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1.
教育改革的关键因素是教师文化的变革,是教师价值理念、行为方式的综合变革。教师团队建设,是建设优质教师团队、促进学生发展和学校内涵发展的重要路径,这已成为教育界的共识且日益得到广泛的关注,教师团队建设在实践中也形成了多种模式。要加强教师学习共同体的建设,真正发挥教师发展学校的重要作用,打造一支学习型的教师团队,真正形成教师和学校共同发展的合作型教师文化。 相似文献
2.
改革开放以来中师为我国小学教育培养了大批优秀教师,积累了小学教师培养的丰富经验。当下随着中师退出教师教育的舞台及教师教育存在的问题,社会上形成了深厚的中师情结,其中蕴含着择优录取形成了小学教师的专业自豪感、提前录取促成了小学教师的职业动机、就业待遇提供了小学教师的专业发展动力、综合化课程培育了小学教师的专业素养等小学教师培育的中国经验。 相似文献
3.
Teacher turnover and non-pecuniary factors 总被引：2，自引：0，他引：2
This paper studies teacher mobility using matched employee–employer panel data from Norwegian primary and lower secondary schools. The Norwegian institutional setup with completely centralized wage setting for teachers is ideal to analyze the effect of non-pecuniary job attributes on quit decisions. We find that teachers tend to leave schools with high share of minority students and high share of students with special needs. In addition, the composition of teachers and the school size affect the propensity to quit. These results are robust across different econometric specifications and sub-samples. 相似文献
4.
This study investigated the effectiveness of a southern state??s department of education program to improve science achievement through embedded professional development of science teachers in the lowest performing schools. The Science Mentor Program provided content and inquiry-based coaching by teacher leaders to science teachers in their own classrooms. The study analyzed the mean scale scores for the science portion of the state??s high school graduation test for the years 2004 through 2007 to determine whether schools receiving the intervention scored significantly higher than comparison schools receiving no intervention. The results showed that all schools achieved significant improvement of scale scores between 2004 and 2007, but there were no significant performance differences between intervention and comparison schools, nor were there any significant differences between various subgroups in intervention and comparison schools. However, one subgroup, economically disadvantaged (ED) students, from high-level intervention schools closed the achievement gap with ED students from no-intervention schools across the period of the study. The study provides important information to guide future research on and design of large-scale professional development programs to foster inquiry-based science. 相似文献
5.
Erik M. Kormos 《学校用计算机》2018,35(1):19-31
This quantitative study investigated the differences in perceptions and attitudes toward technology integration of K-12 public school teachers in rural, suburban, and urban environments. The purpose was to examine the relationship between frequency of use and perception of effectiveness of web-based learning tools based upon the type of school setting. A survey of 2,200 school teachers in a Mid-Atlantic state revealed significant differences of usage and perceived effectiveness among respondents. The research found teachers from urban schools trailed rural and suburban schools in usage and perception. Suburban schools indicated the highest perceptions of technology effectiveness, followed by their rural peers. Current teachers, administrators, and teacher educators may benefit from this insight to identify the most effective technologies, as well as work focus on improved use of technology, particularly in the urban classroom. 相似文献
6.
Donald Boyd Pamela Grossman Marsha Ing Hamilton Lankford Susanna Loeb Rachel O’Brien James Wyckoff 《Economics of Education Review》2011,30(6):1229-1241
As schools and districts seek to recruit teachers, individuals in non-teaching professions are an appealing possible pool. These potential teachers come with work experience and may have expertise that would serve them well in the classroom. While there has been substantial rhetoric assailing the virtues of teachers with prior professional experience, no research that we know of has assessed the effectiveness of these teachers in terms of student learning. This study uses data from New York City to assess the relative effectiveness and retention of career-switchers. It provides some evidence that these teachers are no more effective than other new teachers, and, in fact, they appear to be less effective at raising math scores of elementary and middle school students. There is little difference in overall transfer or leave rates between teachers with prior experience and other teachers, although career-switchers from college recommended programs do appear more likely to transfer schools. 相似文献
7.
In 2009, a reform in teachers’ pay, linking remuneration to performance, was implemented in China. The intention was to improve the quality of education by making teachers more diligent and creative and removing the inequality in pay between teachers in different schools. A review of this reform reveals that it has resolved the problem of inequality between teachers working in different schools but has created a new inequality: between teachers within the same schools. Also, the performance evaluation, based mostly on quantitative data such as student test scores, has led to teachers formalising their work and adopting an approach of “compliant professionalism”. Teachers’ workloads have increased, and only teachers who perform well on empirical performance indicators are given opportunities for professional development and remuneration. The findings suggest that a focus on teaching and on teachers’ autonomy is needed to achieve the goal of improving the quality of education. 相似文献
8.
《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
9.
L. Kyriakides R.J. Campbell E. Christofidou 《School Effectiveness & School Improvement》2013,24(3):291-325
The article argues that the traditional conception of teacher effectiveness, focused on the teaching performance of individual teachers in relation to student cognitive outcomes, has limitations primarily because it does not recognise broader roles and responsibilities. A case study of a primary school staff attempting to generate criteria for effectiveness was conducted in order to develop a complementary approach. The criteria generated cover most of the characteristics of the effective teacher in the literature. Also the criteria generated in the case study school correlated strongly with those of a nationally representative sample. Implications for teacher effectiveness research are drawn. 相似文献
10.
新课程背景下教师职业压力的调查研究 总被引：10，自引：0，他引：10
本研究的目的在于探求基础教育新课程背景下中小学教师职业压力的状况及其主要压力来源，揭示中小学教师的职业压力特点、影响因素，分析教师职业压力的产生原因。研究结果表明：教师职业压力主要来源于教学工作、教学评价和学生因素；参加课改实验教师与未参加课改实验教师的职业压力不存在显著差异；教师职业压力发展趋势是先下降再缓慢上升，其中6～10年教龄阶段的教师表现出较低程度的职业压力，而后职业压力随着教龄的增长而升高；城市区域和学校类型等背景因素在教师职业压力总分上的主效应显著。 相似文献
11.
Douglas J. Palmer Hissa M. Sadiq Patricia Lynch Dawn Parker Radhika Viruru Stephanie Knight 《The Journal of educational research》2016,109(4):413-423
Qatar initiated a K–12 national educational reform in 2001. However, there is limited information on the instructional practices of the teachers in the reform schools. This project was an observational study of classrooms with a stratified random sample of the first six cohorts of reform schools. Specifically, 156 classrooms were observed in 29 reform schools. Instructional differences were noted in schools with different gender of students and were moderated by school level. Implications of findings were discussed pertaining to implementation of the Qatar national reform and professional development needs of teachers. 相似文献
12.
《Journal of Education for Students Placed at Risk》2013,18(2):147-169
Student mobility is a topic that frequently surfaces in discussions about the problems of urban schooling. Surprisingly, it tends to fade from the agenda as discussion turns toward reform initiatives and school restructuring. Student movement, however, penetrates the essential activity of schools--the interaction of teachers and students around learning. Using data from Chicago public elementary schools, I first describe the extent of urban school instability. Many schools, in fact, do not have a stable cohort of students whose progress they can track over time. Second, I explore the causes of this high level of instability, connected both to residential mobility and to more school-related reasons. Distinctive patterns emerge that reveal clusters of schools that are closely tied by the students they exchange from year to year. Third, given this context, I examine the impact of mobility on students, schools, and urban education more generally. Recent school reform efforts that center on promoting greater local school autonomy implicitly assume that students will attend a specific school consistently enough that the school can "make a difference" in their achievement. In the unstable urban context, however, even improving schools lose their accomplishments as students transfer, and mobile students forfeit the benefit of continuity of school services. Thus, not only does mobility impact individual students who are changing schools, it has deep (though often hidden) consequences for the schools these students attend and for the systemic changes intended by local school reform. 相似文献
13.
Thomas A. Wilson 《Cambridge Journal of Education》1995,25(1):89-96
The paper briefly explores the dynamics of the American school reform movement to explain the current American interest in English school inspection. The main explanation suggested is that there is a clear and growing awareness of the difficulties of ‘knowing schools’ through standardized testing. Knowledge from testing is a poor resource for schemes of school accountability and for supporting the work of teachers. Reflecting American interest, the ‘Study of School Inspection’ (Wilson, 1995) was carried out in 1992 to discover the underlying assumptions in the ways traditional English inspection knows and judges schools. The study, which was based on watching LEA and HM inspectors at work over a 9 month period, considers some of the ramifications of the English approach for American assessment and reform 相似文献
14.
15.
Much of the recent focus of educational policymakers has been on improving the measurement of teacher effectiveness. Linking student growth to teacher effects has been a large part of reform efforts. To date, neither researchers nor practitioners have arrived at a consensus on how to treat test scores from students with disabilities in growth‐based teacher effectiveness indicators, despite the fact that these students make up approximately 13% of the K‐12 student population. In this study, we leverage longitudinal data from the population of teachers in one state to explore practical questions related to including general assessment scores from students with disabilities in teacher evaluation. Findings suggest that including test scores from students with disabilities allows more teachers to be evaluated and does not substantially affect teachers’ scores. Moreover, including disability‐related covariates can allow for fairer evaluations for teachers with many students with disabilities in their class. 相似文献
16.
Prawit Erawan 《Asia Pacific Journal of Education》2008,28(2):161-176
This participatory action research project responded to the needs for educational reform and involved cooperation between Mahasarakham Municipality, which provided primary school education, and the Faculty of Education at Mahasarakham University, which played a role as academic mentor. The project aimed to improve the quality of education management by empowering teachers. In order to do so the school had to admit restricted opportunity students rather than well qualified ones. The project, which was divided into four phases, took place between 2000 and 2005. It studied collaboration between the teaching staff of the Faculty of Education who worked as academic mentors and a group of 160 teachers at seven municipal schools. In Phase 1 the emphasis was on the development of 40 model teachers from these seven schools, giving them the skills to design curricula, promote learner-centred instruction, and undertake classroom action research for problem solving. In Phase 2 this developmental activity was extended to all 160 teachers. In Phase 3 the emphasis was on the extension of teacher networks to exchange learning among these schools and to develop best practices. In Phase 4 the emphasis was on developing the curricular management system in each school to ensure and enhance quality and in order that teachers could meet national teaching standards. This would promote a positive attitude and enhance the confidence of the parents and the community in the schools because the teachers would be as qualified as those from successful government schools. The interventions used in the four phases were: workshop training, coaching, learning exchanges, clinical supervisory visits, and reflection. The results of the research and development had a positive impact on raising the quality of teaching and the curriculum in the schools and promoted educational opportunities for disadvantaged students. 相似文献
17.
郭菊梅 《阿坝师范高等专科学校学报》2005,22(2):103-105
高等师范音乐教育是培养中小学音乐教师的摇篮,当高师毕业生走出校门跨入中小学教师队列的时候,同时也是对高师教育教学质量的检验。新的《音乐课程标准》对中小学音乐教师提出了更高的要求,面对音乐新课程新标准的启用,高师音乐教育教学的改革迫在眉睫。本文从高师音乐教学的培养目标、课程设置、课堂模式、考核评估几方面提出了改革的构思和建议,以达到为基础教育培养合格音乐师资的目的。 相似文献
18.
Lyna David Wei Loong Hung Sau Kew Chong 《Educational Research for Policy and Practice》2016,15(2):131-146
This paper reports the findings of a study which aims to examine the processes and effectiveness of the collaboration between teachers in their professional learning which some Singapore schools are currently engaged in. The learning process attempted to raise the profile of teacher professionalism in classroom alternative assessment through action research. A total of nine schools participated in this two-year study. Participants included teachers and school leaders. Guided by a university researcher and supported by a cluster superintendent and school leaders, the collaboration helped familiarise teachers with alternative ways of assessing student learning, connect theories with practice in their classroom assessment, and acquire the skills of doing research. Facilitated by a structure that supports the development of partnerships between teachers from different schools, the collaboration focused on teachers working on a common task. The data reveal how teachers took ownership of their own learning through this process and led their peers in their respective schools in curriculum customisation through alternative assessment practices. Such an education reform process, which has driven the effectiveness of the collaborative teacher learning in promoting teachers’ instructional practices, is analysed from four dimensions, namely, (a) macro level (systemic reform), (b) school level (school improvement plans), (c) teacher level (teacher community), and (d) micro level (classroom level). This paper concludes with a discussion of the challenges in sustaining teacher collaboration across schools in Singapore. 相似文献
19.
《Journal of Education for Students Placed at Risk》2013,18(2):215-246
This study evaluated the Co-nect school reform design in 5 inner-city schools relative to a matched comparison sample of 4 schools in the same district. Schools in each group were categorized into a lower- or middle-socioeconomic status (SES) subgroup based on the percentage of students qualifying for free or reduced-price lunch, percent minority enrollment, and student mobility rate. Co-nect schools relative to comparison schools demonstrated more positive outcomes on (a) school climate on multiple dimensions; (b) teacher commitment, satisfaction, and buy-in; (c) teacher usage of learner-centered teaching strategies (e.g., projects, teacher coaching); and (d) student usage of technology as a learning tool. On most measures, these effects were more evident in the schools serving lower-SES. Results on the state-mandated standardized achievement test, using both percentile communities and value-added scores, showed a mixed pattern of success, with 3 Co-nect schools demonstrating more positive progress and 2 demonstrating less positive progress relative to comparison schools and state norms. Interpretations of the achievement results and of Co-nect impacts overall are made relative to implementation issues and school characteristics. 相似文献
20.
Joseph A. Taylor Kathleen Roth Christopher D. Wilson Molly A. M. Stuhlsatz Elizabeth Tipton 《Journal of research on educational effectiveness》2017,10(2):241-271
This article describes the effects of an analysis-of-practice professional development (PD) program on elementary school students' (Grades 4–6) science outcomes. The study design was a cluster-randomized trial with an analysis sample of 77 schools, 144 teachers and 2,823 students. Forty-two schools were randomly assigned to treatment, (88.5 hours) of integrated analysis-of-practice and content deepening PD (over the course of one year) while 35 schools were randomly assigned to receive an equal number of PD hours in science content deepening alone. Students' content knowledge, as measured by a project-specific test, was compared across treatment groups. The effect size for this comparison was 0.52 standard deviations in favor of students whose teachers participated in the PD that included analysis-of-practice. This effect compares favorably to that of other elementary school interventions whose effectiveness was studied with a narrowly focused outcome measure. Analysis of the demographics of the study schools suggests that the treatment effect could be relevant outside the local study context. Implications for future research include tests of mediation for teacher-level outcomes and efficacy tests of specific teaching strategies (intervention subcomponents). 相似文献