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1.
学校改进的“本土化”与内生模式探索——大学与中小学合作伙伴关系的维度 总被引：3，自引：0，他引：3
在大学与中小学合作关系的意义上,学校改进的本土化就是在学校实践场域中经对话、互动和共同思考而生成学校改进理论与实践策略的过程。学校改进本土化的哲学立场是尊重学校的生命特性、正视学校的制度约束、激发局内人的变革动力、实现变革的主体完整。与专家理论应用模式相比,内部生长的学校改进模式具有在实践中生成理论、以学校需求为驱动力、大学专业人员的服务身份、以学校发展规划为切入口、让每所学校都成为更好的自己的特征。在内生型学校改进中,大学专业人员可以起到让实践者的教育信念和心智模式亮相、让实践者的实践发生第二序改变、让理论工作者和实践工作者共同发生蜕变的作用。 相似文献
2.
学校课程管理:亟待关注的课程研究领域 总被引：1，自引：0，他引：1
由于“外控形态”课程管理体制的规约和课程理论演进历程的失却,学校课程管理一直是建国后我国课程研究领域中的薄弱环节。这不仅影响了课程理论建设的进程,而且也妨碍了课程改革实践质量的提高。随着中小学课程改革的全面推进和“三级课程管理体制”的确立,学校课程管理作为课程研究领域中的焦点问题被提了出来。由“自上而下的官僚体制的监控和管制”到“诉诸学校自身的创意和创造力自律自主地驱动”,已成为当前我国基础教育课程改革的新趋向和新要求。因此,我们应该把握学校课程管理的含义与意义、对象与内容、目标与结构、过程与方法、研究现状等问题。 相似文献
3.
高校校歌作为一种特殊的文化符号,承载着高校对时代的讴歌和学校信仰的自信,是学校精神文化的重要组成,是学校办学理念、精神风貌、地域特色、历史特色的听觉表述。校歌的嬗变也是学校对自我定位以及时代需求的一种响应,能够反映时代变迁对学校影响,以及学校对外部社会变化作出的积极调整。通过对校歌文字变迁解读,能够深层次理解学校办学思想,学校精神发展脉络,是研究学校文化的快捷手段。 相似文献
4.
Bill J. Johnston 《The Urban Review》2002,34(3):205-230
State and federal policy constitutes a significant component of the educational environment. School leaders stand at the intersection of policy and practice in attempting to implement systemic school reform. This report begins with a brief overview of (1) recent federal policy alignment initiatives, (2) the Comprehensive School Reform Demonstration (CSRD) grants program, and (3) the general policy environment in North Carolina. We then draw on evaluation data from North Carolina schools receiving CSRD grants to suggest that initial school efforts are marked by two significant absences, chiefly, the absence of comprehensive design perspectives to guide improvement efforts and the absence of critical analysis during application of improvement models. We close by offering suggestions for school leaders engaged in systemic reform efforts. 相似文献
5.
科层制学校转变为学习型学校,本质上是学校文化的整体变迁。人本主义教育理念、管理理念和系统思考是学习型学校的精神基础,而科层制学校秉承工业时代的标准化、外在控制理念以及片面、静止的思维方式。学习型学校的规范性行为准则、宪法秩序、具体的制度以及器物安排,都不同于科层制学校。 相似文献
6.
This paper reports on the first phase of a case study that investigated how early childhood teachers experience organisational change. As one of three levels of quality improvement, State government‐funded curriculum initiatives were developed with an aim to promote change. Three curriculum documents, one each focusing on literacy, pedagogy and health, were released in a short time frame. Analysis of the content of these documents reveals four themes of change that reflected the theories underpinning the waves of change flowing across New South Wales, Australia, in the years 2001–02. 相似文献
7.
职业学校危机管理的理念和策略 总被引：3，自引：0，他引：3
职业学校危机管理指针对突发危机事件,提高职业学校对危机发生的预见能力和危机发生后的救治能力,及时、有效地处理危机,恢复学校的正常秩序.从学校教育与管理策略的角度,其主要包括危机预防与预警、学校危机教育、学生危机心理的缓解和引导,以及动员社会力量的参与等方面内容. 相似文献
8.
School effectiveness and school improvement researchers have increasingly looked towards establishing some kind of synergy between their respective fields. However, most recent attempts to create such links have not sufficiently addressed their different perspectives on organisational development and change. School effectiveness research has tended to view organisational development in terms of structural change, while the school improvement field has conversely placed an emphasis upon the cultural dimensions of organisational change. This has resulted in a methodological and theoretical divide that has proved difficult to resolve. This article argues that by incorporating the concept of 'power' into the analysis the two fields can be brought together more successfully. The article suggests that this 'third dimension' provides a bridge between structural and cultural analysis. It also highlights some important research questions that arise out of this tripartite relationship. The article concludes by suggesting that an analysis of power may provide the long awaited conceptual and theoretical fusion sought by both fields. 相似文献
9.
学校管理道德观的冲突与发展 总被引：5，自引：0，他引：5
学校管理道德是学校发展的重要基础。学校管理者的道德观表现出了功利与权利的冲突,效率与公平的冲突,“人治”与“法治”的冲突。这些冲突不仅导致学校管理道德失范,也直接侵犯着教育者与受教育者的切身利益,影响着学校的形象和质量。学校管理道德观的冲突根源于学校管理者的多方面因素,受制于学校管理者多方面认识。学校管理必须走出狭隘的、封闭的、专制的怪圈,遵守社会公德和法律,转变学校管理观念,明确学校管理职能,彰显学校管理的育人功能。 相似文献
10.
徐雁 《湖南第一师范学报》2011,11(4):8-10,140
全科型本科小学教师是指能承担小学阶段国家规定的各门课程教学工作的小学教师。探索全科型本科小学教师的培养模式,既符合我国国情需要,也符合国际小学教师教育的共同取向,不仅是必要的,也是完全可行的。其核心是培养师范生具有较高的综合素质和适应不断变化的能力,即培养具有创新实践能力的小学教师。 相似文献
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ABSTRACT While past studies on school district decentralization found that central office leaders can limit school leaders’ decision-making power, the studies did not examine how they do so. We investigated this in eight elementary schools in two large urban school systems with official policies of school site-based decision-making. We found that even though school leaders had legal authority over most instructional decisions, they overwhelmingly made decisions consistent with central office preferences. The question is why. By examining the micro process of interaction between central office and school leaders, we found that central office leaders in both districts used a range of persuasive strategies to influence school-level decisions. Specifically, they linked their suggestions to institutionalized norms, rules, and shared understandings in the district and profession. By doing so, central office leaders pushed against their decentralization policies. Differences in the combination of strategies that central office leaders used and the amount of interaction they had with school leaders led to (a) greater variability in the degree to which school leaders in one district made decisions aligned with central office preferences; and (b) greater feelings of coercion among school leaders in the second. These findings unpack the dynamics among local education leaders as they implement and sometimes alter the rules within policies through their daily practice. 相似文献
13.
中等职业学校文化及学校效能研究 总被引：2，自引：0，他引：2
在分析职业学校效能及其标准、职业学校文化内含的基础上,探讨职业学校组织文化和学校效能的关系,并从行为规范、行为期望、典礼仪式、职工生活、管理参与、物质建设等方面阐述了培育优良职业学校文化,提升职业学校效能的具体措施. 相似文献
14.
Kenan Ozberk Fahriye Altinay 《International Journal of Disability, Development & Education》2019,66(6):551-564
ABSTRACTThe aim of this study was to determine primary school administrators’ and teachers’ views about the organisational citizenship behaviours in their schools. Qualitative research method was employed. The participants consisted of 15 teachers and 5 school administrators working in primary schools in North Cyprus, which were selected through maximum sampling method. Content analysis was done to analyse the data. The findings indicate that the majority of teachers report that the number of teachers who are eager to help is unsatisfactory, and that the participants do not have positive opinions about the reactions they face when they encounter a problem in school. Attention was paid to issues pertaining to disabled students. Since disabled students need extra attention and care, teachers and school administrators expressed the view that to interact with disabled students, organisational citizenship behaviour is necessary. Results further show that organisational citizens are eager to guide, to make extra effort and to empower themselves in order to be more useful and efficient. This study recommends that organising in-service training to improve organisational citizenship behaviour may be effective in improving schools and contribute to the awareness of the importance of the organisational citizenship in terms of disabled students. 相似文献
15.
新时代教师专业发展在发展主体、发展内容和发展形式上都有了新的变化,基础教育阶段学校组织的现实状况已凸显出与教师专业性之间的矛盾,迫切需要进行变革。从学理层面分析,促进教师专业发展的学校组织的理想样态是扁平化的组织结构、从"成事"到"成人"的运行机制和合作型的组织文化。"学术管理"机制提供了一种基于"专业取向"的学校组织变革理论思路。辽宁省实验学校引入学术管理机制,分三个阶段进行了学校组织变革的路径探索。学校通过增设学术型组织,完善组织架构和运行机制,给教师领袖增权赋能,实现了校本教研的顶层设计和集团化办学中优质教育资源的共享,促进了教师的专业发展和教师团队整体素质的提升。 相似文献
16.
Christine M. Ramsey Adam P. Spira George W. Rebok 《School Effectiveness & School Improvement》2016,27(4):629-641
Research suggests that school climate can have a great impact on student, teacher, and school outcomes. However, it is often assessed as a summary measure, without taking into account multiple perspectives (student, teacher, parent) or examining subdimensions within the broader construct. In this study, we assessed school climate from the perspective of students, staff, and parents within a large, urban school district using multilevel modeling techniques to examine within- and between-school variance. After adjusting for school-level demographic characteristics, students reported worse perceptions of safety and connectedness compared to both parent and staff ratings (all p < 0.05). Parents gave the lowest ratings of parental involvement, and staff gave the lowest ratings of academic emphasis (ps < 0.05). Findings demonstrate the importance of considering the type of informant when evaluating climate ratings within a school. Understanding how perceptions differ between informants can inform interventions to improve perceptions and prevent adverse outcomes. 相似文献
17.
Since 1997 appraisal has been a mandated requirement of New Zealand schools. While the management of teacher performance is not new, schools are increasingly being faced with difficult and complex decisions regarding accountability mechanisms for teacher performance. Moreover, in a climate of school self-management the potential exists for tensions between bureaucratic systems and the professional autonomy of teachers to surface. This article reports on research conducted in 2001 that investigated teachers' perceptions of the bureaucratic and professional approaches to performance management in their schools. In a climate of increasing control of teachers' work and professional activities by the State, results from recent research indicate that school managers have adopted a professional approach to the appraisal of staff. Moreover the involvement of teachers in developing school-level appraisal systems is pinpointed as fundamental to the long-term success of appraisal in New Zealand schools. 相似文献
18.
怎样创新党校的函授教育 总被引：1，自引：0，他引：1
党校函授教育存在着办学指导思想滞后、办学模式单一、教学质量下滑、生源流失严重、管理体制不尽合理等问题。而当前经济和社会发展的形势,对党校函授教育的发展提出了新的要求,因此转变旧有的办学理念和办学模式,更新教学内容,改进教学方法,完善管理体制,创新党校函授教育,走可持续发展的办学道路已势在必行。 相似文献
19.
在学校文化建设中形成学校特色 总被引：3，自引：0，他引：3
在学校外部环境和内部动因发生变化的状况下,学校文化建设已成为一种学校生存与发展战略,学校主体文化建设的自觉性不断增强。课程文化作为学校文化建设的重要组成部分,拓展了学校文化建设的内涵和品质,成为学校文化建设的重点与核心。学校文化建设与学校特色形成是同一枚硬币的两面,在学校文化建设中形成学校特色,着眼于课程与教学特色的形成,其实就是在建构学校文化的软实力。 相似文献
20.
H. Hultin K. Eichas L. Ferrer-Wreder R. Dimitrova M. Karlberg M.R. Galanti 《Scandinavian Journal of Educational Research》2019,63(4):534-550
Previous studies indicate that school climate is important for student health and academic achievement. This study concerns the validity and reliability of the student edition a Swedish instrument for measuring pedagogical and social school climate (PESOC). Data were collected from 5,745 students at 97 Swedish secondary schools. Multilevel confirmatory factor analyses were conducted, and multilevel composite reliability estimates, as well as correlations with school-level achievement indicators, were calculated. The results supported an 8-factor structure at the student level and 1 general factor at the school level. Factor loadings and composite reliability estimates were acceptable at both levels. The school-level factor was moderately and positively correlated with school-level academic achievement. The student PESOC is a promising instrument for studying school climate. 相似文献