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1.
John W. Eagle Shannon E. Dowd-Eagle Andrew Snyder Elizabeth Gibbons Holtzman 《Journal of educational and psychological consultation》2015,25(2-3):160-177
Current educational reform mandates the implementation of school-based models for early identification and intervention, progress monitoring, and data-based assessment of student progress. This article provides an overview of interdisciplinary collaboration for systems-level consultation within a Multi-Tiered System of Support (MTSS) framework. The roles of school psychologists and school-based administrators are presented in relation to the implementation of MTSS practices within an implementation science model. The training and expertise of each discipline are highlighted related to respective aspects of implementation drivers (i.e., competency, organization, leadership). Functions of principals and school psychologists during team-based, problem-solving MTSS practices are described based on a problem-solving framework consistent with school-based consultation. Future directions for graduate training of school psychologists and principals and directions for consultation research are provided. 相似文献
2.
叶延武 《课程.教材.教法》2007,(6)
源于学校的内驱力应是顺利推进新课程的关键。校本行动是学校实现课程改革目标的重要途径和手段,是一种基于学校自身的主动创新和自主实践,它以自我管理、自主发展为核心,强调学校自发参与变革以及使变革灵活适应特定环境的能力建设。校本行动的主体是学校的管理者和教师,校本培训是校本行动的切入点,校本教研是解决具体问题的主攻点,校本课程开发与管理是彰显学校特色的生长点,校本评价是学生发展的落脚点。校本行动的主要目的是创造性地提高实验高中新课程的水平和能力,促进教师的专业发展水平和学生素质的全面提高。 相似文献
3.
以贵州省20所普通高中学校教师为问卷调查对象,发放问卷480份,回收有效问卷345份,同时对300多名教育行政管理人员、中学校长和教师进行访谈,对贵州省普通高中新课程改革实验的选修课程和校本教材开发、实行走课制的最大难点、最缺乏的课程资源、最需要得到的课改支持等问题进行问卷调查统计和访谈分析,得出结论：本省高中教学场所、实验设备、校外实践活动基地和教师等课程资源缺乏严重阻碍了高中课改,教师急需专家对课改的指导。对此,提出加大课改的经费投入、加强专家对课改的指导、加强课程资源开发整合,强化少数民族和农村地区课改推进教育均衡发展的对策建议。 相似文献
4.
":校本课程"实施,是本次课程改革的一个重要突破口,体现了教育的本质需求。课程改革十年",校本课程"既取得了显著成果,也遭遇到空前挑战。其间原因错综复杂,而校本课程内蕴的多元课程文化与当前教育体制、学校管理一元文化之间的冲突,校本课程的专业自主文化与当前预设、执行的教师专业文化之间的冲突是极为重要的原因。通过课程改革促进学校变革固然具有一定的合理性,但由课程改革激起的新课程与学校原有制度的冲突长期得不到解决,即教育体制、学校制度不进行符合新课程要求的改革,校本课程将难以为继,"新课程"还将退回原有的课程状态,以维持系统的平衡。 相似文献
5.
全国中小学正在思考、讨论英语课程改革的问题,中学也正在全面实施新英语课程标准。高校英语教师也正在紧跟形势,修改英语课程目标,调整课程结构和课程内容,以培养符合新世纪新时代所需要的高素质英语人才。英语课程改革关键在教师。教师必须更新教育观念,转换角色,改变教育模式,更新语言知识。改善能力结构,以适应英语课程改革的需要,为培养应用型高素质英语人才作出不懈的努力。 相似文献
6.
Linda A. Reddy Ryan J. Kettler Alexander Kurz 《Journal of educational and psychological consultation》2015,25(2-3):90-108
The United States is in an era of high-stakes evaluation of educators (i.e., teachers and principals), the results of which are used to inform human capital decision making (i.e., recruitment, hiring, retention, and dismissal), which in turn impacts school capacity and student learning. The present article describes the School System Improvement (SSI) Project, a school-wide educator evaluation initiative that includes 22 high-poverty schools. The primary goal is to present the Year 1 planning for implementation of educator evaluation, highlighting the use of system consultation for planning. The SSI Project team includes researchers in school psychology and special education, school administrators, and teachers. The project aims to implement a multimethod educator evaluation system that generates scores for informing targeted, evidence-based professional development. Project goals are to increase educator competencies that lead to improved student achievement. Finally, directions for training and recommendations for future school reform are presented. 相似文献
7.
Edward M. Levinson 《Psychology in the schools》1988,25(3):297-305
This study surveyed 362 school psychologists to: (a) identify the percentages of school psychologists who have had some involvement in the practices of vocational assessment, vocational counseling, consultation with vocational education teachers, and vocational program or curriculum development, and (b) identify factors that are associated with such vocational involvement. Results indicated that 30–40% of those school psychologists surveyed reported some involvement in vocational assessment, vocational counseling, and consultation with vocational education teachers, while only 12% indicated involvement with vocational program or curriculum development. Sex, experience, salary, perceived control over role functioning, and involvement in practices other than traditional assessment were found to be associated with increased involvement in vocational activities. Results also indicated that school psychologists who were certified guidance counselors, and who were members of the American Association of Counseling and Development, were more likely to be involved in vocational practices than were school psychologists who were not so certified or affiliated. Results are discussed in terms of their implication for involving greater numbers of school psychologists in vocational practices. 相似文献
8.
Bonnie K. Nastasi 《Journal of educational and psychological consultation》2013,23(3-4):295-312
The 2002 Future of School Psychology Conference called for reform of current models of professional school psychology, including a paradigm shift toward a public health model of practice. This article explores the role of school psychologists in efforts to achieve an integrated public health and public education model for delivering comprehensive school-based mental health services. Building on expertise as psychological and educational consultants, school psychooogists can play a unique role in facilitating the necessary systemic reform and capacity building for comprehensive mental health service delivery. This revised role requires redefining school-based consultation to include consultation for capacity building, and rethinking professional preparation to ensure expertise in public health models, inter-agency and interdisciplinary collaboration, participatory action research, and comprehensive service delivery. 相似文献
9.
Michael W. Bahr 《Psychology in the schools》1996,33(4):295-307
This study examined perceptions of reform in the role and function of school psychologists advocated by Reschly (1988). A national sample of 137 psychologists endorsed integrated features of traditional practice and reform on assessment activities and classification issues, but they more strongly favored reform positions on activities associated with consultation/intervention and professional/training issues. The use of and preference for curriculum-based assessment strongly characterized psychologists more favorably disposed toward reform. Reform-minded psychologists included administrators and trainers as well as practitioners who receive relatively few new referrals per year. However, psychologists who conducted few evaluations appeared to do more counseling than consultation or classroom intervention. Discussion focuses on understanding psychologists' conceptualization of their current role and on identifying the characteristics and activities of the more reform-minded. © 1996 John Wiley & Sons, Inc. 相似文献
10.
This study investigated the attitudes of 43 teachers and school administrators towards sex education, young people's sexuality and their communities in 19 secondary schools in rural KwaZulu-Natal, South Africa, and how these attitudes affect school-based HIV prevention and sex education. In interviews, teachers expressed judgemental attitudes towards young people's sexuality and pregnant students, and focused on girls' perceived irresponsible behaviour instead of strategies to minimise HIV risk. Despite general awareness of the HIV epidemic, few teachers perceived it as an immediate threat, and teachers' own HIV risk was infrequently acknowledged. Teachers perceived themselves to have higher personal standards and moral authority than members of the communities and schools they served. Male administrators' authority to determine school policies and teachers' attitudes towards sexuality fundamentally affect the content and delivery of school-based sexuality education and HIV prevention activities. Opportunities to create a supportive educational environment for students and for female teachers are frequently missed. Improving teachers' efficacy to deliver impartial, non-judgemental and accurate information about sex and HIV is essential, as are efforts to acknowledge and address their own HIV risks. 相似文献
11.
校本教师管理从"科层取向"到"专业取向"适应了课程改革与教育发展的形势。"专业取向"的校本教师管理制度有利于教师主体意识彰显和教师个人成长,有利于促进学校自主发展和学校文化建设。 相似文献
12.
校本课程是新课程建设和实施中最重要的一环,然而在现实中,许多学校的基层教育工作者和管理者对校本课程的认识却存在诸多错误的认识：认为课程开发仅仅是专家的事,是自上而下的．开发校本课程会挤压必修课的时间,实施校本课程会对学校秩序产生负面影响等等。这些都是伪命题,学校的“多样化”,必然要有课程的“多样化”与之相适应,学校实现特色化,就会实现最大的发展空间。 相似文献
13.
Meaghan C. Guiney Abigail Harris Akane Zusho Anthony Cancelli 《Journal of educational and psychological consultation》2014,24(1):28-54
The Consultation Self-Efficacy Scale (CSES) was developed and validated to assess school psychologists' perceptions of self-efficacy for engaging in school-based consultation. A pilot study with graduate students (N = 92) indicated high internal consistency (α = .99) and provided evidence of discriminant validity, as a group with more consultation experience had significantly higher total self-efficacy scores (M = 512.25) than a moderately experienced group (M = 437.35). Subsequently, a sample of 347 practicing school psychologists completed a revised CSES, consistently endorsing moderate to high levels of consultation self-efficacy (M = 404.08, SD = 51.73). Although consultation self-efficacy was hypothesized to be a multidimensional construct, exploratory factor analysis indicated a single-factor structure. Construct validity of the instrument was supported by significant correlations between school psychologists' consultation self-efficacy ratings and perceptions of their ability to respond to hypothetical consultation referral problems (r = .69, p < .01), and regression analysis found that years of experience and time spent consulting with teachers predicted psychologists' self-efficacy scores. 相似文献
14.
This article investigates the introduction of a systemic curriculum change, the Essential Learnings curriculum framework, in the Australian state of Tasmania. Using Gee's [(2003). Language in the science classroom: Academic social languages as the heart of school-based literacy. In: R. Yerrick, & W.-M. Roth (Eds.), Establishing scientific classroom discourse communities: Multiple voices of teaching and learning research (pp. 19–37). Mahwah, NJ: L. Erlbaum Associates] six claims regarding the importance of language in science education, the responses of the science teachers within a secondary school to the curriculum reform were investigated. This research utilised a narrative methodology to elucidate the processes by which science teachers attempted to negotiate a sense of meaning for the reforms within their work context. Three particular challenges are highlighted for curriculum reformers. These challenges involve the potential for a linguistic distance between teachers and reformers, understanding the importance of the work context in teacher learning and the dangers of a superficial application of reform language to teacher practices. The article concludes by emphasising that the negotiation of a situated language can provide both teachers and reformers with both coherence and a common ownership of a reform, thus strengthening the potential for its implementation and institutionalisation. 相似文献
15.
校本课程是新课程建设和实施中最重要的一环,然而在现实中,许多学校的基层教育工作者和管理者对校本课程的认识却存在诸多错误的认识:认为课程开发仅仅是专家的事,是自上而下的,开发校本课程会挤压必修课的时间,实施校本课程会对学校秩序产生负面影响等等。这些都是伪命题,学校的"多样化",必然要有课程的"多样化"与之相适应,学校实现特色化,就会实现最大的发展空间。 相似文献
16.
张占成 《中国教育技术装备》2011,(36)
在当前实施素质教育,进行课程改革的过程中,校本课程是一个重要的内容体系。校本课程对一个学校、学生及教师的发展起着重要的作用。但是教师参与校本课程的开发却存在诸多不利的限制因素,信息技术类的校本课程更是如此。文章认为制约信息技术类校本课程开发的既有客观的原因,更存在主观上的不足,试图从多个方面指出这些限制因素并作简要的分析。 相似文献
17.
《Journal of educational and psychological consultation》2013,23(4):285-308
New teachers are often unprepared for the emotional, physical, social, and psychological demands of teaching. Traditional staff development models may not be well suited to meet the needs of these teachers. However, school psychologists and counselors are in an excellent position to facilitate the professional and problem-solving skills of new teachers, using Caplan's consultee-centered group consultation model. In this project, 5 beginning elementary school teachers participated in a biweekly consultation group for 8 months. We found that the new teachers' emphasis on 'self as teacher' was evident throughout the year and that the consultation groups provided the teachers with a forum for engaging in meaningful professional dialogue with colleagues. The findings presented include an example of the consultative problem-solving process, a content analysis of the problems presented, and the teachers' impressions of the impact of the group. Finally, suggestions are provided for school consultants. 相似文献
18.
This study explores how physics teachers in a high school negotiate the relationships between individual and collective agencies in the context of the on-going curriculum reform in China. Drawing on Bandura's social cognitive theory, the study employs ethnographical methods including observation, interviewing, and the researcher's and teachers’ reflective journaling through the researcher's involvement with various school activities. The findings indicate that collective teacher agency creates a platform for individual teachers’ professional development, a conducive culture for teacher collaboration, and provides concrete examples that individual teachers can constantly refer to, reflect upon, and learn from for reform implementation. The results offer an understanding of the influences underlying physics teachers’ agency deployment as they engage with curriculum reform processes, especially the negotiation between individual and collective agencies. The findings justify a case for preparing physics teachers on how to deploy both individual and collective agencies in the face of the complicated social structures and ultimately shed light on the desired curriculum decentralization in the Chinese school system. 相似文献
19.
在新一轮基础教育课程改革要求下,各个小学日益注重校本课程的开发,但是,由于处在尝试、探索的起始阶段,无经验可循,于是便出现了诸如教师积极性不高、校本教材匮乏、管理不当等一系列问题。究其根本原因,既有思想认识、外界压力方面的,也有教师专业素质、课程资源利用等方面的。因此,城区小学应当从思想认识、培训师资、优化管理和充分利用资源等方面着手进行校本课程开发。 相似文献
20.
郭丽莎 《福建教育学院学报》2013,14(2):38-40
新一轮基础教育改革十分重视课程资源的开发利用,教师在课程资源的开发利用中起着主导和决定性的作用,是最为重要的课程资源。校本课程是由学校自主开发的课程,课程资源建设的自主性更强,教师参与课程资源建设的力度更大。校本教材的构建需要教师精心探究与规划,而教师对校本教材的"再度开发利用"则是推动校本课程有效实施的元动力。 相似文献