How do school leaders respond to the growing intrusiveness of accountability policies? Evidence from Italy     

Angelo Paletta 《Journal of educational administration and history》2019,51(4):381-401

ABSTRACT

The role of school principals is an evolving one, calling them to become agents of change, focusing on educational leadership as they take the schools forward. All this is happening in a context that is becoming more challenging and stressful as school leaders try to juggle the state-mandated accountability devices. In relation to the Italian context, this paper analyses the growing penetration of accountability systems in school management and the implications for leadership practices. The results of a research project conducted with school leaders show that accountability systems can provide an opportunity for school improvement if school leaders defuse their potential bureaucracy, consistently integrating them into their practices of leadership, respecting the organisational idea of the school as professional learning community. An authentic educational leadership is a fundamental condition for governing the risks and contradictions that accountability systems bring with them in the complex reality of schools.  相似文献   

Interpretive investigation of the science‐related career decisions of three African‐American college students     

Bradford F. Lewis  Angelo Collins 《科学教学研究杂志》2001,38(5):599-621

Reports published since 1977 indicate that African Americans are underrepresented among Ph.D.‐holding scientists. Although researchers have identified numerous factors that correlate with career choice, they have failed to address students' reasons for choosing or not choosing science and science‐related careers. This study examines the career decisions of three African‐American college students. All three students began college aspiring toward science‐related careers. However, by the end of data collection only one student was working toward a science‐related career. Data were collected by means of eight, open‐ended, 1‐hour interviews conducted over a period of 6 months. Findings indicate that students' interest in a science‐related career is directly related to the degree to which they perceive that career as being supportive of deep‐seated life goals; and that a deeper view of the nature of science better enables students to perceive a science‐related career as supportive of life goals. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 599–621, 2001  相似文献   

Dissection of a truth regime: the narrowing effects on the public good of neoliberal discourse in the Virginia performance-based funding policy     

Angelo J. Letizia 《Discourse: Studies in the Cultural Politics of Education》2016,37(2):282-297

A major role of all public higher education institutions is to foster the public good. In democratic societies, the public good emphasizes the more collective activities and benefits and how resources are accessible to all in a society. Institutions of higher education create new knowledge, promote cultural tolerance, increase civic activity, and have lasting intergenerational effects among other things which all serve to enhance the collective activities of a polity. Since public higher education institutions promote the public good, and since public higher education institutions are governed by policy, educational policy becomes a crucial determiner of the public good. Moreover, policies are constructed with language or discourse. Thus, the discourse of policy, which has the power to structure the actions, speech, and thoughts of those affected by the policy, has a direct impact on the public good. In light of this importance, this paper critically examines the discourse of educational policy.  相似文献   

Reinforcement expectancy and trial spacing effects in delayed matching-to-sample by pigeons     

Angelo Santi  William A. Roberts 《Learning & behavior》1985,13(3):274-284

Four experiments assessed the role of reinforcement expectancies in the trial spacing effect obtained in delayed matching-to-sample by pigeons. In Experiment 1, a differential outcome (DO) group received reinforcement with a probability of 1.0 for correct comparison responses following one sample stimulus and a probability of 0.2 for correct comparison responses following the other sample stimulus. The nondifferential outcome (NDO) group received reinforcement with a probability of 0.6 for correct responses to either stimulus. While matching accuracy was higher for the DO group than for the NDO group, both groups showed an equivalent decline in accuracy as the intertriai interval (ITI) duration was decreased. However, within the DO group, ITI duration affected performance on low-probability-of-reinforcement trials but not on high-probability-of-reinforcement trials. In Experiment 2, delay interval (DI) duration was 5, 10, or 15 sec and accuracy was higher for the DO group than for the NDO group at all DI durations. In addition, accuracy decreased similarly on high- and low-probability-of-reinforcement trials for the DO group as DI was increased. In Experiment 3, all birds were studied under DO conditions and ITI duration was manipulated along with DI duration. At the short DI duration, decreasing ITI duration had a detrimental effect on low-probability-of-reinforcement trials but no effect on high-probability-of-reinforcement trials. At the long DI duration, decreasing ITI duration had detrimental effects on both types of trials. In Experiment 4, unsignaled ITI reinforcers disrupted accuracy when the DI was long and when the ITI was short. The applicability of scalar expectancy theory to these data is discussed.  相似文献   

The myth of The Phoenix: progressive education,migration and the shaping of the welfare state, 1985–2015     

Cedric Goossens  Angelo Van Gorp 《Paedagogica Historica: International Journal of the History of Education》2016,52(5):467-484

Abstract

Since the 1970s, many western welfare states have been subject both to increased migration and to a renewed interest in progressive education. The present article addresses the question of whether these two phenomena are related and how changing notions of the welfare state shape and are shaped by this relationship. To answer the question, we concentrate our attention on the case study of Ghent (Belgium), which from the 1970s onwards has been characterised not only by a growing ethnic diversity but also by a renewed interest in progressive educational initiatives. Drawing on oral history with key figures in the local educational field and research in school archives, this article indicates that progressive initiatives in the last few decades have indeed emerged as an answer to migration patterns. But whereas initial initiatives in the 1980s arose from an endeavour to cater for the migrant child, some recent initiatives arose from an attempt to exclude the same child.  相似文献   

Pigeons’ memory for event duration: Differences between visual and auditory signals     

Angelo Santi  Lianne Stanford  James Coyle 《Learning & behavior》1998,26(2):163-171

In Experiment 1, pigeons were trained to discriminate short (2 sec) and long (8 sec) durations of tone by responding to red and green comparison stimuli. During delay testing, a systematic response bias to the comparison stimulus correct for the long duration occurred. Tests of responding without the tone reduced accuracy on long-sample trials but not on short-sample trials suggesting that the pigeons were attending to the tone and not simply timing the total trial duration. The pigeons were then trained to match short (2 sec) and long (8 sec) durations of light to blue/yellow comparisons. During delay testing, “choose-long errors” occurred following tone durations, but “choose-short errors” occurred following light durations. In Experiment 2, accuracy was assessed on test trials in which the tone and the light signals were simultaneously presented for the same duration or for different durations. Pigeons responded accurately to durations of light, but were unable to accurately respond to durations of tone simultaneously presented with the light. The data from Experiment 1 suggest that there are important differences between light and tone signals with respect to the events that control the termination of timing. The data from Experiment 2 indicate that pigeons cannot simultaneously time visual and auditory signals independently and without interference. Consequently, they are inconsistent with the idea that there is a single internal clock that times both tone and light durations.  相似文献   

National Science Education Standards: A political document     

Angelo Collins 《科学教学研究杂志》1998,35(7):711-727

The National Science Education Standards provides a vision teaching and learning science for the science education system and criteria to measure progress toward that vision. The document contains standards for content, teaching, assessment, three major levers of change identified by policy analysts. The Standards also include program standards for schools and districts and system standards. This article describes how the Standards were developed within a political context, through a process with political aspects and includes political intents. It closes with recommendations about why and how science education researchers might engage in the political process. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 711–727, 1998.  相似文献   

Journal of Research in Science Teaching annual report: January 1, 2009 to December 31, 2009     

J. Randy McGinnis  Angelo Collins  Amy H. Dai  Wayne Breslyn  Elaine Henry 《科学教学研究杂志》2010,47(5):497-500

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Journal of Research in Science Teaching annual report: January 1, 2008 to December 31, 2008     

J. Randy McGinnis  Angelo Collins  Amy H. Dai  Wayne Breslyn  Elaine Henry 《科学教学研究杂志》2009,46(5):477-480

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Editorship transition: Reflections and acknowledgements     

J. Randy McGinnis Editor  Angelo Collins Editor 《科学教学研究杂志》2009,46(10):1067-1069

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