Leadership of vocational high school principals in curriculum reform: A case study in Taiwan

This research attempts to comprehend the traits and behaviors of vocational high school principals in implementing curriculum reform. In-depth interviews with experienced principals of three vocational high schools sought to identify the leadership roles and tasks that led to successful curriculum reform for vocational high school programs.     

学案式教学模式在初中数学教学中的应用研究

学案式教学模式是建立在新课程基本理念基础上的教学。本文首先对学案式教学模式的内涵进行诠释,目的是为后文的研究提供理论依据,在此基础上结合自身的教学实践情况,对学案式教学模式在初中数学教学中的应用研究进行具体分析。     

中学骨干教师与普通教师心理健康状况的比较研究

采用SCL-90临床症状自评量表对随机抽取的257名中学省级骨干教师和661名中学普通教师进行测试,结果表明:中学骨干教师各因子得分显著低于全国成人常模,中学普通教师各因子得分显著高于全国成人常模;中学骨干教师的心理健康水平显著高于普通教师,其心理问题检出率为7.0%,普通教师为43.1%,且普通教师各因子得分都极显著高于骨干教师;不同年龄段的骨干教师心理健康水平差异不显著,普通教师差异显著,30岁以下的心理健康状况最好,30-40岁年龄段的心理健康问题较多,其主要心理问题是躯体化、抑郁、精神病性等;毕业班与非毕业班的骨干教师心理健康水平差异不显著,而毕业班的普通教师心理健康水平显著低于非毕业班的普通教师,主要体现在躯体化、强迫症状、人际关系敏感、焦虑、敌对、恐怖和偏执7个因子上。提示:中学普通教师、30-40岁年龄段的教师及毕业班的教师的心理健康状况更应引起关注。     

高校体育教学现状分析与改革探讨

本文通过对近年来高校体育教学的现状调查分析,了解到高校体育教学存在较大问题,为了使我国的体育教育赶上时代的步伐,从树立新的教学思想、确定选课方法、设计课堂教学模式、选择体育教学内容和改革教学评价几方面提出自己的改革意见.     

德州市、港澳台地区中学生体育价值观比较研究

通过对德州市和港澳台地区中学生体育价值观的多维结构特征分析比较:体育价值观中健身价值观成为德州市和港澳台地区中学生体育价值观体系中的核心和龙头;体育的健康投资价值,塑造健美体形价值呈现一定的滞后性及反向价值观;体育价值观的倾向性,因经济、教育、体育制度的不同而各异.     

A manualised approach to anger management in a group therapy context: striving towards accessibility,affordability and inclusivity within mainstream schools

Queensland has recently seen the first conviction under the new one-punch law. In this instance a then 19-year-old male punched and fatally injured a 54–year-old man. This article details a six session manualised group therapy approach that was applied within a mainstream school in an effort to support adolescents who had been identified as having regular and heightened episodes of inappropriately expressed anger. The cohort of students attending this school is characterised by a diversity of cultures, families of low socio-economic means and a significant proportion of students verified as having special needs. As such, the introduction of a new therapeutic program was designed to accommodate the needs of a range of students whilst necessarily remaining alert to matters of financial viability. This manualised approach seeks to provide: a common vocabulary for application by teachers/parents/students alike; rehearsed problem solving skills; and an identifiable method to continuing the exploration of cognitions, physical/emotional responses, behavioural choices and associated values. This article will articulate the content specific to the manual such that practitioners may consider application within their own practice. Results of the impact of this manual will be described with reference to two different cohorts – each containing six male students. Group one were scored according to both the PROMIS Emotional Distress – Calibrated Anger Measure Paediatric and Personal Anger Assessment, whereas group two were scored according to the Resiliency Scales for Children and Adolescents.     

Bridging the real and ideal: A comparison between learning community characteristics and a school-based case study

While a growing body of literature advocates the importance of school-based, collaborative action research, less attention has been focused on how these projects are developed and implemented in the early stages. This study, therefore, examines a small Canadian school's initial attempt at promoting a “learning community” approach and compares it to the ideals of collaborative teamwork set out by recent scholarship. Our findings suggest that collegiality holds promise for change in teachers' practice and meaningful professional development if the school's administrator accepts the learning community philosophy and is willing to take the lead in initiating the reform. As well, we found that all ideal characteristics set out in the literature need not be in place from the outset for a project of this sort to be successful.     

Clustering schools to improve teacher professional development: Lessons learnt from a Zimbabwean case study

Abstract

Much still needs to be done to transform schooling in South Africa and provide education of equal quality to all learners. The notion of encouraging close collaboration between schools is widely accepted as a possible strategy to improve the quality of schooling in a particular geographical area. In this article, we discuss research conducted on the implementation of the Better Schools Programme cluster in Zimbabwe (BSPZ), a system of inter-school collaboration aiming at improving the quality of teaching and learning at the member schools. One of the primary objectives was to enhance teachers’ professional development by means of the establishment of professional infrastructure. Despite the shortcomings highlighted, our exploratory study brought to the fore potential advantages of school clusters as a type of formalised school collaboration which can indeed promote quality and equality in the South African schooling system.     

学校的边界、成员的生活半径及其流动——以一所乡村中学为例

存在决定人的观念,观念决定人的行为。即使在一个急剧变化的环境里,一直作为国家或者“现代性”象征的学校,其教师既属于可能是一个小范围的被围墙圈起来的学校,在更大范围内又属于这个世代居住的乡村社会。对于地方社会中的学校成员来说,他们归属于社区(村庄)的观念要比他们归属于国家的观念更强。     

The heart of school improvement: a multi-site case study of leadership for teacher learning in Vietnam

This study addressed the research question: How do Vietnamese principals lead the professional learning of teachers? The research was comprised of a multiple-site case study of leadership and teacher learning in four Vietnamese schools. Qualitative data analysis aimed at identifying modal practices adopted by these Vietnamese principals to lead teacher learning in their schools. The research identified four key leadership practices: moral purpose, collaboration, learning support, and motivational strategies. The findings support assertions for a broad set of globally-relevant school leadership practices as well as the need to adapt these to the cultural context of specific schools.     

简论提高高中英语词汇教学效率新方法

高中英语与初中英语相比,知识量和学习难度有了很大的提升,尤其是词汇的学习。大量的词汇需要记忆,而且会有遗忘,需要投入时间反复巩固。时间一长词汇学习成为高中生的负担,学生在学习过程中感觉艰难,对此积极性不高,学习效率低下。基于此,笔者从两方面简要分析词汇教学效率较低的原因,结合自身教学体会提出提高词汇教学效率的三种新方法即:巧用构词法、妙用联想法、善用情境法。     

Measuring ocean literacy of high school students: psychometric properties of a Chinese version of the ocean literacy scale

This study established a Chinese scale for measuring high school students’ ocean literacy. This included testing its reliability, validity, and differential item functioning (DIF) with the aim of compensating for the lack of DIF tests focusing on current scales. The construct validity and reliability were verified and tested by analyzing the established scale’s items using the Rasch model, and a gender DIF test was conducted to ensure the test results’ fairness when distinct groups were compared simultaneously. The results indicated that the scale established in this study is unidimensional and possesses favorable internal consistency and construct validity. The gender DIF test results indicated that several items were difficult for either female or male students to correctly answer; however, the experts and scholars discussed these items individually and suggested retaining them. The final Chinese version of the ocean literacy scale developed here comprises 48 items that can reflect high school students’ understanding of ocean literacy—which helps students understand the topics of marine science encountered in real life.     

Stifling transformation through the manipulation of enrolment: A case study of two public high schools in Gauteng Province

Abstract

This article reports on an investigation into how admission policies in general and the ‘zoning’ policy in particular are applied by the School Governing Bodies (SGBs) of two particular former Model C secondary schools in a town in the Gauteng Province, Republic of South Africa. It also examines the admission criteria currently in use against the background of allegations that the application of these criteria is a veiled attempt to exclude black learners from schools in order to retain a white learner majority. It also considers what can be termed the ‘channelling’ of learners. Interviews were conducted with a sample of disgruntled parents, a chairperson of the school governing body (SGB) of one of the schools and the principals of two unrelated schools, which were mentioned during the interviews with the disgruntled parents.     

Schooling experiences and career aspirations of indigenous vocational high school students: a case study in Taiwan

In Taiwan, substantial resources have been invested in upper-secondary vocational education for Aborigines as a solution to their lack of career development opportunities. This study examined the schooling experiences and career aspirations of Taiwanese indigenous vocational high school students. A case study was designed to collect data through in-depth, semi-structured interviews with 24 aboriginal students in twelfth grade at a Major Indigenous Vocational High School (MIVHS). The findings indicated that aboriginal students experienced mainstream-centric schooling that focused on preparing students for college education with additional support. The schooling contributed to their solid educational aspirations to attend non-prestigious technological colleges and vague occupational aspirations with low occupational self-efficacy. It also enforced their strong cultural aspirations of living in their homelands and benefiting their people. The findings suggest that the MIVHS could provide the culturally responsive schooling for aboriginal students' diversity to facilitate their career development.     

The opportunities to build on existing expertise in writing classrooms: a study of writing lessons in New Zealand primary schools

The present study investigated 15 Year 4–6 classrooms in two multicultural schools in New Zealand to understand what opportunities students had to draw on their diverse experiences of texts. A mixed-methods approach was taken, including classroom observations and student interviews. Results suggested that lessons were characterised by a consistent format of teacher-led, whole class instruction followed by independent writing. Conversations about prior knowledge typically sought display of taught items. Students saw few links between writing forms in school and texts out of school. The study highlights the role of lesson structure in framing incorporation of prior knowledge in writing lessons.     

Exploring pupils' perceptions of teacher racism in their context: A case study of Turkish and Belgian vocational education pupils in a Belgian school

This article employs ethnographic data gathered from one Belgian (Flemish) secondary school to explore the meaning Belgian and Turkish‐speaking minority pupils enrolled in technical and vocational education attach to teacher racism and racial discrimination, and to explore variations between pupils in making claims of teacher racism. A symbolic interactionist framework is employed to explore how pupils define teacher racism and how a particular context and interactions between pupils and teachers informs pupils' perceptions of racism. This article builds on a strong research tradition in British sociology of education on racism and discrimination by focusing the analysis on pupils' perceptions of such incidents and by investigating how racism is experienced by a generally neglected group of Turkish minority pupils in a particular Belgian education context.     

Education collaboration to promote school participation in northern Ghana: A case study of a complementary education program

This study explores the perceived benefits and challenges of the collaboration model of a complementary education program which operates in marginalized communities in northern Ghana. The scope of the paper includes the background, collaboration as a transformative process, research methodology, findings, and discussion. The study revealed that: (a) the collaborative partners’ “shared values” were a major drive of the collaboration; (b) the collaboration model was fluid, contextual, and an unstructured process; (c) the process provided new strategies promoting school participation in northern Ghana; and (d) the collaborative partners’ idiosyncrasies posed a major challenge to the collaboration.