共查询到20条相似文献，搜索用时 31 毫秒
1.
Katharina C. Sell 《Action Learning: Research and Practice》2017,14(3):243-255
What are our options if we have to let go of the idea of controllability in our ever more complex world? What tools do we have to navigate in a territory that we can’t ‘manage’ anymore, where the old instruments of command and control have lost their grip? What makes us ‘know’ when intellectual knowing capitulates in the face of complexity? This paper presents an action learning approach in four phases that explores how intuition or other forms of inner knowing can be used as a resource in leadership and organisational change. It looks at what helps us access ways of inner knowing in complex situations and how a learning process could take place in the corporate context. The endeavour aims at exploring and actualising dormant potential to navigate the volatility, uncertainty and complexity of our business environment whilst embodying and radiating our purpose and vision. 相似文献
2.
Modernizing leadership through private participation: a marriage of inconvenience with public ethos?
What distinctive leadership changes does the private sector bring to the running of public sector educational services? This paper contributes to an understanding of the issues raised by this question by studying the senior management of a private company running services for an English local education authority. The paper explores evidence of modernizing leadership, as well as the extent to which a traditional public ethos is sustained or re‐interpreted within modernization. Analysis is based principally on interviews with senior management, but is also informed by the larger data set collected as part of the case study of this public‐private partnership. The paper suggests that modernizing leadership, as understood in terms of the dominant policy discourse, is not found in its pure form, but is modified by a continuing orientation to an older public ethos. A model is proposed—an adaptive public service model of leadership—which reflects the style of leadership forged by senior management. Issues, dangers, paradoxes, and contradictions inherent in the model and the practice it represents are highlighted. The model is not put forward as an ideal to follow, but as a means of highlighting the issues that arise where modernization and older ideals of public service encounter each other. 相似文献
3.
Leadership for Organisational Learning and Improved Student Outcomes—What Do We Know? 总被引：1，自引：0，他引：1
The Leadership for Organisational Learning and Student Outcomes (LOLSO) Research Project addresses the need to extend present understandings of school reform initiatives that aim to change school practices with the intention of supporting enhanced student learning. In this article results from LOLSO's teacher surveys ('teacher voice') and student surveys ('pupil voice') are organised around six of the project's major research questions: how is the concept of organisational learning (OL) defined in Australian secondary schools (teacher voice)? What leadership practices promote OL in schools (teacher voice)? What are some outcomes of schooling other than academic achievement (pupil voice)? What are the relationships between the non-academic and academic outcomes of schooling? Do school leadership and/or organisational learning contribute to student outcomes? What other factors contribute to student outcomes? The answers to these questions lead to four clear implications relating to distributive leadership, development, context, and a broader understanding of student outcomes. The answers also raise concerns about the current emphasis on transactional leadership, that is school leadership that overemphasises the managerial or strategic. 相似文献
4.
Eunsook Hyun 《Environmental Education Research》2005,11(2):199-214
How is young children’s intellectual culture of perceiving nature different from adults’? What types of linguistic and gender characteristics appear in that phenomenon? What should be considered in pedagogical practice for young children given this understanding? Based on field‐based vignettes collected from multiple sites and situations that are natural to young children’s living and learning environment, the exploratory paper presents two major social cultural characteristics: (1) there is a pattern of linguistic discourse that presents a mismatch between young children’s and adults’ perceptions of the natural environment; and (2) a stereotypical gender‐doing seems to be prevalent in the process of young children’s knowledge construction about their natural environment. 相似文献
5.
Anton E. Lawson 《科学教学研究杂志》1985,22(7):569-617
A central purpose of education is to improve students' reasoning abilities. The present review examines research in developmental psychology and science education that has attempted to assess the validity of Piaget's theory of formal thought and its relation to educational practice. Should a central objective of schools be to help students become formal thinkers? To answer this question research has focused on the following subordinate questions: (1) What role does biological maturation play in the development of formal reasoning? (2) Are Piaget's formal tasks reliable and valid? (3) Does formal reasoning constitute a unified and general mode of intellectual functioning? (4) How does the presence or absence of formal reasoning affect school achievement? (5) Can formal reasoning be taught? (6) What is the structural or functional nature of advanced reasoning? The general conclusion drawn is that although Piaget's work and that which has sprung from it leaves a number of unresolved theoretical and methodological problems, it provides an important background from which to make substantial progress toward a most significant educational objective. All our dignity lies in thought. By thought we must elevate ourselves, not by space and time which we can not fill. Let us endeavor then to think well; therein lies the principle of morality. Blaise Pascal 1623-1662. 相似文献
6.
As a secondary analysis of SITES 2006, this paper aims to explore the school leadership factors that potentially affect teachers’ pedagogical orientations. The exploration is guided by four questions: (1) How do we describe school leadership factors? (2) What are the principals’ perceptions about pedagogy and ICT use? (3) What are the teachers’ perceptions about pedagogical orientations? and (4) How does the school leadership associate with teachers’ pedagogical orientations? Eight school leadership constructs were identified, which cover four areas: learning goals, priority for resource allocation, types of assessment, and priority of competencies for school leadership to acquire. The findings also indicate a gap between principals’ and teachers’ perceptions on pedagogy and ICT use in Hong Kong. 相似文献
7.
Robert A. Forsyth 《Educational Measurement》1991,10(3):3-9
What are some of the ways that the NAEP scales have been interpreted? Are such interpretations valid? What conditions are necessary before valid criterion-referenced interpretations can be made for the NAEP Proficiency Scales? Does the NAEP test development process meet these conditions? 相似文献
8.
Michael J. Kolen 《Educational Measurement》2001,20(1):5-9
What problems can occur in linking old and newer forms of a test? Does the length of the tests being equated affect the results of a linking study? When tests are designed for different purposes, can the scores be meaningfully interpreted after equating? 相似文献
9.
D. Dunbar 《Perspectives: Policy and Practice in Higher Education》2016,20(4):129-136
What inherent personal leader qualities or dispositions do senior staff in universities say are necessary? What assumptions do we make about leadership in our universities and are they helpful? Are university staff surveys useful in giving both the leadership and staff a clear understanding of staff satisfaction levels related to how they are managed and led? This article looks at these important aspects of university leadership, gathering together HE leader/academic views, study findings and survey pointers to suggest dispositions and talents those in leadership positions should demonstrate in providing the right environment for staff. 相似文献
10.
针对近年来对欧洲一体化研究的状况，章提出了三个值得思考的问题：（1）什么是“一体化”？（2）欧洲一体化就是欧盟一体化吗？（3）欧盟一体化仅包含其深化吗？，并对此作出了初步的回答。 相似文献
11.
Richard P. Phelps 《Educational Measurement》1998,17(3):5-23
What does the American public think about standardized testing? D o Americans test too much? Does the public believe that tests are a good way to learn about how well students are doing and to encourage them to d o better? What d o students, teachers, and administrators think? 相似文献
12.
What is the relationship between the context and substantive meaning of a measure and the assessment of the reliability of the measure? Does the interpretation of a reliability coefficient depend on the nature of the measure? How does this approach to reliability relate to alternative assessments? 相似文献
13.
《ASHE Higher Education Report》2006,32(1):1-123
The Road Map to Cost-Efficiencies of Online Learning Why Be Interested in Cost-Efficiencies? The Framework for Unraveling Research on Cost-Efficiencies Tools for the Journey Necessary Assumptions Who Should Be Interested? The Road Ahead Research on the Elements of Online Learning Terms to Aid Our Understanding The Elements: Development, Delivery, and Administration The Cost of Development: Higher for a Reason The Cost of Delivery: The Potential for Lowering Costs The Cost of Administration: Transforming the Business of Higher Education Cautions and Other Necessary Points Research on the Factors of Online Learning Students Are Key Faculty Are Essential Other Staff Are New Costs Instructional Design Is the Gold Mine Content Is a New Opportunity Policies Are Needed Looking Ahead What Does It Mean for Institutions and States? Are the Institution and the State Ready? What Should Institutions Do? What Should States Do? What Do We Know? What Research Is Needed? What We Know Today The Holes The Elements The Factors The Research Challenge References Name Index Subject Index About the Author 相似文献
14.
《师资教育杂志》2012,38(2):207-223
This paper offers reflections on two transformative teacher education projects. The first a global communities module is set in a university in Vancouver and utilizes the lens of social ecology to examine the roles of teachers in bringing an awareness of local/global issues to their students' learning experiences. The second, a Canadian International Development Agency (CIDA) teacher education project located in rural Peru, involves the collaboration of universities in Canada, Mexico and Peru. The projects are united in their use of ‘critical place‐based’ transformative teacher education agendas and democratic participatory methods. We use our experiences in these projects combined with relevant literature to explore three questions: (1) What inspirations might be drawn from our critical place‐based participatory approaches? (2) What might these approaches offer in response to the United Nation's Decade of Education for Sustainable Development [UNDESD]? (3) Does the UN Decade provides a conceptual framework to instigate and support social and ecological transformation? 相似文献
15.
16.
How common are securitg breaches in state testing programs? What problems are most frequently encountered? Does the number of problems seem small or large, given the nature of the tests and how they are used? 相似文献
17.
当前大学课程改革的几点反思 总被引：24，自引：0，他引：24
当前大学课程研究和改革的状况需要我们反思:大学课程的整合究竟是整合什么?加强人文教育就是要增加人文课程吗?怎样才能让课程保持"常新"?对现行的大学课程改革应有新的认识和思路。 相似文献
18.
Marguerite Clarke 《Higher Education in Europe》2005,30(2):183-197
This article describes two recent efforts to rank the quality of higher education institutions in Australia and New Zealand. After a brief discussion of goals, methods, and results, the author evaluates each ranking using the following questions: Does this methodological approach achieve its objective? Can other countries use the methodology by extension? What can we learn about a country's higher education system using this approach? The aim is to provide readers with a framework for thinking critically about rankings, and about the role they might play in measuring and influencing higher education quality on a global scale. 相似文献
19.
This is the third of three studies using complementary designs to investigate the effects of teacher attire on student perceptions of instructors and instruction in contemporary college classrooms. In line with Studies One and Two, modest effects of attire on perceptions of extroversion and competence were found; however, previous conclusions that instructor attire has little meaningful, predictable effect on ratings of attributes related to either approachability or credibility were reinforced. Student judgements of such attributes were influenced far more by teacher use of immediacy behaviors than by attire. In particular, positive effects resulting from teachers’ choice of formal professional attire were not supported. This is the final study in a three‐part series designed to investigate the implications of instructor attire in the contemporary college classroom. Interest in this topic was sparked by collegial conversations regarding advice for new teaching assistants: What can they do to enhance credibility, approachability, and teacher evaluations? Does what they wear make a difference? 相似文献
20.
René V. Arcilla 《Asia Pacific Education Review》2014,15(1):21-27
What is liberal education? How do its aims differ from those of either grammar or vocational education? Does it truly deserve its own supporting institution? In response to these questions, Arcilla develops a defense of the liberal arts college. He observes that all projects of formal learning presuppose that the learner possesses answers to three fundamental, existential questions: What is one’s nature? What is the good for beings of this nature? What facilitates this good? We develop better responses to these questions by engaging in liberal learning. The mission of the liberal arts college, then, is first and foremost to support this learning. With this idea of liberal learning and its college in mind, we may nonetheless wonder whether the existential knowledge it seeks is really something that can be learned. Arcilla articulates a version of humanism that illuminates the conditions of possibility for liberal learning and affirms this learning’s intrinsic value. At the same time, this philosophical theory requires for its verification that we engage in liberal learning. Arcilla calls the symbiotic partnership formed by liberal learning and humanism “humanist learning,” and he points out that it is this learning, which is crucial to our other kinds of education, that would be lost if society ceased to support genuine colleges of the liberal arts. 相似文献