities verified that teams in this school district-led project were not fully implementing research-recommended team consultation procedures. Then, focus group discussions verified through follow-up ratings were used to describe why the research-recommended procedures were not followed. Results suggest that school teams consider the recommended team consultation procedures to be unfamiliar, discrepant from existing staff roles, unnecessarily complex, and often inefficient. In too many cases, administrative support for team activities is inconsistent and the teams lack sufficient intervention resources to have an impact on student success. Team recommendations for improving the consultation procedures are discussed.  相似文献   

15.
Secondary school teaching is organized in departments and effective departments functioning as collaborative teams have been associated with effective schools. Therefore, this study investigates the relationship of mathematics departments perceived as professional communities and student achievement in Dutch secondary schools. Cluster analysis and hierarchical linear modeling (HLM) were used on a sample of around 3000 students, 130 schools, and 130 teachers that participated in this study (TIMSS-2003 data). The significant effects found (effect size >.20) show that those departments that focus on reflective dialogue, collaborative activity, shared vision and student achievement are associated with successful schools and higher student achievement.  相似文献   

16.
This study uses rich empirical data from Brazil to assess how a government program (PDE) that decentralizes school management decisions changes what goes on in schools and how these changes affect student outcomes. It appears that the PDE resulted in some improvements in management and learning materials, but little change in other areas including evaluation and community relations. However, we find no evidence that schools’ participation in the PDE improved student achievement. The results for grade passing are stronger. Students in PDE schools saw greater increases in grade passing rates than students in non-PDE schools during the period of our study. We also estimate a positive relationship between PDE spending and student gains for those schools in the program, especially for spending on teaching and learning materials and furniture. We find no benefit of electronics spending or spending on teacher training, two of the three largest areas of school investment.  相似文献   

17.
This study explored the role of student characteristics in studying micro teaching–learning environments. The overarching hypothesis is that teachers teach differently to micro environments in their classrooms. This study is the first of a series exploring the following four questions: (1) What student profiles are identified at the beginning of a school year with respect to cognitive and motivational-affective factors? (2) How do students with different profiles perceive conditions in their learning environment? (3) To what degree do classrooms differ in the composition of student profiles? (4) What are possible consequences for examining micro teaching–learning environments? The study investigated 82 randomly selected high school science classrooms. Student characteristics were assessed at the beginning of the school year. After a video taped teaching unit, students were asked to rate the degree to which they experienced learning conditions as supportive. Latent class analysis (LCA) showed five distinct student profiles that varied along cognitive and motivational-affective dimensions. Multilevel analyses showed effects of student profiles assessed at the beginning of the school year on the students’ perception of learning conditions in a teaching unit 4 months later. To illustrate consequences for examining micro teaching–learning environments, student profiles were linked to video examples. The examples point to the special value of LCA in studying micro teaching–learning environments: they make it possible to focus on the individual student and to investigate the interplay of student characteristics and the learning environment.  相似文献   

18.
We investigate the relationship between teacher licensure test scores and student test achievement and high school course-taking. We focus on three subject/grade combinations—middle school math, ninth-grade algebra and geometry, and ninth-grade biology—and find evidence that a teacher's basic skills test scores are modestly predictive of student achievement in middle school math and highly predictive of student achievement in high school biology. A teacher's subject-specific licensure test scores are a consistent and statistically significant predictor of student achievement only in high school biology. Finally, we find little evidence that students assigned to middle school teachers with higher basic-skills test scores are more likely to take advanced math and science courses in high school.  相似文献   

19.
The challenge for school administrators is to direct system-wide initiatives that redefine leadership in ways that support the use of proven practices and link administrative interventions to increased educational achievement for each student who has a disability and for all the students who are in their charge. Leadership that embraces evidence-based practices promises new opportunities for collecting and using data related to student achievement, and determining which leadership practices contribute toward positive student outcomes. Responsive administrative interventions that support teaching and learning, system-wide progress monitoring, and collaborative problem-solving, are suggested as methods for promoting effective school outcomes for all students. This discussion proposes that administrators who organize teams to implement responsive leadership interventions, strategies for system-wide progress monitoring, and problem-solving, create cultures for data-based decisions that link leadership initiatives to instruction and learning outcomes for students who have disabilities.  相似文献   

20.
魏易 《教育与经济》2021,37(1):74-82,96
教师专业发展是提高学校教育质量和学生学业成就的关键因素。关于教师专业发展的实证研究主要关注的是专业发展活动对教师本身的影响,较少有研究关注专业发展活动对学生带来的影响。本研究基于2016~2019年北京市高中阶段4万多名学生的标准化考试成绩和近2000名教师的问卷调查数据,采用增值模型分析教师对学生学业成绩的增值影响,并进一步聚焦教师参与区级和校本教研活动对学生学业成绩的影响。分析结果显示,教师参与区级教研活动的程度对学生成绩有显著的正向影响,其中聚焦于学科课程内容的教研活动对学生成绩的增值作用尤其显著。此外,教师参与校本教研活动的程度对学生成绩有显著的正向影响,其中教师之间的非正式交流的积极作用不容忽视。  相似文献   

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