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1.
Erkki Lahdes 《Scandinavian Journal of Educational Research》2013,57(2):89-107
Lahdes, E. 1983 Mastery Learning in Theory and Practical Innovation. Scandinavian Journal of Educational Research 27, 89‐107. Mastery learning strategies represent a bold attempt to develop an ‘encouraging’ theory and practice of teaching. It has a theoretical and philosophical foundation, as a result of which mastery learning stands out from many other more narrowly‐based innovatory schools of thought. In this article main traits of the theory are sketched as well as some of its main relations to other educational innovatory approaches. Against this background a Finnish school experiment is presented in which the experimental group's curriculum followed the principles of mastery learning theory. The positive results are discussed as well as the mastery learning strategy's advantages and the practical difficulties restricting its usage in schools. 相似文献
2.
Eva Dobozy 《Educational studies》2007,33(2):115-128
In this paper, I discuss some research findings regarding the characteristics that democratic schools appear to have in common. These commonalities seem to have contributed to their status as being seen as reputable democratic schools. For the purposes of the reported study, schools that were diverse in their philosophical approaches to education and socio‐economic composition were selected as case‐study schools. A specific selection criterion was that these schools had a reputation for nurturing the critical capabilities of students with an explicit ‘citizenship framework’. Students were not seen as ‘objects to be acted upon’, but rather were trusted to be subjects of rights and responsibilities within the school community in some form or other. The research included analysis of interview, observation and document data. Three major corresponding features were identified: (a) the principals perceived their schools to be ‘out of the ordinary’, (b) all four case‐study sites had carefully developed school rules as statements of principles rather than an extensive list of dos and don’ts and (c) three of the four schools seemed to employ differential treatment practices rather than a ‘one‐size‐fits‐all’ approach to the discipline of students. The findings suggest that it is possible for schools to educate effectively in and for democracy by way of day‐to‐day educational practices that inspire some aspects of political and moral student empowerment. 相似文献
3.
This paper uses one national case to illustrate how diverse ideological agendas of central state agencies contest the discursive space within which major education policy reforms are developed. In Aotearoa New Zealand in 1988, ‘self‐managed’ schools were promoted ostensibly to allow parents more say in their children’s education and local school administration. The Tomorrow’s Schools reform policy texts included an existing social democratic partnership rhetoric, positioning principals as professional leaders working collaboratively with elected parent boards of trustees. However, the new ideology of ‘parental choice’ of school within a local schooling marketplace, underpinned by a chief executive or market managerial model of principalship, was later operationalised through mechanisms of ‘steerage’ from the centre. To explain this shift, we examine selected policy text pre‐cursors to the reforms and identify how contrasting forms of ‘principal’ and ‘teacher’ identity emerged within social democratic, neo‐liberal and market managerial ideologies. We further show that while radical (Treasury) market liberal arguments for labour market deregulation and consumer choice failed to gain widespread support, the State Services Commission preferred market managerialist strategies for promoting public accountability of schools (based on aggregate student achievement outcome data and centrally determined national educational priorities) were successfully embedded during the 1990s. 相似文献
4.
David J. Miller Derek P. Robertson 《British journal of educational technology : journal of the Council for Educational Technology》2010,41(2):242-255
It is known that computer games are motivating for children, but there is limited direct evidence of their effects on classroom learning. The aim of this exploratory study was to investigate the effects of a commercial off‐the‐shelf computer game on children's mental computation skills and on aspects of self‐perceptions. A pre–post design was employed. The participants were 71 primary school children (10–11 years old) from three classes. In School 1, a class of 21 children used a games console for 20 minutes each day, running a ‘brain training’ game. Two comparison groups were used. In School 2, 31 children used ‘Brain Gym’ techniques in their class over the treatment period. In school three, a class of 19 children acted as no‐treatment controls. The treatment period was 10 weeks. Significant pre–post gains were found in the games console group for both accuracy and speed of calculations, while results for the two comparison groups were mixed. The games console group showed significant gains in global self‐esteem, but not in other aspects of self‐concept. The comparison groups showed no significant gains in any area of self‐perceptions. There is a need now for upscaling to investigate generalisability. 相似文献
5.
Richard Davies 《Journal of Philosophy of Education》2013,47(3):475-490
There remains a concern in philosophy of education circles to assert that teaching is a social practice. Its initiation occurs in a conversation between Alasdair MacIntyre and Joe Dunne which inspired a Special Issue of the Journal of Philosophy of Education. This has been recently utilised in a further Special Issue by Chris Higgins. In this article I consider two points of conflict between MacIntyre and Dunne and seek to resolve both with a more nuanced understanding of the implications of applying the concept ‘social practice’ to teaching. I critique both Dunne's and Higgins' focus on schools and school teaching. It is their focus on school teaching, rather than a broader account of teaching, that leads them astray. The result is that Dunne and Higgins have not shown that teaching is a social practice. School teaching is not a complex activity, but a complex set of different activities co‐located in one place and engaged in by the same agents. In a final section I offer an account of ‘school teaching’ as a multi‐practice activity which is consistent with MacIntyre's approach, and argue that schoolteachers have both an institutional and an educative role. 相似文献
6.
This study examined the relationships between implementation of a school‐wide approach to behavior, School‐wide Positive Behavior Support (SWPBS), and teacher self‐efficacy. Twenty‐two teachers from schools implementing SWPBS and 40 teachers from schools not implementing SWPBS completed a questionnaire measuring aspects of self‐efficacy. Differences in ratings of self‐efficacy were examined using multilevel modeling. Results showed that teachers at SWPBS schools reported significantly higher perceptions of teacher self‐efficacy when controlling for school‐level effects. Results are discussed in terms of implications for future research and practice. © 2011 Wiley Periodicals, Inc. 相似文献
7.
School self‐evaluation is receiving increasing attention in England, partly as a result of changes in the Ofsted inspection framework giving greater prominence to what schools can do to speak for themselves. The relationship between internal self‐evaluation and external inspection was a theme in a high profile policy speech made by the Schools Standards Minister, David Miliband, at the North of England Conference in January 2004. As part of a ‘new relationship with schools’ heralded in the speech, Miliband articulated critical friendship in terms of a ‘school improvement partner’. This article draws upon a number of research projects to critique these proposals, especially in respect of the role of a critical friend in school self‐evaluation. Issues discussed include different models of self and external evaluation, the importance of context, and the various ways in which a critical friend can support school self‐evaluation. 相似文献
8.
Andrea L. Dixon Catherine Tucker Mary Ann Clark 《Counselor Education & Supervision》2010,50(2):103-115
Social justice in the education of all K‐12 students begins with school counselors; preparing school counselors as advocates and leaders who can implement these principles in U.S. schools begins with counselor educators. Suggestions for intentional preparation of school counselors to be social justice advocates in schools by integrating the principles of the National Center for Transforming School Counseling with the American School Counselor Association National Model for School Counseling Programs (2005) and the Council for Accreditation of Counseling and Related Educational Programs 2009 Standards are described. Ideas for educating school counselors as effective advocates in the context of specific training experiences throughout counselor training programs are provided. 相似文献
9.
This article uses ethnographic research from two Year 8 classes in two middle‐sized secondary schools about a kilometre apart in a Swedish west‐coast town to examine how new policies for personalised learning have developed in practice, in the performative cultures of modern schools in a commodity society. One school stands in a predominantly middle‐class area of privately owned ‘low‐rise’ houses. The other is in an area of ‘high‐rise’ rented accommodation, where the first language of many homes is not Swedish. The differences are important. According to the article, personalised learning mobilises material and social resources in these schools that support new forms of individualistic, selfish and private accumulations of education goods from public provision and a valorisation of self‐interest and private value as the common basis for educational culture. The article describes this cultural production in school and links it to processes of cultural and social reproduction. 相似文献
10.
School leadership is fundamental to the educational functioning of schools and their improvements of results. The study employed a qualitative approach to explore school principals’ leadership styles and the educational performance of learners in high- and low-performing schools in Vhembe District, Limpopo, South Africa. The participants were purposefully selected from 10 secondary schools in terms of their performance. Focus group interviews were conducted with five teachers from each school. The interview data was transcribed and analysed, and identical patterns of coded data were grouped together under emerging themes. The overall results of the study indicated that the democratic leadership style together with the transformational leadership style contribute to high educational performance of learners. School principals from high- and low-performing schools employ a democratic leadership style and differ only in the sense that the latter are permissive or lenient towards learners’ behaviours or conduct. The study recommends that school principals engage teachers as members of a disciplinary committee in order to deal with those learners whose conduct is not conducive to successful teaching and learning. It is recommended that school principals from low-performing schools strengthen their democratic leadership by not being lenient to learners’ behaviour which is not conducive to successful teaching and learning. 相似文献
11.
Following the Swann Report of 1985 and its recommendation of ‘Education for All’, the need for multicultural education in all areas was generally recognized. School‐based attempts to respond have been little researched, as has minority ethnic pupil development from the pupil's point of view. Eighteen months’ ethnographic work in six main primary schools revealed a number of predominant themes, including that reported here of ‘integration and disintegration’. Their nature, the implications for pupil learning, and the conditions attending them are explored in relation to adapting to school in the early years; transfer between schools at ages seven and nine; relationships among pupils; and pupils’ experience of the curriculum. Integration and disintegration were found to be associated with certain factors at general societal and governmental, community, institutional and individual levels. Integrational features appear to promote pupil learning and development, disintegrational to obstruct and disrupt. The analysis appears to support, amongst other things, democratic, participatory procedures in schools and collaborative learning in its widest sense involving teachers, pupils and parents. 相似文献
12.
There is a growing awareness that science education should center not just on knowledge acquisition but developing the foundation for lifelong learning. However, for intentional learning of science to occur in school, out of school, and after school, there needs to be a motivation to learn science. Prior research had shown that students' motivation to learn science tends to decrease during adolescence [Anderman and Young [1994] Journal of Research in Science Teaching 31: 811–831; Lee and Anderson [1993] American Educational Research Journal 30: 585–610; Simpson and Oliver [1990] Science Education 74: 1–18]. This study compared 5th through 8th grade students' self‐reported goal orientations, engagement in science class, continuing motivation for science learning, and perceptions of their schools' and parents' goals emphases, in Israeli traditional and democratic schools. The results show that the aforementioned decline in adolescents' motivation for science learning in school and out of school is not an inevitable developmental trend, since it is apparent only in traditional schools but not in democratic ones. The results suggest that the non‐declining motivation of adolescents in democratic schools is not a result of home influence but rather is related to the school culture. © 2010 Wiley Periodicals, Inc., J Res Sci Teach 48: 199–216, 2011 相似文献
13.
Kim Schildkamp Jan Vanhoof Peter van Petegem Adrie Visscher 《British Educational Research Journal》2012,38(1):125-152
This article presents the results of two studies on the use of school self‐evaluation in the Netherlands and Flanders. It focuses on which forms of instrumental use of school self‐evaluation results can be found in schools, and how differences in self‐evaluation use between schools can be explained. Results show that the instrumental use of self‐evaluation results in both contexts was limited. Results further show that differences in the use of school self‐evaluation results can be explained by differences in school organizational characteristics, implementation characteristics, and the characteristics of the school self‐evaluation itself. Implications for theory, policy, and practice are discussed. 相似文献
14.
Steven M. Ross Ann Troutman Dianne Horgan Sheryl Maxwell Richard Laitinen Deborah Lowther 《School Effectiveness & School Improvement》2013,24(1):95-124
In the UK there has been strong governmental pressure on schools to adopt a technicist‐rational approach to management. This paper reports an investigation of the relationship between the efficiency of resource management and school effectiveness using data from 117 secondary school inspection reports undertaken by the Office for Standards in Education (OFSTED). School effectiveness is assessed in terms of qualitative and quantitative measures of the quality of learning and teaching reported by inspectors. Quantitative indicators of the extent to which schools are assessed as ‘efficient’ in managing resources were derived. Statistical analysis suggests a positive association between school effectiveness and rational management practice. 相似文献
15.
Margaret Cook 《Literacy》2005,39(2):85-90
This paper uses aspects of ‘third space’ theory to support the use of site‐based classroom role play as a means of ensuring continuity of text construction between home and school. A hypothetical continuum of text construction between home and school is described, and it is suggested that schools wishing to support this continuum might consider incorporating some home‐type contexts and pedagogies into classroom practice. A model of site‐based role play is described that aims to do this by setting up an actual third space in primary classrooms, together with some of the educational outcomes of the model's implementation. Implications for schools and family learning programmes are briefly discussed. In conclusion, the paper argues that if we want curriculum continuity between home and school, we need to create ‘third spaces’ in schools that bring together the experiences and pedagogies of both. 相似文献
16.
17.
Concerns about pupil disengagement from school and society have led to compulsory citizenship education in state schools in England. However, there is little evidence that the new citizenship education is meeting its goals. The research described here assesses a new approach to citizenship education that appears to overcome some of the identified obstacles in current practices. Hampshire's ‘Rights, respect and responsibility’ initiative is a rights‐based whole school reform of school policies and practices. Under this initiative the contemporaneous citizenship status of pupils is respected, pupils are taught about their rights under the UN Convention on the Rights of the Child and democratic participation is made meaningful in classroom and school functioning. Of particular interest is that the initiative starts in infant schools. This research indicates that young children can understand their rights and responsibilities in ways that are meaningful to their everyday behaviour and that rights‐based whole school reform has the capacity to improve pupil learning and citizenship behaviours. 相似文献
18.
Qian Yang 《Frontiers of Education in China》2017,12(2):200-218
This paper presents the case of one Sister School in the Canada–China Reciprocal Learning Project based on a belief that practice has significant value for the development of teachers’ intercultural awareness and schools’ intercultural communication experience. This paper focuses on one Shanghai school’s reciprocal learning experience, highlighting the content of intercultural communication, the areas of collaboration, the characteristics of collaboration, and the attitudes towards collaboration in the intercultural context. Against the backdrop of New Basic Education reform in China, I try to depict how a Sister School partnership guided by the principle of reciprocal learning motivates Chinese and Canadian teachers to work together across cultural differences in order to learn and develop in terms of theory and practice. I also discuss difficulties and challenges that have occurred in the process of intercultural communication. In the process, reciprocal learning is re-conceptualized and relived as part of our research endeavor. 相似文献
19.
David A. Walters 《Pastoral Care in Education》2013,31(2):111-118
In some ways, ‘a culture of the modern consulting room’ may be seen as having been initiated by Freud and followers. Here, social hierarchy, unconscious motivation and the authority of analyst may all be seen as manifestations of professional practice. With the contributions of Heidegger, Kierkegaard, May, Adler, Rogers and others of the existential and humanistic schools, it is argued that ‘transformative learning’ serves as a vehicle to ‘being’. It is not that the classroom becomes a consulting room. Rather, it is suggested that the change and transformation of ‘self’ and ‘being’ (‘Dasein’) are accompaniments of deep, relational learning. As such, they rightly occupy the activities of both classroom and consulting room. Far from being an abstract or irrelevant notion, the ‘existential classroom’ diverges radically from any lack of focus or neglect of ‘subjectivity’. Neither is it a ‘place apart’, as Freud would have it. The learning relationship itself furnishes a model of conviction for all who see; an expression of trust, symbol for community, and the way to Kierkegaard’s notion of self‐defining freedom. 相似文献
20.
G. Turner P.S. Clift 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2):102-116
In 1979, a booklet, Evaluating the School: A Guide for Secondary Schools in the Metropolitan Borough of Solihull, was published and a limited number were distributed to Solihull schools free of charge. The purpose of the booklet is to provide an agenda for school self‐improvement through systematic school review: its use by Solihull schools is entirely voluntary. This is the report of a survey of the perceptions of Solihull secondary school teachers of the booklet and of school self‐evaluation generally. Four years after its publication, less than half of Solihull secondary school teachers claimed to have actually seen the booklet, less than a quarter to have read all of it and only about ten per cent to recall its contents at all well. Attitudes amongst Solihull secondary teachers towards school self‐evaluation as a general notion and (amongst those who claimed to have seen it) towards the booklet are generally positive. Attitudes are particularly positive amongst those in the lower status positions in schools and amongst the less experienced. Despite these favourable attitudes, the evidence from the survey is that little change in schools has resulted from the use of the booklet. 相似文献