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In an era of rapid global economic and social change, educational institutions like schools and universities are struggling
to keep their curricula and programs relevant. Singapore’s schools are no exception, especially when education is viewed as
the essential element for maintaining the nation’s global competitiveness in ways that are totally disproportionate to its
size. The current shift from an ‘efficiency-’ to an ‘ability-’ driven paradigm in education, however, is increasing uncertainty
and raising the stakes in an already pressurized system where schools, educators and students constantly compete for top academic
awards and rewards. The concept of “partnership” in Singapore education is a significant, relatively new, trend that has caught
on among local schools only since the late-1990s, with the focus on creating better “total” learning environments for students.
This paper analyses the challenges of matching rhetoric with professional practice with regard to school–home partnerships
in Singapore, and concludes that the key to authentic collaboration lies in the mutual appreciation and valuing of diversity
as well as a deep sense of shared responsibility by all parties concerned. 相似文献
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Official involvement of parents in school education has been very limited until recently within the highly centralized educational administration and school management system in Korea. But, the educational reform in 1995 has brought fundamental changes in educational administration and school management system of Korea. The main approach of the reform is decentralization, which tries to turn over the power of the central government in educational administration and school management to the hands of regional education offices and site schools. According to the reform, the school council was introduced to enforce autonomous and responsible school-based management through broad participation of various stakeholders of education. In this article, I examined the background, roles, and characteristics of the school council, focusing on the new pattern of parent–school participation formation. And based on the findings, I discussed the issues of parents participation and future prospects of the school council and suggested policy implications for better implementation of parent–school partnership through the school council. 相似文献
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The Urban Review - This narrative inquiry study presents the stories of five urban public school principals who continually enact and engage in praxis around school/family engagement as their... 相似文献
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Universities and schools have a long history of partnering with one another to achieve a range of educational goals in America's schools. For many years, the needs of the universities were the primary impetus for partnership. Universities needed practicum sites for student teachers and other educational professionals, as well as participants for the research of university social science faculty. In more recent years, the balance has begun to shift dramatically so that the needs of schools are increasingly driving the formation of school–university partnerships. This article briefly describes the recent history, development, and major foci of school–university partnerships. After identifying a relatively neglected area of school–university partnerships, the article describes an existing partnership that addresses this area in order to illustrate the potential and opportunities for partnership. Finally, this article closes with a discussion of the challenges and potential benefits of school–university partnerships. 相似文献
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《理论付诸实践》2012,51(4):305-311
For too long, educators have held diminishing beliefs about Latino students' home life. Such beliefs are irrelevant except for the fact that students do not leave their culture at home; rather, home life is closely intertwined with their learning. Language and culture play a major role in students' learning and parents figure prominently in their children's academic success. In Latino communities, parents often feel disempowered because of their limited English language skills and their limited knowledge of the educational system. This inequality prevents Latino parents from advocating for their children in schools. However, balanced power relations between schools and Latino families are possible. The Carpintería research study reveals the transformation that is possible for parents and students when the family's language, culture, and literacy are acknowledged, appreciated, and utilized to empower students, families, schools, and communities. 相似文献
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Susan Trostle Brand Jessica Marchand Elizabeth Lilly Martha Child 《Early Childhood Education Journal》2014,42(3):163-170
Combining home–school literacy bags with preschool family literature circles provided a strong foundation for family involvement at home and school during this year-long Reading Partners project, and helped parents become essential partners in their children’s literacy development. Using home–school literacy bags, children and parents learned how to combine expressive arts and emergent literacy strategies including alphabet recognition, phonemic and phonological awareness, and oral language fluency. State-of-the-art activities designed for each of the multiple intelligences met the needs of diverse students with many different learning styles and interests. As families participated in fall and spring school-based Festivals in which they shared the literacy bags in small group family literature circles, they demonstrated children’s emerging literacy skills in a relaxed, yet highly engaging atmosphere. 相似文献
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This paper reviews the school–family partnership in Hong Kong in the past decade. The typology of Epsteins six types of partnership is adopted as the analytical framework. The results show that there has been an increase in shared experience in school education among various stakeholders. Schools have become more convinced that they have a role to play in various types of partnership. Home–school contacts have become more informal and two-way. Teachers have been changing their views of how capable are parents in supporting the school. However, the increase in communication does not seem to focus on childrens learning. The relationship of the school-sponsoring bodies and the Government was hampered in the exercise of widening the governance structure. Hong Kong parents mainly serve as supporters of their children at home in the past. They have now also become customers, and to some extent learners, volunteers and managers in school education. 相似文献
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Salvatore Saporito 《Peabody Journal of Education》2013,88(2):172-190
This study investigates how much the racial composition of communities influences the private school enrollment rates of members of different racial groups. Some scholars argue that private school enrollment contributes to racial segregation in public schools because White families attempt to enhance the social status of their children by leaving public schools serving communities with higher percentages of children who are Black. A second group of scholars argue that private school enrollment is primarily based on nonracial factors. A third, related perspective argues that race is of diminishing importance in driving behaviors such as school choice. This study explores these perspectives using 1990 and 2000 Public Use Micro Data Samples to estimate private school enrollment rates by student race and community racial composition. Findings indicate that private school enrollment rates among Asian, Black, and Hispanic students do not fluctuate much with community racial composition. By contrast, private school enrollment rates among White families are strongly and positively correlated with the percentage of children in their communities who are Black—even after holding constant a series of individual and community-level factors that may account for this trend. Moreover, the association between race and choice has changed little between 1990 and 2000. 相似文献
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Sunny S.U. Lee Barry J. Fraser Darrell L. Fisher 《International Journal of Science and Mathematics Education》2003,1(1):67-85
This paper provides a preliminary picture of teacher–student interaction in Korean senior high schools. In order to do this, the Questionnaire on Teacher Interaction (QTI) was translated into Korean and administered to 439 students (99 science-independent stream students, 195 science-oriented stream students and 145 humanities stream students). Based on the results from this survey, interviews with some students and teachers were also carried out and three science classrooms were also observed. It was found that the teacher–student interactions in Korean senior high school science classrooms reflect the general image of the youth-elder relationship in society as well as the senior high school's unique nature – portraying a scene of directing teachers and obeying students. It was also found that students experience unique interactions in their science classrooms with their particular teachers. It was considered that this difference comes from the overlapping of a teacher's personal characteristics with the nature of a stream (e.g., curriculum, expectation towards the students in that stream). This article reports part of a larger study conducted with Korean senior high school students and teachers. The aim of the main study was to investigate three different aspects of the high school science classroom environments in Korea, namely, the degree of implementation of constructivism, the pattern of teacher–student interactions, and the learning environment in laboratory classes. Based on the realisation that teacher–student interactions have not been systematically dealt with especially at the senior high school level in Korea, this article pays particularly attention to this aspect. The intention was also to provide useful insights for improving the current situation in senior high school science classrooms in Korea. 相似文献
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The purpose of this study was to examine teachers’ perceptions of their school environment in terms of factors that enhance or prohibit the use of instructional technology. The study also investigated whether the technology implementation environment varied for schools at different locations and different levels. Both quantitative and qualitative data indicated that the most serious problem in K–12 technology implementation was time constraints, followed by technical problems that could not be taken care of in a timely manner. Suburban schools had the most favorable conditions in all aspects of technology implementation support. No significant differences were found between school levels. 相似文献
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The REAL Camp-NIU Experience established at Northern Illinois University serves as a model to afford high school students an experience in science- and mathematics-related careers. The participants’ perceptions of the college-based camp curriculum were very favorable, as were the perceptions from preservice teachers and practicing teachers concerning the overall effect of the camp on student participants. Data indicated that the camp has shown success over time, with 21 of the 26 participants enrolling in some form of post-secondary education. 相似文献
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In a 5-year longitudinal study of typical literacy development (Grades 1–5 or 3–7), relationships were examined between (a) parental responses to questionnaires about home literacy activities and ratings of children’s self-regulation at home, both completed annually by the same parent, and (b) children’s reading and writing achievement assessed annually at the university. Higher reading and writing achievement correlated with engaging in more home literacy activities. Parental help or monitoring of home literacy activities was greater for low-achieving than for high-achieving readers or writers. Children engaged more minutes per week in reading than writing activities at home, but parents provided more help with writing and reported computers were used more for homework than for school literacy instruction. Parental ratings of self-regulation of attention remained stable, but executive functions—goal-setting, hyperactivity, and impulsivity—tended to improve. Results are translated into consultation tips for literacy learning and best professional practices. 相似文献
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延华 《小雪花(小学生成长指南)》2006,(3)
新学期开学了,Animal School正在举行开学仪式,Hippo(河马)校长为大家介绍了几个new students,想知道他们的名字吗?那就把他们身上的单词填好吧! 相似文献
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In the southeast of the city stands the No.1 Senior School, where I am studying. At the entrance, you can see a beautiful campus full of modern buildings. On the left are two 5-storeyed teaching buildings, with an air-conditioner in each classroom. So it is quite comfortable for us to study. On the right are the lab buildings, where all kinds of experiments for physics and chemistry are available. There is also a high libraryIn the southeast of the city stands the No.1Senior School,where I… 相似文献
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Luke 《小雪花(小学生成长指南)》2005,(8)
今天我们来认识一位特殊的中国小朋友——路克。路克的父母都是中国人,现在他们带着路克定居在加拿大。现在让我们一起同路克走进他的学校,看看他的学习生活吧 相似文献
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The Urban Review - While research on school suspensions and its impact on students is not new, scholars have not yet explored whether there is a link between school suspensions and high school... 相似文献
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阅读在线读短文,回答问题。 O ur School This is our school.It's a nice big school.Thereare tw enty -five classes.W e are students of G radesix. W e go to school at seven thirty in the m orning.Classes begin at eight.W e have six lessons everyday.After classes w e clean our classroom .W e gohom e at four tw enty. W e like our school. ⒈Is your school big and nice芽 ⒉H ow m any classes are there in your school芽 ⒊W hat grade are you in 芽 ⒋W hat tim e do you go to schoo芽 ⒌D o you li… 相似文献