共查询到19条相似文献，搜索用时 46 毫秒
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“校长合作领导”是西方中小学中一种独具特色的地方性教育实践模式.“校长合作领导”强调校长领导角色不再由一位领导者担任,而是由两位领导者共同或轮流担任;它是分布式领导理论关照下的表现形式之一,也是学校教育改革的必然产物.在实践过程中,“校长合作领导”主要衍生出职责分工型、支持互助型、交替分工型与共同管理型四种模式.这些模式的有效实施依赖于分享学校领导者领导职能、开展学校领导者战略合作、创新学校组织結构和管理方式以及提升学校领导者领导能力四个方面. 相似文献
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从"自在"走向"自为":校长走向课程领导的策略 总被引：2，自引：0，他引：2
从管理走向领导是新课程改革对校长的角色要求.新课程改革需要校长从"自在"走向"自为",成为有效能的领导.校长要想真正承担课程领导责任,必须从领导者自身、学校内部因素和学校外部因素三个方面思考和改进. 相似文献
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刘亚 《中小学心理健康教育》2017,(8):21-22
一、引言
正念(Mindfulness),源起东方禅修技术,后传入西方,受到心理学界的广泛关注,其代表人物是麻省大学医学中心的乔·卡巴金(J.Kabat-Zinn).卡巴金教授认为正念就是有意识地觉察、活在当下、不加批判,换句话说就是单纯地觉察、关注当下发生在自己身上或周围的一切,不作任何评价和判断.正念训练的主要技术包括:躯体扫描、正念观呼吸、正念散步、正念瑜伽、正念吃葡萄干等.目前以"正念"为基础形成的正念疗法已经成为一种系统的心理疗法,主要包括:正念减压疗法、正念认知疗法以及辩证行为疗法.国内外有关正念的研究和应用已经相当普遍和成熟,已有研究总结提出正念训练能够改善个体抑郁症、强迫症、焦虑障碍等心理障碍,提高个体正性心理品质.国内有关中学生的研究也如火如荼,正念研究提出正念水平与中学生心理健康水平显著正相关,与正性情绪呈显著正相关;孟祥寒利用正念训练和放松训练缓解中学生考试焦虑的研究发现前者比后者效果更好;苏丽萍发现正念团体训练对中学生的学业拖延效果显著.由此可见,可以尝试把正念应用到中学生心理健康教育中. 相似文献
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孔翠 《中小学心理健康教育》2017,(10):28-29
正念冥想是一组以正念技术为核心的冥想练习方法,最早起源于佛教,与现代心理学理论融合后,逐渐去宗教化,近些年随着神经科学研究方法的不断发展也快速发展起来, 并广泛应用到商业、创新、领导力等领域.所谓正念,多数人把它理解为个体有意识地把注意力集中在当下而出现的一种意识,它是对主观意识不做任何判断的一种自我调节方法.正念疗法的基本方法是冥想,具体来说是两点:第一是将注意力集中于当下; 第二是对当前头脑中的一切观念都不作任何评判. 相似文献
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周耀威 《宁波教育学院学报》2013,15(1):83-85,102
依靠源自学校内部的力量而进行的持久的学校革新,应该采取不同于以往的革新方式;促成教师基于角色转型和职业生活方式改变的专业力量的兴起,是决定学校变革成败的关键因素。教师领导这一新的角色被视为教师增权、促进变革和教师专业社群建设的必然选择。教师领导意味着教师要成为促进学生学业发展的领导者,要推动其他教师改进教育教学实践,促进学校内部领导群体的形成。教师领导的途径包括"参与"、"互动"和致力于生成"合作文化"。 相似文献
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学校道德领导的意旨、反思与践行 总被引：1，自引：0，他引：1
学校道德领导坚持领导活动的价值负载性假设,以唤醒追随者的高层次需要和实现目的共享为主要任务,并强调领导者自身道德品性的前提性意义.它一方面切应着当下学校领导实践的时弊;另一方面也存在着主观与客观、引导与误导、同化与多样的内在紧张.结合现实与道德领导的可能问题来看,学校道德领导的践行须关注三个问题:一是确立学校领导阶段论思维;二是力行能提升道德水平的行为;三是作出有利于道德领导的制度调整. 相似文献
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分布式领导是分布于学校组织中的领导者、追随者和特定情境交互作用网络中的一种领导实践理论。最核心的特征是赋权、分享领导和团队合作,其核心目标是让每个个体在拥有共同愿景和融洽气氛的团体中都能取得成功。也就是说,领导者的角色不再限于个体而是整个教育共同体的成员,包括校长、教师、学生等;领导方式从单向度、 相似文献
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郭承金 《山西教育(综合版)》2013,(6):40-42
社会在发展,时代在变化,无论什么时候,校长的角色都是多样的。作为校长,不管是什么角色,都必须有一个共同的角色定位,那就是学校的领导角色。在这一切角色中,校长首先应做一名领导者,做一名领导型的校长。一、领导型校长要正确认识校长是学校的领导校长作为领导,首先是教育思想的领导,其次才是行政上的领导。校长在学校中并非仅是领导的角色,还充当着管理者、组织者、指挥者、执行者、教学者、 相似文献
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王建中 《内江师范学院学报》2010,25(Z1)
通过对学校管理实践和思考,探索了科学合理的学校领导模式.领导者既要制定出任务及完成任务的相关保障体系,又要尊重被管理者的个性特点,同时,也允许领导者充分发挥自己的特长和个性,达到"人性型领导"模式、"任务型领导模式"和"不可变因素"的有机结合,在不同的特定环境和条件下,既相对侧重,又有机统一. 相似文献
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Mary Beattie 《欧洲师范教育杂志》2002,25(2-3):199-221
The paper presents a holistic view of educational leadership that is based on relational learning, collaboration, connectedness and commitment to self, to others and to community. The context of the study is a community high school where teacher-leaders are responsible for the governance, the daily administration and the teaching in the school. The interconnectedness of teaching, learning and leading are acknowledged by teacher-leaders whose work is based in an understanding that the intellectual, emotional, social, moral, spiritual and aesthetic dimensions of human beings are inextricably interconnected. The focus for school leaders is on working to co-create a learning environment which emphasizes authentic self-expression, the development of relationships, and the development of the whole person within the school, the local and global communities. Two major themes are used to explicate and discuss the enactment of these issues and to outline the boundaries and obstacles encountered in the realities of everyday practice. These themes are: (a) the development of an authentic voice and identity: supportive relationships, dialogue and shared governance; (b) learning from and with others: creating a culture of collaboration, connectedness and commitment to community. 相似文献
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Considering that some university-based principal preparation programmes may not be properly training principals for leadership roles, “grow your own” leadership development programmes have become more popular across the US. This study provides a contribution to previous research in terms of the specific components a district leadership development programme may incorporate into its curriculum in order to positively influence school principals’ effectiveness as school leaders. A purposeful sample of second-, third- and fourth-year campus principals working in a large urban school district in the south-west region of the US who had participated in their district’s leadership development programme were administered the Principal Effectiveness Survey and participated in semi-structured interviews to examine the influence of the programme on the participants’ effectiveness as leaders. Survey results indicated that principals consider training activities related to human capital, executive leadership, school culture and strategic operations as having a “high” influence on their effectiveness as school leaders. In addition, interview data revealed the importance of supervisor support and building relationships with peers as critical to their continued success as leaders. 相似文献
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教研组长领导力不仅影响着一所学校学科发展的方向,而且决定着一所学校学科教研的高度。文章围绕职称、学识、认同、建设和立人这一领导力的五个层次,以问卷和访谈的方式调查分析了福建省中学英语教研组长领导力的现状,在此基础上,提出了加强自我学习,提高学识魅力;加强文化建设,提升组织凝聚力;深化管理改革,激活潜在活力;优化培训方式,提高管理效力;深化实践环节,提升教学执行力等五个对策建议。 相似文献
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教学是学校的中心工作。随着全国范围内课程和教学改革的深入推进,人们越来越关注教学领导。教学领导研究是当前国际上的一个研究热点,并呈现新的特点。教学领导涉及多方面的因素,校长不仅要担当教学监控、反馈和指导等职能,而且还要致力于营造良好的学校文化和组织氛围;校长不仅是教和学的领导者,同时还承担支持者的角色,为教学提供资源和时间上的保障,促进教师在专业上不断进步。而教师也不再只是单纯的课程执行者的角色,而是被赋予课程开发者的角色,创造性地生成课堂和开展教学。 相似文献
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School‐level conditions and school leadership, in particular, are key issues in efforts to change instruction. While new organizational structures and new leadership roles matter to instructional innovation, what seems most critical is how leadership practice is undertaken. Yet, the practice of school leadership has received limited attention in the research literature. Building on activity theory and theories of distributed cognition, this paper develops a distributed perspective on school leadership as a frame for studying leadership practice, arguing that leadership practice is constituted in the interaction of school leaders, followers, and the situation. 相似文献
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While the role of leadership in improving schools is attracting more worldwide attention, there is a need for more research investigating leaders’ experiences in different national contexts. Using focus-group and semi-structured interview data, this paper explores the background, identities and experiences of a small group of Jamaican school leaders who were involved in a leadership development programme. By drawing on the concepts of culture, socialisation and identity, the paper examines how the participants’ journeys of becoming and being school leaders are influenced by national-level societal and cultural issues, experienced at a local level. The findings suggest that in becoming school leaders, the participants perceived that they had a strong sense of agency in attempting to change the social structures within the institutions they lead and in the surrounding local communities, which in turn, they hope, will have a lasting effect on the nation as a whole. 相似文献
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ABSTRACT The premise of this article is that studies of distributed leadership could benefit from further incorporation of institutional approaches to better understand complex reform demands facing school leaders working for instructional improvement. We begin by articulating the core components of a distributed perspective on leadership and of an institutional perspective on organizational change. We next describe our methods for reviewing a purposeful sample of 28 highly cited empirical articles on distributed school leadership in K-12 settings. We argue that studies that fully integrate institutional and distributed perspectives can contribute important insights on how school leaders manage the pressures of complex policy environments and the role of collective structuration in defining and legitimating distributed leadership practice. 相似文献
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论女性心理与柔性化领导方式 总被引：1，自引：0，他引：1
朱斯琴 《内蒙古大学学报(人文社会科学版)》2010,42(4):64-67
当今社会,柔性化领导方式成为适应现代领导实践要求的领导方式,而女性领导在这方面具有独特的优势。女性领导比男性领导具有较强的亲和力、较强的协调能力、较高的忍耐力和责任感,善于进行共情式领导,刚柔相济,能够以柔克刚。女性领导要有效地实施柔性化领导,就要以人为本,建立有效的激励机制;重视调控组织成员的情绪情感;加强人际沟通与协调,团结合作;提高非权力因素的影响力。 相似文献