The Role of the Year Leader: an Analysis of the Perceptions of Year Leaders and Deputy Heads in 8‐12 Middle Schools     

Alan Paisey Head of Administrative Studies  Keith Alan‐Smith Pro‐Rector 《School Leadership & Management》2013,33(4):333-340

Today's school leaders are searching for a way to give value to and effectively manage a school's intangible assets to create a more holistic picture of student success. Schools establish partnerships with community organizations towards this end and to ultimately impact student learning. Utilizing the framework of principals as knowledge managers, this paper describes how school principals involved in a university partnership developed a tool to manage and intentionally utilize the intangible assets of the school–university partnership to increase student learning. Included are examples of how the tool was applied and suggestions for adapting the tool to any school partnership.  相似文献   

Recruitment and management development for primary headship     

Alan A. Coulson 《School Leadership & Management》2013,33(2):111-123

This article seeks to explain the ways in which leadership makes a difference to the quality of instruction in US schools by reviewing research published since 2000. The review of research is presented in three major sections, organised according to the methodology used in each study. The first section looks into quantitative studies that probe the structural relationships among members and activities related to teaching and learning. Primarily drawing on surveys completed by school stakeholders, these studies uncover patterns of influence using advanced statistical methods. The second section summarises findings from qualitative case study research, which provide specific examples of conditions that support the leadership patterns previously identified. The final section offers further explanations of how these patterns of influence operate by examining the alignment of formal and social components of interactions through network methodology.  相似文献   

AD/HD: Towards Resolution – A Personal View     

Alan Train 《Emotional and Behavioural Difficulties》2013,18(2):52-60

The debate on AD/HD has stimulated a great deal of interest, and parents are beginning to ask whether their children may have the condition and how they might be treated.

Professionals need to create a personal philosophy and be ready to advise parents in relation to any fears and apprehensions they may have.

In this paper the author presents his philosophy, summarises its practical benefits and describes how he would reassure parents (and professionals) in relation to common concerns regarding the implementation of a multi-modal approach.

Part of the paper is based on a chapter from the author's new book ADHD: How to Deal with Very Difficult Children, published by Souvenir Press Ltd. in March 1996.  相似文献   

Event-Konzepte     

Ronald Hitzler  Babette Kirchner  Jessica Pahl 《Zeitschrift für Erziehungswissenschaft》2013,16(3):143-158

In view of processes of individualization and pluralization, the requirements for living in modern societies result in significantly increased complexity of social constructions of reality. Especially for individualized juvenile people new forms of communities are a constitutive feature of social lifestyle progression and rearrangement. Within events a specific type of these juvenile communalities emerges. Based on two different cases, a music festival and an improvisational theater performance, this paper emphasizes a crucial similarity of events: the use of (physical) staging as a social mechanism for integration and distinction. The process of ‘eventization’ (i.e., spectacularization) provides a framework for action, in which emotional as well as mental affiliations constitute.  相似文献   

Editorial: Kompetenzmodelle zur Erfassung individueller Lernergebnisse und zur Bilanzierung von Bildungsprozessen     

Detlev Leutner  Eckhard Klieme  Jens Fleischer  Harm Kuper 《Zeitschrift für Erziehungswissenschaft》2013,16(1):1-2

This special issue comprises eleven articles from the DFG priority program “Competence Models for Assessing Individual Learning Outcomes and Evaluating Educational Processes”. The special issue aims at showing the priority program’s present state of discussion concerning essential concepts and questions related to the modeling of competencies. The first article describes the structure and research areas of the program and gives an overview on the current state of research. The short articles two to eleven discuss questions and problems which proved to be of particular importance during the work of the priority program in the last years. These articles constitute the result of a workshop of the participating scientists of the priority program in terms of position papers.  相似文献   

Transferwirkungen künstlerischer Tätigkeiten. Ihre kritische Kommentierung durch eine umfassende Theorie ästhetischer Bildung     

Christian Rittelmeyer 《Zeitschrift für Erziehungswissenschaft》2013,16(3):217-231

Transfer research examines how artistic activities can have an impact outside of the realm of art itself. The article concludes that this research can be carried out in a meaningful way, only within the framework of a comprehensive theory of aesthetic education. This theory would encompass the structural analysis of artistic activity, as well as biographical reports about artistic experiences. The elucidation of the concepts or themes relevant to the theory would include the notion of aesthetic experience, the understanding of immediate, aesthetic experiences, the analysis of artistic processes, and the outcomes of scientifically evaluated applications of aesthetic education.  相似文献   

Wann kann Kompetenzdiagnostik negative Auswirkungen haben?     

Nele McElvany  Camilla Rjosk 《Zeitschrift für Erziehungswissenschaft》2013,16(1):65-70

This paper addresses potential negative effects of systematic external competence assessment on different levels of the education system. We discuss possible sources of misinterpretations of competence assessment feedback, potential consequences of feedback and assessment for different education stakeholders (teachers, students, and educational administration) as well as negative effects of systematic competence assessment on the culture of teaching and learning. The paper concludes with some reflections on possibilities to prevent or reduce the discussed negative effects.  相似文献   

Wie können Ergebnisse der Kompetenzdiagnostik in Forschungsprojekten sinnvoll zurückgemeldet werden?     

Dominik Leiss  Katrin Rakoczy 《Zeitschrift für Erziehungswissenschaft》2013,16(1):81-88

Reporting on research results to students, teachers and institutions is a big challenge within competence assessment research: students individually have to be given feedback about how they performed, teachers have to be provided with information about their classes, education authorities are interested in actual research results. For feedback being helpful for students, teachers and institutions, the following questions have to be thought of: (1) Who is the feedback given to? What is the aim of the feedback? (2) Which results shall be reported? (3) How should feedback theoretically look like? And (4) how does feedback depend on the given general framework? The given article discusses these questions and offers a “checklist” to research projects with a focus on competence assessment.  相似文献   

Skizze zur Historiographie der Ästhetischen Bildung     

Jörg Zirfas  Leopold Klepacki 《Zeitschrift für Erziehungswissenschaft》2013,16(3):7-25

This article is focussing on a historical approach to the term of aesthetic education from three different angles: as history of ideas, biographies and images. Aesthetic education is thereby understood as performative and reflective involvement with aesthetics and the fine arts such as arts, theatre and literature etc. A first approach is defining the history of ideas as a theoretical reconstruction of aesthetic concepts and their educational relevance; this history is also discussing educational theories and their aesthetic implications. It is more or less an implicit and compensatory history because the important contexts are not visible at first sight; and the aesthetic and pedagogical theories often need a reciprocal addition. A biographical perspective is hereby concentrated on the biography of artists. Thereby the educational science of biographies are highlighting the situation of the arts and the artists, the development of becoming an artist, the progression as an artist and the artistic institutions in a educational-aesthetic nexus. Such a perspective is supplementing the history of ideas concerning cultural and socio-historical dimensions as well as institutional and biographic aspects. Finally, the history of images is focusing on the thesis that every picture also includes a programme of aesthetic education. In pictures the process of productive and reflective visualisation is expressed: paintings refer to their production and their understanding. For the method of the historical-educational iconography of aesthetic education a historicizing matrix from production aesthetics, work aesthetics and reception aesthetics is suggested. This matrix is combined with a theory of education as transformation of self-relation, of relations to other individuals and the world. The three approaches just mentioned are exemplified by Leonardo da Vinci and his famous picture “Vitruvian Man” from 1492.  相似文献   

Was grenzt das Kompetenzkonzept von etablierten Kategorien wie Fähigkeit,Fertigkeit oder Intelligenz ab?     

Oliver Wilhelm  Reinhold Nickolaus 《Zeitschrift für Erziehungswissenschaft》2013,16(1):23-26

Following a specification of the concept “competence” as it is applied in the context of the priority program we place recent efforts on competence assessment within established distinctions. Besides Cronbach’s differentiation of typical behavior and maximal effort and Cattell’s demarcation of test and questionnaire data additional discriminations against broader terms such as “ability”, “skill”, “talent” but also “intelligence” are desirable and necessary. The utility of the concept of competence relative to established terms needs to be demonstrated unequivocally in the future.  相似文献