An increasing number of studies are concerned with the international comparison of the results that different education systems achieve. For example, TIMSS, PIRLS and PISA publish the results from different countries in mathematics, science and literacy. The European Commission has also published indicators and benchmarks relating to the quality of school education. This type of external evaluation is often perceived by teachers as judgemental and controlling. In contrast, internal school‐based evaluation aims to be seen as a developmental process contributing to improved teacher and student learning, where ownership of the evaluation processes remains with the school stakeholders. This paper examines the possible tensions and conflicts that may arise between these two types of evaluation and asks the question ‘How can we overcome the negative attitudes that may have resulted from external evaluation in order to encourage schools to undertake internal school‐based evaluation?’ The paper explores, using Scottish case studies, ways in which schools through their internal self‐evaluation processes may use the data in different ways to meet some, if not all, of the external demands placed on them. This strategy, it is argued, ensures that evaluation is largely done for school purposes and as an aid to the learning process, rather than as an external assessment designed to hold schools accountable for the learning achieved to date.
Il y a un nombre grandissant d'études qui s'occupent de la comparaison internationale des résultats atteints par de différents systèmes éducatifs. Par exemple, TIMSS, PERLS et PISA publient les résultats de différents pays en maths, en sciences et en alphabétisation. La Communauté européenne publie aussi des indicateurs et des standards qui se rapportent à la qualité d'éducation dans les écoles. Ce genre d'évaluation externe est souvent perçu par les enseignants comme un moyen de jugement et de contrôle. Par contraste, les évaluations internes, basées et créés dans les écoles essaient d'établir un processus de développement qui contribue à améliorer l'apprentissage des enseignants et des étudiants et qui es la copropriété des preneurs de l'école. Cet article examine les tensions et les conflits qui peuvent se présenter entre les deux genres d'évaluation et pose la question: “Comment peut‐on combattre les attitudes negatives qui résulteraient après des évaluations externes et comment peut‐on par la suite encourager les écoles à entreprendre leur propre évaluation externe?”Plus particulièrement, en utilisant des études de cas de quelques écoles en Ecosse, l'article explore aussi les moyens par lesquels les écoles peuvent utiliser les données obtenues par les processus d'auto‐évaluations internes afin d'adresser au moins quelques‐unes des exigences externes qui s'imposent à l'école. Cette strategie, l'on soutient, garantit que l'évaluation bénéficit en grande partie aux méthodes d'enseignement à l'école au contraire des évaluations externes qui généralement poussent les écoles à rendre des comptes.
Eine zunehmende Anzahl von Untersuchungen befaßt sich mit dem internationalen Vergleich der Leistung, die in verschiedenen Ausbildungssystemen erzielt wird. Zum Beispiel veröffentlichen TIMSS, PIRLR und PISA die Ergebnisse von verschiedenen Ländern in den Bereichen Mathematik, Naturwissenschaften und Lesen/Schreiben. In Bezug auf die Qualität schulischer Ausbildung hat die Europäische Kommission auch Indikatoren und Anforderungsmaßstäbe veröffentlicht. Diese Art von externer Evaluation wird von Lehrern oft als bewertend und als ein Element von Steuerungsmaßnahmen angesehen. Im Gegensatz dazu sollte die interne schulbezogene Evaluation, deren Kontrolle bei den Betroffenen in der Schule verbleibt, als Teil eines Entwicklungsprozesses aufgefaßt werden, der auf die Verbesserung des Lernens von Lehrern und Schülern abzielt. Dieser Beitrag untersucht die möglichen Spannungen und Konflikte, die sich aus den beiden verschieden Evaluationsansätzen ergeben. Es wird die Frage aufgeworfen: “Wie können wir die negativen Einstellungen, die mit externer Evaluationen leicht verbunden sind, überwinden, um damit die Schulen bereit zu machen, interne schulbezogene Evaluationen durchzuführen?” Auf der Grundlage von schottischen Fallstudien zeigt der Beitrag Möglichkeiten auf, wie Schulen im Rahmen von internen Selbstevaluationsprozessen Daten verschiedenster Art nutzen können, um zumindest einigen Anforderungen, die an sie von außen gestellt werden, genügen zu können. Die Verfasser gehen davon aus, daß eine solche Strategie sicherstellt, daß die Evaluation im wesentlichen für schulische Zwecke durchgeführt wird: Daß sie vor allem den weiteren Lernprozeß unterstützt und weniger einer externen Beurteilung dient, die darauf ausgerichtet ist, Schulen für ihre bisherigen Lernleistungen zur Verantwortung zu ziehen.
Ultimamente ha habido un incremento importante de estudios sobre los resultados que han obtenido diversos sistemas educativos en comparaciones internacionales. Por ejemplo, TIMSS, PERLS y PISA publican los resultados de diversos países en matemáticas, ciencias y alfabetización. La Comisión Europea también ha publicado indicadores y bases de datos, referidos a la calidad de la educación de las escuelas. Este tipo de evaluación externa a menudo es percibido por los profesores como un control y una crítica a su labor. En contraste, la evaluación interna realizada desde la escuela, apunta a ser considerada como un proceso de desarrollo profesional que contribuye a la mejora del profesorado y al aprendizaje de los alumnos, y donde el propietario del proceso de evaluación es el mismo centro educativo. Este documento examina las posibles tensiones y los conflictos que pueden darse entre estos dos tipos de evaluación y se pregunta, “¿cómo podemos superar las actitudes negativas que pudieron originar la evaluación externa de manera que se pueda animar a las escuelas a emprender una evaluación interna desde la escuela? El documento explora, usando estudio de casos escoceses, las maneras en las cuales las escuelas a través de sus procesos de autoevaluación interna pueden utilizar los datos de diversas maneras y dar respuesta a algunas, sino a todas, las demandas que reciben del exterior. Esta estrategia, se dice, que asegura que la evaluación esté hecha en gran parte para el propósito de la escuela y como ayuda al proceso de aprendizaje más que un examen externo diseñado para que las escuelas rindan cuentas sobre los resultados que han obtenido. 相似文献
Making use of material written by British prime ministers, a case is presented for understanding church schools and religious education in a way distinct from that normally utilised in academic discourse. Politicians in democratic countries depend on attracting votes to assume power. They therefore integrate church schools and religious education within existing political positions. Conservative politicans see church schools as being an example of parental choice and religious education as being an aid to moral education. Labour politicians see church schools as contributing to a pluralistic society and aiding the cultural identity of ethnic groups. 相似文献
Conclusion Identify standards, align curricula, support technology—these are the three strategies that bring clarity to the process.
As technology changes, the standards, curricula and support must change. ACTIVStudio, interactive whiteboards and cyber diaries
are not just buzzwords — they are the new language of technology. The Citadel School of Education is paying attention — making
sense of the challenge of keeping current technology in educational leadership programs.
She is a former teacher and school administrator and currently teaches graduate courses, including microcomputers and school
management, to aspiring administrators.
Ms. Alice B. Hambright, a former public school teacher. 相似文献
The paper argues for fresh recognition of the complexities faced by preservice teachers, particularly during the practicum, where they are expected to bring their stockpile of diverse, and sometimes conflicting, knowledges about effective teaching to immediate use with classroom learners. The paper abo draws on insights from postmodern theorising on the privileging of knowledges. While the major focus of the paper is on issues surrounding multiplicity of knowledges about effective classroom teaching, it is also recognised that much of learning to teach occurs in affective, ethical and interpersonal ways as well as cognitive. Several suggestions are made to assist preservice teachers negotiate the complexities of the process of becoming teachers. It is argued that the practicum in preservice teacher education can be seen as a rich site for further exploration of this process—and should be resourced commensurately. Such explorations have the potential to illuminate the ways in which preservice teachers mesh knowledges about effective teaching with their own personal values and beliefs within the specific contexts of their classrooms. Associated with the recognition of the complexities of the processes involved, is a call for university and school based teacher educators to model, with respect to their programmes and practices, the same level of critical reflection they advocate for student teachers.相似文献
This article explores commonalities in the lives and work of women head teachers in Malawian secondary schools and women principals in Australian Lutheran schools. In both Australia and Malawi women are under-represented in school leadership and often appointed to complex schools and communities. We commence with a brief discussion of Malawi and Australia’s political and educational histories which have much in common, before outlining current selection policies for school leadership. The second part of the article explores women leaders’ initial and ongoing challenges in relation to their school systems, daily work and domestic lives. The final section focuses on their perspectives of current strategies to address women’s under-representation as leaders in their respective school systems. Notwithstanding the stark contrast in socio-economic contexts, we highlight enduring transnational inequalities in women leaders’ lives and work in Malawian secondary and Australian Lutheran schools. 相似文献
Carbohydrate (CHO) ingestion enhances “feel-good” responses during acute exercise but no study has examined the effect of regular ingestion of CHO on affective valence. We investigated the effect of CHO ingestion on perceptual responses and perceived work intensity of individual exercise sessions throughout a 10-week cycling (“spin”) exercise intervention. We also assessed whether any changes in affect and/or perceived work intensity would influence health and fitness parameters. Twelve recreational exercisers (46 ± 9 years; nine females and three males) were randomly allocated to either CHO (7.5% CHO; 5 mL · kg?1 per exercise session; n = 6; CHO) or placebo (0% CHO, taste- and volume-matched solution; n = 6; PLA) groups. Participants exercised 2 × 45-min per week, over a 10-week intervention period. Perceptual measures of exertion (RPE), affect (feeling scale, FS) and activation (felt arousal scale, FAS) were assessed after each exercise session. The FAS ratings increased over time in CHO but decreased throughout the intervention in PLA (P = 0.03). There were no differences in heart rate (P = 0.70), RPE (P = 0.05) and FS (P = 0.84) between trials. Furthermore, no changes in health and fitness parameters were observed over time or between groups. CHO ingestion enhanced ratings of activation in recreational exercisers throughout a 10-week cycling intervention. 相似文献
