共查询到20条相似文献，搜索用时 750 毫秒
1.
This paper identifies a number of problems facing school councils and examines their possible remit and function. It outlines a project aimed at improving school councils in a rural community college by fostering links with the local district council. The paper summarizes research aimed at understanding the authors' particular concept of participation and responsible action. They describe work undertaken with pupils and adults involved in this project. It concludes that as well as improving the school councils, such work can provide benefits to both partners by widening pupils' understanding of the functions of local government and providing an opportunity for councillors and council officers to connect with young peoples' perspectives. 相似文献
2.
《Peabody Journal of Education》2013,88(4):37-65
School councils are a prominent feature of most school restructuring initiatives, despite surprisingly little evidence about their contribution to school improvement. This study examined the influence, on both school and classroom practices, of an advisory form of school councils implemented in the province of Ontario in June 1996. Data from interviews with 50 people from 5 schools, selected for the range of council's influence, were used to address questions concerning the extent of council effects and the characteristics of relatively influential councils. Results indicated that councils had weak positive to negative influences on both schools and classrooms. More influential councils were characterized by their collaborative team approach with the school staff and their involvement in initiatives related to school improvement objectives. These councils were usually found in schools with a history of relatively extensive parental involvement in many forms. More influential councils had facilitative principals who supported and endorsed the councils; provided information, knowledge, and skills to council members; worked closely with the council chair; and assisted the council to build connections with the school staff. 相似文献
3.
In the context of citizenship education, many UK primary schools have recently set up school councils. Previous research has overlooked the importance of exploring communicative practices specific to school councils and the implications for children's participation. This paper draws on an action‐orientated research project with teachers in three Norfolk primary schools, which began with ethnographic observation of school and class council meetings. By developing alternative visual strategies for facilitating communication in meetings (based on a methodology known as PRA), teachers were able to encourage involvement by more children and enable them to have a greater voice in decision‐making. We argue that the common focus on adult procedures in school councils puts the emphasis on teaching children about their future role as citizens and can limit children's ownership of decision‐making processes. The alternative is to create contexts in which children have a sense of the democratic purposes of their school council in the here and now, by providing children with means (such as the visual strategies) that are consistent with those purposes and prioritizing action as an end. 相似文献
4.
Colin R Boylan 《The Australian Educational Researcher》2005,32(2):49-63
School councils have operated successfully in non-government schools for many years. By contrast, the establishment of school
councils in the government school sector has had a much shorter history. In New South Wales, school council members are elected
representatives of the broader school community. This study focused on government schools in rural areas of southern New South
Wales and specifically examined the professional development and training needs of these school council members. The findings
indicated that school council members expressed concern about their inexperience as council members. Further, they identified
the following areas within which they should specifically seek professional development and training: i) identifying and analysing
the educational needs of the school and its community; ii) enhancing and facilitating better communication between the school
and its community; iii) assisting the principal to understand local community politics; and iv) promoting public education
within the local community. These priority training needs have relevance for policy makers and professional development leaders
at the systemic or departmental level. 相似文献
5.
This paper first takes a brief look at the school system and the teaching of biology in Germany. Then a research project is described which is aimed at improving methods of teaching biology. Within the framework of this project, several teaching models are examined and their effectiveness, in both cognitive and affective terms, analysed. This research project includes empirical studies in which more than 2000 school students have been involved. The results of four of these studies will be looked at in detail. The following models were studied and compared: Lab work completed by students compared with lab work demonstrated by the teacher and with pencil and paper lessons. Classroom instruction on the identification of plants compared with outdoor instruction. Lessons using living invertebrates compared with lessons using models, slides and pictures. The effect on the attitudes of students towards AIDS infected children and on their knowledge about AIDS after lessons showing films on the subject compared with lessons on the same subject with no films. 相似文献
6.
Reciprocal Learning in the Partnership Project: From Knowing to Doing in Comparative Research Models
ABSTRACTThe aim of this paper is to describe an international project aimed at building a knowledge base between Canada and China and beyond for cross-cultural educational understanding and harmonious relationships. The overall purpose of this work is to move beyond cross-cultural comparison and competition to collaborative reciprocity. Reciprocal learning is the guiding term for the Canada–China Partnership Project. The term is relatively commonplace and its deceptive simplicity veils important research and public discourse consequences. The Partnership Project, though not explicitly comparative in nature, draws heavily on the literature of comparative education, particularly with respect to methodology and understandings of Chinese and Canadian education. We describe four comparative education approaches which we think of as models of reciprocal learning across cultures. In the following remarks, we unpack these ideas of reciprocal learning as they apply to collaborative studies of Chinese and Canadian education. The models are assessed for their potential to generate collaborative teaching and learning situations with associated reciprocal learning. 相似文献
7.
Bakhtaver S. Mahajan Sugra Chunawala 《International Journal of Science Education》2013,35(11):1155-1168
Homi Bhabha Centre for Science Education (HBCSE) at Mumbai, India, undertook a three year Health Education Programme aimed at finding out students' understanding of different aspects of health and the manner in which they understand the spread of communicable diseases. The first part of this project is presented in this paper. The results indicate that students have a 'poor'/'unsatisfactory' understanding of several aspects- nutrition, social and genetic factors- which affect health. The work carried out on students from different socio-economic backgrounds highlights the poor performance of tribal students coming from remote areas. Considering the magnitude of health problems in India, suggestions regarding science education are put forward, including capitalizing on the 'good' understanding of health issues exhibited by female students. 相似文献
8.
Eva Eder 《Cambridge Journal of Education》1999,29(3):355-365
This paper describes an action research project at the elementary school in Wurflach in Lower Austria during the pilot phase of the Ecologisation of Schools programme initiated by the Federal Ministry of Education and the OECD. Over this period, the author was teaching in the school, and counselling another school in Lower Austria also involved in the programme. After a period of conflict, caused by mutual misunderstandings and lack of communication, the positive effects of the project began to emerge. There was increased team work among the teachers; more positive relationships between pupils and teachers; greater understanding and more constructive working relations between the school community and the school caretaker, Hannerl Bartl; and relations between the school and the parents, the local community, and especially the local mayor, were greatly enhanced. 相似文献
9.
Joanne Waterhouse 《School Leadership & Management》2013,33(4):369-384
This article accounts for a project that rests on a collaboration between the Leadership for Learning group at the Faculty of Education and the county council in King's Lynn and West Norfolk to address a concern regarding the low aspirations in the community. At the heart of the project was the development of a cadre of ‘Learning Catalysts’ who work with schools and with parents to raise aspirations. The project pursued questions such as: What do we really understand about the way aspirations are shaped and play out in the interface of school and community? How can we gain a deeper insight into the cultures of families and how aspirations about occupational and social identities affect children's performance in school? Of central interest too was the way in which people without formal status in their institutions were able to assume leadership roles. The tension between leadership activity in the community setting and leadership within the formal hierarchies of schools was to prove both a source of data and a continuing challenge. 相似文献
10.
School-based management (SBM) is a potentially valuable reform mechanism in urban school districts in which each school serves
a unique mix of students drawn from a heterogeneous population. Because SBM usually relies on leadership councils that function
as the decision-making bodies for individual schools, its effectiveness as a reform mechanism ultimately depends on the quality
of these councils. This research explores how council decision-making quality is affected by five dimensions of council diversity.
Results indicate that diversity in terms of council member roles and tenure in the district is related to council decision-making
quality, while ethnic and gender diversity and diversity in council experience are unrelated to decision processes. Potential
explanations for these findings are discussed. 相似文献
11.
Alison Cook-Sather 《Teaching Education》2013,24(2):177-190
In this article, I propose that teacher educators use the metaphor of translation to illuminate the process of preparing to teach. Drawing on my analysis of the experience of preservice teachers enrolled in a methods course required for certification to teach at the secondary level, I explain how a project based in that class supports the preservice teachers' translations. Through a weekly exchange of letters with selected students who attend a local public high school, and ongoing reflection on that exchange, preservice teachers enrolled in this methods course face two challenges: to translate what it means to be a teacher as they translate themselves into teachers, and to translate the language they use with students as they interact with those students. 相似文献
12.
《学校用计算机》2013,30(4):191-204
Abstract This article describes a collaborative university-school district project for improving teaching and learning by using state-of-the-art educational technologies. The work resulted in the simultaneous improvement of P-12 education and teacher education. The article illustrates some of the important outcomes of a project known as Technology 2000, a collaborative effort between a university, a school district, and a business partner. Through using appropriate educational technologies, pre-service teachers, in cooperation with their supervising teachers in five classrooms at two school sites, engaged in the collaborative alignment of curriculum, instruction, and assessment to facilitate student achievement. The participants believe that the outcomes of this educational technology project have important implications for improving teaching and learning in other schools and teacher education settings. 相似文献
13.
Nicholas Addison 《Sex education》2013,13(2):171-182
Many schools in recent years have implemented curricular projects to 'deal with' homophobia and sexism as problems that affect adolescent students and make schools unsafe. The ways in which we, as teachers and researchers, confront such problems, however, depends upon how we view their power within schools. When viewed as discursive elements of a generally heteronormative school environment, gender and sexuality norms become more complicated and subtle, as they are a part of systems of language, actions, and expectations that can be difficult to problematize with students and teachers. Drawing on feminist post-structuralist theory related to normativity and discourse analysis, our research looks at two middle-school projects aimed at interrupting heteronormative thinking by including students in the process of analyzing and re-creating school discourse. In one project, a whole class looks at gender identity formation through analyzing collective memory works collaboratively with the teacher. In the second project, a smaller group of girls works to re-think ways that the science/math curriculum could be more responsive to girls, in the end also analyzing the work that comes out of the collaboration. Together, the projects raise important questions about the effectiveness of such curricular projects, the power of school language around 'adolescence', and the potential for addressing gender normativity on the level of discourse, especially in the face of such powerful ideas of gender/sexuality in the middle grades. 相似文献
14.
Bonnie Stelmach 《School Leadership & Management》2016,36(3):271-291
Although parent school councils are the archetypal arrangement for engaging parents in school improvement planning, their effectiveness is negligible when it comes to building parents’ capacity for and confidence in educational decision-making. Using Arnstein’s ladder of citizen participation, this qualitative case study investigated the nature and degree of parents’ participation on six school community councils (SCCs) in Saskatchewan, Canada. Focus groups and interviews with SCC parent members, and school and district leaders were the chief data sources. In most schools, the SCC structure did not dislodge time-honoured barriers that restricted parents’ influence on extracurricular issues. A conceptual examination of participation affords a process-oriented understanding of parent involvement that complements the existing focus on the factors that impact school council effectiveness as an outcome. 相似文献
15.
《Cultura y Educación》2013,25(2-3):5-17
AbstractAs a result of the widespread implementation of the communicative method in the early 80s, using literature in foreign language classes at school was generally shyed away from. However, in the last decade some secondary school teachers have once again fallen back on literature in the belief that it may be a very useful tool in improving their students' command of the foreign language. After explaining the rationale behind why the use of literary texts could prove beneficial, this paper proposes a practical example with a view to demonstrating its usefulness in improving the students' proficiency in the foreign language (English), while at the same time widening their knowledge of the foreign culture and making students aware of the literary effect aimed at by the author. Our main aim is to beef up not only their language awareness but also, and above all, their literary awareness. 相似文献
16.
ABSTRACTThis paper offers a practitioner's view of how continuing professional development (CPD) can help raise achievement in schools. It is one of four papers in this issue linked to a research project in Stoke-on-Trent seeking to raise attainment in schools in deprived communicates. Based on over 20 years’ experience working in and with different schools in the UK, this paper frames a head teacher's perspective, outlining seven strategies she believes are key to improving school performance. These strategies are providing CPD opportunities to all staff rather than just those involved in teaching, planning CPD activities in the light of school development priorities, mentoring and coaching between staff, forming inter-school networks and partnerships, team teaching, peer review and continual assessment of CPD impact. 相似文献
17.
Susan Catapano 《Journal of Early Childhood Teacher Education》2013,34(4):323-330
Abstract Through the use of a long‐term project in a graduate teacher education course on the importance of play, students learned skills beyond those usually required in a graduate classroom. Students used their understanding and knowledge of play, constructive practice, and project work to develop a family play day at the university lab school. As part of the project, students helped to develop a play‐style instrument that served as a self‐study for their own classrooms as they observed the play among their own students. The project culminated with the students hosting the families of the lab school at a fun day and preparing a brochure that gave families information about the importance of play. 相似文献
18.
Judy Kalman 《International journal of qualitative studies in education》2013,26(3):187-203
In Mexico City there is a system of public scribes who function as written language brokers, composing letters, filling out forms, drawing up contracts, designing invitations or producing any other kind of written product that a client might require. The main question to be addressed in this paper is how the scribes learned their trade, and how they acquired the literacy practices and knowledge they need to make a living writing for others. The scribes' views about what they needed to learn and how they went about learning it is of interest to researchers and practitioners alike. Of particular relevance is the relationship they establish between the specific context in which they write and the use of ''local knowledge'' (as defined by Geertz) while writing. Their commentary on what they learned to do at school, what they learned to do in order to meet the demands of their clients, and how they must meet those demands is of particular interest at a time when educators are broadening their views about literacy, how it is learned, and how it is accomplished. 相似文献
19.
JoAnn Phillion 《Mentoring & Tutoring: Partnership in Learning》2013,21(1):43-52
This article discusses a project which has the goal of raising the awareness of pre-service teachers about the needs and potentials of low-income minority students through using technology to develop a comentoring community composed of teacher educators, teachers, pre-service students and elementary students. Using the interactive capabilities of video conferencing over the Internet, pre-service teachers engage in a 'virtual' field experience with a bilingual grade three classroom in a distant inner-city school. Pre-service teachers involved in the programme have the opportunity to be involved with students they would not experience in the local area, to be mentored by a teacher with knowledge of diversity, and to use technology in meaningful, productive ways. Benefits for participants—faculty, pre-service teachers, teachers in the school, and students in host classrooms—implications for pre-service teachers' understanding of diversity and limitations of the technology are discussed. 1 相似文献