共查询到20条相似文献，搜索用时 15 毫秒
1.
Sandra Brenneman Oldendorf 《Teaching Education》2013,24(2):119-124
Many teacher education programs in the United States (US) face increasing demands to better prepare teachers for entry into and retention in urban schools. Through a US Department of Education grant, a university–school partnership was formed to develop a community‐based model of teacher preparation that placed pre‐service teachers in urban schools for a full year. Based on questionnaires and interviews with university teacher education faculty, and both pre‐service and novice classroom teachers who took their first jobs in urban schools, this research considers the common concerns and disparate roles that the three groups considered paramount in preparing new teachers for urban schools. 相似文献
2.
Amalía Björnsdóttir Ólafur H. Jóhannsson 《Scandinavian Journal of Educational Research》2013,57(5):513-526
The governance of basic schools (grades 1–10) in Iceland was transferred from state control to municipal control in 1995 with a new Basic School Act. This transfer was in line with the emphasis on school‐based management that was stressed in the Act. This policy was criticised by many, including teachers and their union representatives. Research indicates that basic principals are very pleased with their new working environment, but showed indication of dissatisfaction amongst teachers. Accordingly, it was of interest to investigate how this policy has influenced the working environment of basic school teachers: Has it facilitated increased autonomy of schools? Has it enhanced participative decision‐making and co‐operation amongst teachers? What kind of pressures and expectations has it generated from parents and municipal educational authorities? A questionnaire was sent to a sample of 750 teachers during the spring of 2005. The findings indicate that there seems to be a gap emerging between the perceived professional independence of schools and the professional independence of teachers. This study also indicates that the general teacher wants to be more involved in decision‐making in his/her school in areas such as development projects, in‐service planning and distribution of financial resources. The study also shows that external demands and pressures on teachers have increased considerably, particularly in urban areas. 相似文献
3.
This mixed‐method study examined characteristics and predictors of teacher collaboration. Limited research exists that describes the characteristics of teacher collaboration, and surprisingly little work explains the ways in which teaching experience and teachers’ perceptions of the school environment influence teacher collaboration. Questionnaire data were collected from a sample of 118 elementary school teachers in six schools in a northeast urban school district, and interviews were conducted with administrators in each school. Three schools were in their second year implementing the Responsive Classroom ® (RC) approach, and three schools were comparison schools. Teachers reported collaborating approximately once or twice per month, generally with fellow grade‐level teachers about student‐centered topics. Teachers in RC schools reported more frequent formal collaboration than comparison school teachers. In regards to predicting teacher collaboration, teachers who used more RC practices and/or resources reported collaborating more, valuing collaboration to a higher degree, and perceiving greater involvement in school decision‐making, controlling for whether they taught at a RC school. Also, teachers’ perceptions of the school environment related positively to teacher collaboration. The current study adds to the understanding of teacher collaboration and its antecedents, contributing uniquely to the literature on how a school‐wide educational initiative is associated with teachers’ perceptions of their school environment as well as their collaborative behaviors and beliefs. 相似文献
4.
中国特色社会主义新时代是中国发展新的历史方位。在乡村振兴的背景下,乡村小规模学校的发展一直是全面提升乡村教育质量的短板,即使在经济政策大力支持下的乡村小规模学校,依然存在着诸如学校规模萎缩、生源质量差、教师“留不住”等困境,出现了“强支持弱发展”现象。为了更好地推进城乡义务教育均衡,落实政策实施的有效性,文章从城镇化进程给农村带来的务工结构变化、乡村文化的失落以及教育协同等方面深层次挖掘出现这一现象的原因。顺势而为,提出科学发展乡村小规模学校,完善政策保障机制,盘活优化小规模学校教师资源配置;发挥乡村校长领导力,激发乡村教师发展力,提升小规模学校发展质量;创办农村家长学校,提升家校合作水平等改善路径。 相似文献
5.
ABSTRACT This paper explores how six English primary school teachers enact assessment and attainment-focused policy and asks what this performative policy work does and whether it shapes or requires a new kind of primary teacher subjectivity. The paper draws on a small study of policy enactments in two primary schools in Greater London in order to discuss two dimensions of policy enactment that emerged from our data: first, shifting assessment regimes in primary schools which create an enactment environment of second-guessing policy; second, a shift in focus from the individual child to targeted groups that raises questions about more traditional primary school values. The paper concludes with a reflection on the effects of contradictory values and practices and how this policy context creates a form of ‘doing without believing’ in the English primary school. 相似文献
6.
This ethnographic interview study examines the factors, challenges, people and events that impacted the teaching lives of new language arts teachers. Participants taught in urban, diverse, and underserved schools. We examine our findings related to the reputation of the school, the role of the school leaders, the role of other new teachers, teacher identity, and the impact of teacher preparation programs, which emerged as clear patterns from their interviews. Data on the school culture and personnel also revealed important information on the obstacles these teachers face and supports that sustain them. This study leads to potential future research to broaden our understanding of how to attract, support, and retain new teachers in the field of language arts education. 相似文献
7.
Maria Assunção Flores 《Teachers and Teaching》2018,24(3):223-245
This paper reports on findings from a broader piece of research aimed at investigating the ways in which head teachers experience a new teacher evaluation policy in Portugal, particularly in regard to the challenges and perceived effects of the policy on school and on teacher development. Data were collected through a questionnaire with open and closed-ended questions. In total, 134 head teachers participated in the study. Findings suggest a number of tensions and problems, most of which are related to the key features of the model of teacher evaluation itself. Others issues pertain to the lack of recognition of the appraisers and to the emergence of tensions amongst staff leading to the deterioration of the school climate. Persisting challenges to policy implementation, perceived effects on teachers and schools as well as the dilemmas of head teachers are analysed. The article concludes with the discussion of ways forward. 相似文献
8.
Based on a 5-year naturalistic evaluation of an urban university-school collaborative that focused on preparing teachers for urban schools, this analysis was initiated to determine to what extent inequalities between the university and school personnel mitigated the attainment of intended outcomes. Results indicated that some positive change occurred, such as professors and teachers learning to speak the same language on instructional teams, which led to improved field experiences for students. However, cultural differences with concomitant inequities between school and university personnel prevented more permanent change. Inequities of power were inadvertently written into the proposal and were exacerbated at two levels: (1) the collaborative policy board, in which districts, due to larger representation, wielded greater power over budget and hiring in the collaborative; and (2) instructional teams where professors wielded power over several teachers with resistance from teachers. By the end of 5 years, the funded portion of the urban teacher education program that included a collaborative policy board and instructional teams had fallen mostly by the wayside. Cooperation between professors and teachers reverted to precollaborative levels with only loose coupling remaining. Preservice students continue to do field experiences in the professional development schools under supervision. The university education unit recognized the benefits, but continues to struggle with how to revive the level of cooperation that began with the urban program and to create long term partnerships that go beyond mere placement of students into the field. 相似文献
9.
Eran Tamir 《Journal of Educational Change》2014,15(3):327-355
Recruitment, preparation, and retention of graduates of elite colleges is considered an innovative approach to improve teacher quality and promote change in the neediest schools. While the debate over the effectiveness of such programs is heavily focused on programs like Teach For America, this paper considers three teacher preparation programs located at elite colleges that combine alternative and traditional teacher preparation. This article argues that teachers who were trained at elite colleges and who chose teaching in urban public, urban Catholic, and Jewish schools tend to (a) conceptualize teaching around broad issues related to social justice, educational change, and community revitalization, arguing they joined teaching to improve society, and (b) seek leadership positions in their respective school sectors. These findings carry substantial policy implications in the areas of teacher recruitment, preparation, retention, and teacher quality. 相似文献
10.
This paper reviews 25 years of research on small rural schools in England, in a period of unprecedented educational reform, and shift in government policy on small schools from persistent threat of closure through a period of a centrally funded ‘presumption against closure’ in the early 2000s. It notes a dearth of funded or peer-reviewed research since that time, but reports new research on the status of teachers in small rural schools who feel greater responsibility towards, and sense greater respect from people inside and outside schools than do their large urban school counterparts. A call for theory-led, well-designed, comparative and large-scale studies, the application of the new definition of rurality, and research which seeks pupil and community voices is expressed. 相似文献
11.
Teaching in urban schools, with their problems of violence, lack of resources, and inadequate funding, is difficult. It is even more difficult to learn to teach in urban schools. Yet learning in those locations where one will subsequently be working has been shown to be the best preparation for teaching. In this article we propose coteaching as a viable model for teacher preparation and the professional development of urban science teachers. Coteaching—working at the elbow of someone else—allows new teachers to experience appropriate and timely action by providing them with shared experiences that become the topic of their professional conversations with other coteachers (including peers, the cooperating teacher, university supervisors, and high school students). This article also includes an ethnography describing the experiences of a new teacher who had been assigned to an urban high school as field experience, during which she enacted a curriculum that was culturally relevant to her African American students, acknowledged their minority status with respect to science, and enabled them to pursue the school district standards. Even though coteaching enables learning to teach and curricula reform, we raise doubts about whether our approaches to teacher education and enacting science curricula are hegemonic and oppressive to the students we seek to emancipate through education. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 941–964, 2001 相似文献
12.
《师资教育杂志》2012,38(4):457-470
Recent educational changes in China such as the decentralization policy and the marketization of education have introduced concepts such as performativity, competition and effectiveness to the education sector and they have become part of the educational lexicon. Such policy shifts force more local participation in teacher education programmes and schools are now identified as the prime site for offering relevant professional learning activities to teachers. However, interestingly, research on professional development of teachers in China has not devoted significant attention to the voices of teachers. This paper examines how teachers from seven schools in Guangdong Province view the effectiveness of these school‐based learning activities within the new context of educational change. 相似文献
13.
Paying for quality? Associations between private school income,performance and use of resources 
下载免费PDF全文
下载免费PDF全文 Education policy in England has explicitly aimed to remodel state schools in the image of independent, private, schools. However, the body of research evidence on the operation of private schools is very small. Critics have frequently argued that, in contrast to state schools, private schools use resources efficiently because their autonomy gives them freedom to make efficient choices in response to market pressures. We investigated the resource allocation decisions of income private schools using data from their financial accounts. We report the associations of private school spending and performance and teacher and non‐teacher numbers, teacher salaries and regional earnings. Schools with higher fees had more teachers and non‐teachers per pupil, but similar average staff wages to schools with lower income. Yet we found little evidence that achievement was associated with resource use in English private schools. That is, we found no evidence to support the view that financial autonomy enabled flexibility in using resources to promote higher achievement. 相似文献
14.
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
15.
Junius L. Meriam 《Journal of Experimental Education》2013,81(4):327-332
Attitudes, beliefs, perceptions, and classroom practices of teachers in 24 urban and suburban elementary schools throughout the United States were assessed with teacher questionnaires and classroom observations during a single school year. Teachers in schools serving students from economically disadvantaged backgrounds put greater emphasis on teacher authority and control and less on student autonomy and constructivist approaches than teachers in other schools did. Teachers in schools serving students from economically disadvantaged backgrounds also were less trusting of students and more skeptical about their abilities. Teachers’ beliefs were generally consistent with their practices, even when school poverty level and students’ mean achievement levels were statistically controlled. 相似文献
16.
This study examines the teaching gap between rural and urban schools in China from the perspective of teacher professional learning communities (PLCs). Drawing on in-depth interviews with 36 primary school teachers, the study finds striking disparities between rural and urban schools in the working of Teaching and Research Groups (TRGs). These disparities in TRGs result in divergent patterns of instructional capacity building in rural and urban schools. The evidence shows that teaching and teachers are strongly shaped by the school organizational context. It suggests that strengthening school-wide PLCs is an important way of narrowing the rural-urban teaching and learning gaps. 相似文献
17.
Jason Ravitz 《Peabody Journal of Education》2013,88(3):290-312
This study describes the status of small school reforms in U.S. high schools and contemplates their future. It asks how cultural and instructional reforms differ across school reform types. Analyses focus on indicators of teacher and student culture as well as instructional reforms including project-based learning (PBL) and other inquiry-related practices. Findings are based on data from a national survey completed by 395 high school teachers who were responsible for and had used PBL in core academic subjects. Study participants taught in large, comprehensive high schools; in schools that had converted to small learning communities; and in newly created small school start-ups. Some of these small schools and conversions were based on a reform model, and others were not. Teachers in reform model schools reported the greatest number of cultural and instructional reforms, followed by teachers in other small schools. Reform models were particularly strong on instructional reforms and student culture. In general, start-up teachers reported more success implementing reforms than teachers in conversion schools, and teacher culture was reformed much more often than student culture and instruction. These findings help shed light on how widely practices and conditions have spread throughout the broader small schools movement, and which of these (including extensive PBL use) only seem to flourish in schools that subscribe to a holistic reform model. 相似文献
18.
AbstractSafety in and around schools is an on-going concern in South Africa. Current education policy related to school safety institutes mechanisms to reduce violence as a measure of promoting safety. The highest rate of violence reported by learners occurs in the classroom. By implication, how teachers are either enabled or constrained to respond to violent incidents in classrooms is critical. With the aim to determine how education policy related to school safety either enables or constrains teacher agency in South African education policy related to school safety, the article reports on a study that examined the mechanisms of the National School Safety Framework (NSSF) together with the context at schools. The study found that the NSSF mechanisms and school context find little enabling teacher agentic action, where learning is concerned. Although the NSSF mechanisms require teachers to perform many roles as measures of reducing violence to promote school safety, none involve pedagogic strategies or techniques. Given that teachers’ greatest challenge in the context of violence is the disruption of teaching and learning, the NSSF mechanisms are inadequate as an education policy related to school safety within the current context of insecurity in South African schools. 相似文献
19.
20.
Jennifer H. Waddell 《The Teacher Educator》2013,48(4):276-295
The positive impact of family–school relationships is well documented in the literature, as is the need for teacher education to prepare teachers to work positively with diverse families. This article reports the experiences and perspectives of candidates in an elementary urban teacher preparation program in the United States as they engaged in authentic experiences with the families of their students. Findings provide evidence that authentic experiences within constructivist teacher education can help candidates regard families as a valuable resource for teachers in urban schools. The results highlight the need to provide candidates with authentic and relevant community- and family-based experiences within carefully designed teacher preparation programs as we strive to prepare the teachers all children deserve. 相似文献