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1.
Academic Care: Building Resilience, Building Futures 总被引：1，自引：0，他引：1
Ann J. Nadge 《Pastoral Care in Education》2005,23(1):28-33
In this article, the author explores the ways in which several schools in the New South Wales Independent sector have created learning teams to develop the pastoral capacity of schools. The focus of the work in schools, through the Community Change Project, has been on learning and psycho-social development as the domain of all teachers, in all classrooms. The project has led to the development of the notion of Academic Care. Academic Care involves enhancing student learning and well-being through pedagogies and processes that are sympathetic to student needs and embedded in learning experiences. 相似文献
2.
This article explores the idea that in order to improve the ways we teach children to write creatively it is worth exploring how we, as teachers and writers, do that ourselves. It describes some of the stages of a curriculum development project undertaken in the Portsmouth and Southampton Postgraduate Certificate in Education (PGCE) English teams, begun in 2004. The project was supported by funding from the Esmee Fairbairn Foundation and was designed to foster a range of learning activities for trainee teachers in the area of teaching creative writing to pupils in schools. The project that was developed had multiple aims: subject knowledge development in trainee English teachers; pedagogic exploration amongst all teachers involved looking at how the difficult area of teaching creative writing might be better addressed. This article evaluates the aims of the project and some of the outcomes and argues for recognition of the training year as a vital area for exploring issues in teaching, beyond competence. The article draws on a variety of sources, including participant observation notes made in writing workshops, responses to a questionnaire completed by project participants and excerpts from writing collected across the project produced by teachers and pupils. 相似文献
3.
Chloë Brushwood Rose Colette A. Granger 《International journal of qualitative studies in education》2013,26(2):216-237
In parallel with many nations’ education policies, national education policies in Australia seek to foster students’ intercultural understanding. Due to Australia’s location in the Asia-Pacific region, the Australian government has focused on students becoming “Asia literate” to support Australia’s economic and cultural engagement with Asian countries. Drawing on Allport’s optimal contact principles and key factors supporting intercultural understanding, this study examines two “sister school” cultural immersion trips in Indonesia and East Timor to explore ways in which their different approaches supported positive intergroup contact and helped foster intercultural understanding among students. Focus groups and interviews with school project teams and analysis of both researcher and teacher project field notes and documents suggested that these schools’ programmes could be mapped onto Allport’s contact principles in different ways. The paper concludes with promising approaches that can help to inform sister school programmes. 相似文献
4.
Chris Forlin 《International Journal of Inclusive Education》2013,17(4):433-443
The education for learners with special education needs (SEN) in Macau (SAR), China, has gradually transitioned over the past 30 years from a completely segregated approach to a more inclusive one. Following a review of the development of special education and the transition towards inclusion in Macau, consideration is given to the enactment of inclusive education in mainstream schools. Interviews with the leaders in a primary and secondary mainstream government school in Macau outline the ways in which learners with SEN are included in mainstream schools. The discussion focuses on a range of issues regarding the inclusion movement in Macau, including management, schooling and the inclusive model that is applied. 相似文献
5.
《Journal of educational and psychological consultation》2013,23(4):277-312
Despite recent attention to shared decision making as an approach to school reform, relatively little research has been conducted on the topic, and much of that research has relied on interviews and field notes, rather than systematic observation of team functioning. This investigation integrated systematic observations and interviews. The purpose of this study was to describe the leadership behaviors exhibited by principals, team leaders, and other team members (teachers, parents, students). We defined leadership according to team member contributions to decisions (decision content, decision-making processes, and statement function, such as initiating topics and making suggestions). This investigation used a comparative case study approach to examine the shared decision-making teams from three schools during the teams' first year. Results revealed variability in leadership across the three teams. Two teams were characterized by positive group process procedures with active involvement from a number of team members. A third team was dominated by the building principal with minimal input from most team members. This team appeared to be less productive than the other two. These findings are viewed in relationship to prior research literature concerning the ambiguity of team members' roles, lack of clarity concerning the power of shared decision-making teams, and the impact of school vision. Suggestions are made for future research. 相似文献
6.
In this paper we describe a UK‐based participatory action research project that looks beyond the discourse of tolerance to investigate and challenge heteronormative processes in primary schools through reflective action research. This 28‐month ESRC‐funded project supports 15 primary teachers working in schools in three regions of the UK to develop action research projects that address lesbian, gay, bisexual and transgender equality in their own schools and classrooms. In this paper we will examine how the original principles on which the project design was based have manifested themselves throughout the course of the project, drawing upon examples of classroom practice and reflective discussions among project team members. We will explore how designing intentionally for collective participation has produced spaces for people to do and think in ways that have not only gone beyond what we imagined but have also challenged and sometimes contradicted our own ways of thinking. 相似文献
7.
This article examines the results of a European project that is based on writing a book, from an educational perspective. 18 schools from 13 different European countries have taken part in the project. The study itself has its origins in a Comenius 3.1 project that was co-ordinated by the 'Collegi de Doctors i Llicenciats de Catalunya'. It established that university teams would visit the 'book writing' schools, providing support to teachers and analysing, describing and publishing their experience. The article is divided into two parts. On the one hand, we intend to describe the activities carried out in the Vedruna Àngels School in Barcelona, and on the other, we will be providing an analysis of the information supplied in a questionnaire that has been completed by the teachers at the schools that have taken part in a Comenius Action 1 project. 相似文献
8.
Patricia M. Burbank Norma J. Owens John Stoukides E. Belle Evans Marie M. Leinhaas Joann M. Evans 《Educational gerontology》2013,39(6):451-472
Almost all of the emphasis within interdisciplinary education in geriatrics has focused on the training of clinical teams, to the exclusion of an appreciation for the unique issues facing educational teams. This paper explores the perils and payoffs of the development and implementation of an interdisciplinary curriculum by an inter-institutional faculty team at the Rhode Island Geriatric Education Center (RIGEC). Following a discussion of the principles and concepts guiding the development of the curriculum - an interdisciplinary team approach, a goal-based focus, and continuous quality improvement - the structure and implementation of the curriculum development are described. Special attention is directed toward process and outcome evaluation issues. Lastly, recommendations related to the educational team process are suggested as guidelines for faculty developing academic teams in gerontology and geriatrics. Overall, the unique and multifaceted challenges of educational teams are highlighted and lessons learned from the RIGEC experience summarized. 相似文献
9.
10.
《Journal of Education for Students Placed at Risk》2013,18(1):101-102
Districts and schools are becoming increasingly attracted to externally developed reforms for their potential to raise students' test scores and, to a lesser extent, to increase schools' capacity for change. However, the implementation process of these externally developed reform designs is not well understood. This article uses data collected in a study of 13 multicultural, multilingual elementary schools, each implementing one of six externally developed designs, to examine the implementation process from an interactive perspective. All 13 schools are located in the same district, Sunland County Public Schools. Using a sociological framework of design implementation, the article analyzes the ways in which the state, district, design teams, and schools interacted to support some reforms and weaken others. More specifically, it examines several dialectically constructed factors (e.g., "measured merit" or "curricular fit") to see how these factors were created through the interaction of the different arenas and how they shaped the reform implementation. The article concludes that, although schools and design team actions influenced the ways the designs were received within the school, state and district forces were more important in determining the overall success or failure of the designs. 相似文献
11.
The leadership of educational change in schools is a complex task, particularly at a time when schools are being granted greater autonomy but are also under greater scrutiny through the publication of high stakes test results. This paper examines the complexity of the task of changing a school culture and the challenges faced by leaders engaged in this task. It is informed by case studies of two principals involved in a project designed to bring long-term change. The study provides insight into the qualities which make change leaders effective, and the different ways that leaders manage the task. The paper concludes with implications for the management and sustainability of change in schools. 相似文献
12.
Power,participation and decision making in the primary classroom: children as action researchers 总被引：1，自引：1，他引：0
Sue Cox 《Educational Action Research》2013,21(4):457-468
This article discusses a project focused on children researching their role in decision making in their classrooms and schools, with a view to increasing their involvement. The action research project was carried out by children, their class teachers and university researchers in six Norfolk primary schools from 2004 to 2006. As the project aimed to introduce more participatory approaches to decision making in classrooms, this necessarily had implications for the ways in which adults worked with children as action researchers. The article explores the constraints encountered by both children and teachers in sharing decisions and in carrying out action research, and identifies two dimensions: the teachers’ thinking and action, as well as children’s research and decision making. The teachers struggled with their need to mediate the project aims in the context of the changing nature of their professional role in the current target‐driven school culture. 相似文献
13.
国家示范性高职院校实施项目管理的几“何”分析 总被引：2，自引：1，他引：1
韦莉娜 《南宁职业技术学院学报》2009,14(4):34-37
通过分析国家示范性高职院校建设中"缘何"实施项目管理,引入项目管理后"有何"困难,"如何"实施项目管理等问题,提出示范建设院校开展项目管理必须要全员加强学习,正确认识项目管理,建立示范建设项目管理机构,对项目执行进行实时监控管理,建立项目团队的工作协调机制。 相似文献
14.
Everett T. Keach 《The Journal of environmental education》2013,44(2):3-6
Abstract When an environmental studies curriculum was developed for senior high schools in Israel, special attention was paid to the methodological approach, to content selection, and to the integration of central and school-based curriculum strategies. While central curriculum teams usually have an advantage in their better access to budgets, to specialized sources of information, and to central examination bodies, local teachers are those who best can develop a curriculum unit based on a real, environmental problem, toward which students can actively contribute a solution. A model is described, which was used to optimize the contribution of both central and school-based curriculum teams. The main implementation problems located were the need to identify local sources of knowledge and the need to train teachers in choosing modular curriculum units, in working with groups on a realistic project, and in project evaluation. 相似文献
15.
1+X证书制度是提高技术技能人才培养质量的重要举措,是深化复合型技术技能人才培养培训模式和评价模式改革的重要途径,是探索构建国家资历框架的基础性工程。1+X证书制度涉及多方利益主体,事关人才培养体系重构。基于1+X证书制度的实施,提出“四方联动、五链耦合”人才培养机制。所谓“四方联动”,是指政府、学校、企业、培训评价组织四方高度协同、实时联动;所谓“五链耦合”,是指基于1+X证书重构教学流程、再造课程结构,人才培养体系中的智慧型岗位、模块化课程、结构化团队、项目化教学、复合型人才五个环节高度耦合、环环相扣,形成复合型技术技能人才培养新机制,以期为中国特色高水平高职学校建设提供参考借鉴。 相似文献
16.
This paper reports on a curriculum project in which principles of instructional design are integrated with real-world experiences in a corporate environment. Working in design teams, graduate students served as instructional developers in a corporate environment. The course instructor acted as project leader. Initially, both the client organization and design teams expressed confusion concerning their roles in relation to the course instructor. Design teams initially used technical language not readily understood by the client. The lack of guidance in instructional models on the development of appropriate instructional strategies was noted by all teams. Design teams concluded that knowledge of instructional design principles is a necessary but not sufficient preparation for professional activity as instructional developers. By the end of the three-month project, both the client organization and the design teams expressed strong satisfaction with the process and the outcome. 相似文献
17.
Nahia Intxausti Feli Etxeberria Isabel Bartau 《International Journal of Inclusive Education》2017,21(1):14-30
This paper forms part of a research project that aims to characterise best practices in highly effective schools in the Autonomous Region of the Basque Country (ARBC). The aim is for the best practices identified to serve as points of reference when designing improvement plans to be implemented in all schools in the ARBC, with the advice and support of the education inspectorate. Highly effective schools are identified through the results of the Diagnostic Assessments carried out by the Basque Institute for Research and Evaluation in Education (ISEI-IVEI) of all primary and secondary schools in the ARBC. Multilevel statistical modelling and Hierarchical Linear Models were used to select 32 highly effective schools, with highly effective being taken to mean any school with higher-than-expected student results after adjusting for the effect of contextual factors. Eighty-three interviews were conducted with management teams, educational advisors and inspectors at each of the selected schools. This paper presents the results obtained in relation to how attention to diversity is organised. The practices identified included, among others, inclusive actions such as support teaching in ordinary classrooms, the splitting up of classroom groups, the formation of heterogeneous groups and the conceptualisation of the support provided as a shared teaching responsibility. 相似文献
18.
This article provides the final report on a research project that investigated the ways in which curriculum innovation can be led successfully in primary schools. Data gathering included 40 semi-structured interviews in 10 successful primary schools in England of varying sizes and types and in a range of geographical and social locations. Findings suggest that in order for curriculum innovation to be successful, school leaders need to create an ethos for change that empowers teachers to experiment with the curriculum through the adoption of distributed forms of leadership, and that in-school and between-school cooperation is a key mechanism for change. 相似文献
19.
Naomi Hartnell 《Educational Psychology in Practice》2010,26(2):187-203
This study evaluates the work of a multi‐disciplinary Behaviour Support Team developed to support schools in managing problematic behaviour. An evidence base to inform future service delivery is developed, using a model of evaluation which incorporates both quantitative, outcome data and more explanatory qualitative data, incorporating the views of service users.
Focusing on the first year of service delivery, interventions are evaluated as effective by client schools and positive changes in pupil behaviour are demonstrated. The mechanisms contributing to successful interventions are analysed, including the importance of maintaining a collaborative and systemic approach to problem resolution. The evaluation suggests ways in which educational psychologists working in multi‐disciplinary teams can enhance schools’ capacity to manage challenging behaviour. 相似文献
20.
Jane Coles 《Changing English: An International Journal of English Teaching》2017,24(4):386-398
This article offers a case study account of a garden-themed poetry writing project run by a creative writing organisation in partnership with a class of 9–10-year-old children from a London primary school. I explore the concept of creativity which framed the five-week project and analyse the different ways in which the creative practitioner worked collaboratively with the class teacher to develop children’s writing, not least by adopting an open, inclusive pedagogy. Despite the obvious successes of this project, I raise questions about the role of creative practitioners working in schools and the ways in which special projects locate creativity on the margins of the mainstream curriculum. 相似文献