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1.
As a result of complex school reforms the role of the principal has undergone significant changes, internationally. Consequently, a considerable number of principals leave their positions, both voluntarily and involuntarily. This article presents the findings of a study into job mobility, concentrating on involuntary or premature departure amongst principals in primary and secondary education in the Netherlands. All primary and secondary schools with job mobility over a period of three years were traced: 920 schools reported job mobility for 1009 principals. The authors then examined which part of this job mobility consisted of premature departure. For this purpose, three characteristics of job mobility were investigated: involuntariness, labour disputes and official reasons reported for job mobility. The data were also analysed for male and female principals separately. 相似文献
2.
This article presents a case study on internationalization assessment. The international, intercultural and global dimensions at the school level are examined, focusing on the case of one particular secondary school in Israel. A novel, practical assessment tool is presented for the measurement of internationalization intensity and scope at the school level, based on systematic analysis of school websites and adapted from the existing assessment tool for higher education institutions. The results are verified by an in-depth interview with the principal of the focus school, confirming that the proposed tool can be easily used in large-scale studies. According to the assessment conducted, it was found that internationalization processes take place in each of the tested domains, although a large variation was found in intensity and appearance. This case study of an Israeli secondary school may serve as a point of departure to study internationalization in the secondary education system through the proposed comprehensive, reliable and easy to use school website assessment tool. 相似文献
3.
《Africa Education Review》2013,10(3):397-415
Abstract In the last two to three decades teachers’ work has been plagued by problems internationally. These problems include a growing dissatisfaction of teachers about their working conditions (characterized by heavy workloads and low salaries), the growing attempts by governments to control teachers’ work and the increasing negative public image of the teaching profession. This negative public image of teaching is manifested in the failure of the profession to attract enough students and the fact that those who are already in the profession want to leave. These factors had, inter alia, lead to a collapse of professionalism amongst teachers in general. There are, however, also other factors that have an influence on the professionalism of school teachers. It is argued in this article that the management role of the school principal is a crucial factor that influences teacher professionalism. This influence can be either positive or negative, depending to a large extent on how effectively the principal is managing the school. This article, derived from an empirical case study undertaken among a number of secondary schools in the Eastern Cape Province of South Africa, is an attempt to conceptualise the important and pivotal managerial role of the principal in promoting professionalism amongst teachers in this province. 相似文献
4.
Mary Helen Hunt Joel Meyers Gwen Davies Barbara Meyers Kathryn Rogers Grogg John Neel 《Psychology in the schools》2002,39(4):399-416
The present study addresses school violence and school drop out and proposes that the underlying factor of school connectedness/school climate should guide preventive and intervention efforts. Data were gathered from five schools in a small city school district in north Georgia. Group and individual interviews served as the basis for constructing a 78‐item district‐wide survey administered to 304 school employees. Data are presented on individual items from the survey. Principal components analysis revealed five distinct factors: school connectedness/positive school climate, causes of violence, causes of school drop out, interventions for drop out, and interventions for violence. The principal components analysis was the basis for construction of a revised scale. Differences between revised scale scores were noted as a function of whether respondents were from central office, elementary or secondary schools. The five revised scales had correlation ranging from .31 to .59. Implications for research and practice are discussed. © 2002 Wiley Periodicals, Inc. 相似文献
5.
郑希付 《湖南师范大学教育科学学报》2002,1(2):21-25
我国现代教育存在的一种典型弊端是对受教育者拨苗助长,这种现象的典型后果是情智分离。幼儿园的识字教学、小学的早龄入学、大学的少年以及贯穿整个教育阶段的跳级现象等都是拔苗助长的典型表现。情智分离的后果是受教育者随着年龄的增长表现出越来越突出的社会不适应。情智分离的主要原因主要有如下几方面：研究者的误导,现行考试体制存在弊端,人们对我国某些政策的误解,社会残缺的教育观念以及教育领域的近期效应。 相似文献
6.
Mahmoud Mohamed Emam Hussain Alkharusi 《International Journal of Disability, Development & Education》2018,65(5):475-492
The study examined school leaders’ and teachers’ perceptions of Learning Disabilities (LDs) in Key Stage1 Schools in a sample drawn from schools in Muscat, the capital city of Oman. A sample of 175 school leaders and 175 teachers completed The Survey on Learning Disabilities (SLD), an instrument developed to explore beliefs and perceptions of the causes of LDs. A principal component analysis indicated that six factors underlie perceptions of LDs: The governmental formal educational system, repertoire of teachers’ skills and school support, familial and cultural background, students, academic curriculum, and social change. Multivariate analyses showed that school leaders perceive more strongly than teachers that the governmental formal educational system and academic curriculum as main causal factors for LDs. Implications for support of students with LDs in inclusive settings in Oman are discussed. 相似文献
7.
Paula M. Fleming 《Equity & Excellence in Education》2013,46(1):87-90
This article discusses how an experimental social science curriculum has influenced Latina/o students' perspectives of their potential to graduate high school and attend college. The curriculum, which is called the Social Justice Education Project (SJEP), requires students to adopt a serious academic subjectivity to analyze and address social conditions that may undermine their future opportunities. The curriculum reflects graduate-level seminars in critical theory and participatory action research. Many students in the first cohort to participate in the program were labeled “at risk” of dropping out. These students not only graduated but also excelled with the advanced-level course work. Their exposure to advanced-level work was the best measure for preventing their premature departure from high school as well as preparation for college. The article concludes with recommendations for how universities can work with local schools to foster the type of academic climate that is conducive to success. 相似文献
8.
This study examines female adolescents' responses to opportunities, costs, and community in West Virginia. It is posited that adolescent women's responses to structurally determined contextual factors will be the most important determinant of the teen birth rate. It is posited that girls avoid becoming pregnant and work to stay in school as a wise investment in their future. The variation in males' participation in contributing to teen pregnancy is not considered due to data limitations. West Virginia is a state with low teen abortion rates and limited teen mobility out of state. Community is construed as having a positive sense of affiliation and value for adolescents. Community is measured by school size and a range of 7 measures of community social organization: percentage of urban population in the district, percentage Black, percentage neither Black nor White, level of educational attainment, percentage of college preparatory students, percentage of college students, and percentage of service employees. The 7 factors were reduced with principal component analysis to a measure of modernity. Findings indicate that the birth rate increased by 8% for every increase of 100 students in average school size. The modern variable, which indicates departures from traditional patterns of community organization, was positively, statistically significantly related to the teenage birth rate. The college degree variable was related to increased teen pregnancy as a departure from traditional norms and decreased teen pregnancy as a measure of opportunity. Findings contrast with traditional interpretations of teen pregnancy. Findings indicate that teen pregnancy reflects a lack of opportunity, a decline in traditional community patterns, and the replacement of traditional social relations by shifting labor market relations. Teen births are consequences of disadvantage and disruption as context-driven factors. 相似文献
9.
《Journal of Marketing for HIGHER EDUCATION》2013,23(3):31-44
ABSTRACT For many universities and their faculty, summer school in an important segment of the university school year. Yet, in recent years, summer school enrollment declines have threatened the viability of summer school programs. This study examines factors that contribute to declines in summer school enrollment, causes that influence students to enroll in summer school, factors affecting course selection, and reasons for not attending summer school. Department Heads of AACSB accredited universities and marketing students were surveyed for this study. Results indicated that approximately 50% of departments report declines in summer school. Possible causes of enrollment declines are identified in the results. Students report that reducing the number of semesters required for graduation and reducing class loads during regular semesters were the two primary reasons for attending summer school. The findings suggest potential courses of action and recommendations which are discussed. 相似文献
10.
在学校改进中,校长的领导力起着关键作用,其中,浇铸理念、创建愿景、凝练信任、分享权力是学校改进取得成功的重要领导力。这些领导力使校长能倾听自己的声音,给团队成员以动力,促进团队成员精诚合作,为团队成员提供发展的机会。学校改进是内生式的发展,大学研究者是校长及其学校团队的合作伙伴。学校始终处于变革之中,改进没有起点和终点,每一个针对学校问题的思考与行动都是学校改进的生长点。因此,校长的领导力提升是学校改进的重要内容。 相似文献
11.
Wim Veen 《Technology, Pedagogy and Education》2013,22(2):139-153
ABSTRACT The decision of teachers whether to use or not to use computers depends on two basic categories of factors: factors at the school level and factors at the teacher level. At the school level the principal plays an important role in the support of innovations in school. The principal supplies financial, organizational and moral support and should give the innovation a long‐term perspective. However, teacher factors outweigh school‐level factors. Teachers have strong beliefs with respect to the content of their subject matter as well as to its pedagogy. The case studies described in this article show that those beliefs appear to change only very slowly. Teachers adopt new media if they can use them in accordance with their existing beliefs and practices. From the results of this research, implications are drawn with respect to the content and strategy of initial and in‐service teacher training in the field of information technology (IT). 相似文献
12.
The purpose of this study was to investigate the extent to which leadership styles predict school climate, in order to identify whether a relationship exists between principals’ perceived practices of instructional and distributed leadership and their perceptions of school climate (mutual respect and school delinquency), controlling for a net of principal and school characteristics. This research was conducted on a principal data-set from the 2013 Teaching and Learning International Survey (TALIS), which was administered by the Organization for Economic Co-operation and Development (OECD). Several linear regression models with and without the country controlled dummy variables were conducted, respectively. Results indicated that principals’ perceived distributed and instructional leadership practices are significant predictors of staff mutual respect in the school. Nevertheless, such leadership styles did not appear as important factors for school delinquency and violence. School size and socio-economic status turned out to be the two most important factors predicting school safety. These results add nuance to the findings of previous studies that principals’ emphasis on instructional practice and sharing leadership can play a significant role in promoting the trust, collegiality and respect among staff. However, more than such leadership styles may be needed for creating a safe and orderly school environment. 相似文献
13.
Isabel Roque Marina Serra de Lemos Teresa Gonçalves 《European Journal of Psychology of Education - EJPE》2014,29(1):159-173
This study examined the development of school-related causality beliefs which are children’s generalized perceptions of the utility or power of different categories of specific means in producing school outcomes. Based on the action theory perspective, we analyzed the developmental model of these beliefs as well as the trajectories of the five perceived causes of school success and failure: ability, effort, luck, teacher’s help, and unknown causes. On a 5-year longitudinal study, following a group of 63 students over an 8-year period (from the second to the ninth grades), using hierarchical linear models, intraindividual changes and interindividual differences in these changes were identified; also, factors that might account for this variability were tested. The results showed a decrease of the effectiveness attributed to the various causes, but their differentiated trajectories, and a relative independence of gender and achievement factors (engagement and school grades) in the evolution of these beliefs. School children in the lower grades value most highly ability and effort as causes of school success. Student’s beliefs about the causes of school performance become both more conservative and more differentiated along schooling, which is probably a normative general tendency. Findings from this longitudinal study corroborate, to a large extent, a consistent set of important developmental findings based on previous cross-sectional designs. 相似文献
14.
Turnaround Policy and Practice: A Case Study of Turning Around a Failing School with English-Language-Learners 总被引：1，自引：0，他引：1
In an era of school reform and high stakes accountability, the major challenge in education is to turnaround the nation’s lowest-performing schools. National policy provides abundant resources with often restrictive prerequisites. Research indicates that quality principals and teachers are the most important factors for turning around the lowest performing schools; however there is little research in how to turnaround failing schools with high enrollments of students in poverty, who are English-Language Learners, and who are Hispanic. The purpose of this study is to understand how demography, policy and practices affect the educational edge of students in poverty, who are English-Language Learners, and who are Hispanic. How do the practices of a school leader who is professionally/culturally/linguistically responsive affect turnaround for a failing schools? How does the personal and professional background of a Latino principal affect student performance in a failing school? This research conducted a qualitative case study to include principal interviews, principal observations, teacher interviews, and the use of state and school archival data. Analyses included organizing data into data themes and triangulating data themes, using principal background, principal professional/cultural beliefs and practices, school context, teacher data, and archival data. Conclusions confirm the need to conduct research to document and define the performances for professionally/culturally/linguistically responsive principal models and their effect on student performance in historically failing schools. In addition, policymakers need to consider the organizational contexts of professional/culturally/linguistically responsive leadership and teaching models as turnaround school models. 相似文献
15.
This study seeks to determine if the same five bipolar factors that appear for the ideal role concepts of public school teachers also appear for parochial school teachers. Subjects included 185 teachers from a Catholic diocese. The data were factor analyzed by means of a principal axis analysis with varimax rotation. An analysis of variance was used to compare the factor analyses. The results indicated that parochial and public school teachers have similar factor structures. When comparing factor scores of the two groups, there were significant differences on several factors, indicating that parochial school teachers adopt a more facilitating role than do public school teachers. 相似文献
16.
This article presents a model for research on the effects of school organizational heath factors on primary school academic achievement in Trinidad and Tobago. The model can be applicable for evaluating schools in other developing countries. As proposed, the model hypothesizes relationships between external factors (exogenous variables), school-level factors (endogenous variables), and school outcomes (student achievement and positive school climate). The endogenous variables are sub-scales of school organizational health. They include principal leadership, psycho-social environment, school–home–community relationships, teacher characteristics, curriculum quality, and school culture. These subscales are partially influenced by the Organizational Health Inventory OHI (Hoy and Feldman, 1987) and by school health indices set forth by the World Health Organization (1996). It is hoped that this school organizational health model can provide a conceptual tool for formulating a more comprehensive measure of healthy schools. 相似文献
17.
School leadership as a key for school reforms has become a dominant theme in education, as demonstrated by a growing body of research during the last 15 years. Still, little attention has been paid to how changing international discourses on school leadership are translated into national public policy documents during the last decade. As such, this study provides additional insight into this field by analysing how Norwegian policy documents translate international discourses and re-contextualise national constructs of school leadership. Inspired by a critical approach, the authors address this issue by identifying discursive shifts in ideas about school leadership roles and practices. Based on an examination of four recent white papers on Norwegian education and school leadership, the authors argue that the policy documents constructed a tension between an international ‘explicit’ principal and a national ‘docile’ principal in 2003–2004, while recent documents construct a consensus-oriented, distributed leadership role for principals through the term ‘facilitating school leaders’. This may lead to contested interpretations as to how to perform school leadership in practice. 相似文献
18.
This qualitative case study explores how urban high schools implement a district‐initiated student‐voice program, referred to as Student Advisory Committees, intended to improve school climate. The study uses an implementation science framework to analyze interview data from principals and advisors in 22 urban high schools. An iterative, top–down thematic analytic procedure was used for analysis and interpretation of the data. The results suggest wide variation in how the program was implemented in terms of fidelity, dosage, quality, program reach, and adaptation, with contextual school factors—namely, principal and school characteristics—that help to explain this variation. In addition, the findings indicate that these contextual factors had a significant influence on how the school district implemented the student advisory committees. The authors discuss the implications for program implementation in the context of urban school districts and for school psychologists. 相似文献
19.
Principal Recruitment: An Empirical Evaluation of a School District’s Internal Pool of Principal Certified Personnel 总被引：1，自引：0，他引：1
Paul A. Winter James S. Rinehart Marco A. Muñoz 《Journal of Personnel Evaluation in Education》2002,16(2):129-141
Applicant pools for principal vacancies are shrinking nationwide. This shortage of job applicants requires school districts to evaluate their internal pools of principal certified personnel. In this study, 194 certified individuals from a large school district responded to a survey measuring attraction to the job of principal, current job satisfaction versus expected satisfaction in the job of principal, barriers to pursuing the job, and recommended changes in the job. Few participants intended to apply for principal vacancies due to age (median=51), lack of self-reported capability to do the job, and satisfaction with the current job. Participants perceived their job satisfaction would decrease on assuming the job of principal relative to factors such as time with family and job security, and increase relative to factors such as salary and opportunity to experience varied activities. Implications for principal recruitment and recommendations for restructuring the job are discussed. 相似文献
20.
There is a growing expectation that schools should systematically collect and analyse data as a point of departure for decisions. However, research shows that teachers themselves are less convinced that they need to base their decisions on data, as they mainly rely on their intuition and experience. This article examines the extent to which teachers use data as a source of information for decisions at classroom level and what motivates them to use these data. We will also look at what impact the teacher’s decision-making style, supportive relationships and the reflective capacity of the school team have on teachers’ motivation for using data. Our research data was collected by means of an online survey of 408 teachers in 52 primary schools in Flanders. The results demonstrate that the quality of teachers’ motivation for using data is a key element in promoting data use in schools. Teachers who feel autonomously motivated will make greater use of data than teachers with a controlled motivation. We found that the use of a rational decision-making style by teachers, supportive relationships within the school and the reflective capacity of the school team all lead to an increase in teachers’ autonomous motivation for using data. 相似文献