学校改进中的学生参与问题研究

学生参与学校改进具有重要的理论和实践意义,然而学生却往往成为学校改进的被动接受者.为了保证学生基本权利的实现,为了学校改进最终目标的达成,学生参与学校改进就成了不可忽视的问题.基于对学生参与学校改进原因的分析,本文探讨了学生参与学校改进的三种方式,即给学生赋权、在改进的不同阶段配合不同层次的学生参与、采用灵活多样的形式加强学生和成人之间的对话.     

Twenty thousand hours: Editor' introduction

Because students spend approximately 20,000 hours in classrooms by the time that they graduate from university, students' reaction to their teachinglearning experiences are of considerable importance. However, educators often rely exclusively on assessing achievement and pay scant attention to the quality of the learning environments. Teachers should not feel that it is a waste of valuable teaching time to put energy into improving their classroom climates because the research convincingly shows that attention to classroom environment is likely to pay off in terms of improving student outcomes.     

Parental Involvement in School Policy‐Making

A positive school ethos is considered a key factor contributing to successful school improvement. Yet, despite its assumed educational influence, little is known about how ethos in schools is experienced by students. This study takes a fresh look at school ethos through the meanings which final year students attribute to their lived experience of secondary school. Implications for school improvement are considered.     

Review of another look of Valirie Lee, Julia Smith and Robert Croninger at high school restructuring： More evidence that it improves student achievement and more insight into why

High schools have over the past few decades been discredited with institutionalization, standardization, and academic-orientation （Manno, 1995; NASSP, 1996）. As a result, it has failed to prepare students for the society which has been undergoing exponential change. A majority of students have been either neglected or left uncared for because of their relatively low academic achievement. To meet with the persisting educational problems, the authors endeavor to investigate whether high schools, which have adopted the following four characteristics, are able to produce better-performing students than traditional institutionalized high schools. （1） More interactions between different members of the school. （2） Everyone holds responsibility for students＇ total development. （3） More teacher feel satisfaction and higher morale. （4） Less dropouts and fewer class-cuttings and lower rates of absenteeism. Based on the statistical data collected from 9,570 students in 781 high schools, the authors find that in both mathematics and science, academic gains are substantially higher in schools with higher levels of these four characteristics. One more important finding is that students are learning more in smaller schools, and the performance gaps between students from different backgrounds are smaller as well.     

From Opposition to Engagement: Lessons from High Achieving African American Students

Influential research on African American students has examined their school failure in terms of students’ opposition to school achievement. Only a few studies have explored school engagement and success among these students, and even fewer have examined the experiences of high achieving black students. This study illustrates the school context and school processes that high achieving African American students identify as contributing to their academic success. The findings reveal three main school effects impacting the students’ performance: 1) teacher practices, engaging pedagogy versus disengaging pedagogy; 2) participation in extracurricular activities and; 3) the state scholarship as performance incentive. According to the students, teacher practices were the most instrumental school effect benefiting their outcomes. Recognizing the processes that promote high achievement among African American students can help to improve our understanding of student performance, while promoting success among these students. The author wishes to thank Ron DePeter and Tekla Johnson for their comments on a previous draft of this article     

Darkening the Ovals of Education

The author reflects on his experiences with standardized tests, emphasizing the dreadful consequences of our continued allegiance to them. In doing so, the author expounds on how public schools have kowtowed to a harmful societal preference for results regardless of processes, decision-makers’ desires to quantify learning, and the desires of textbook companies and test publishers to exploit schools for their own profit. As administrators and the public gauge teacher-effectiveness, they have neglected the needs of students and the realities teachers face. Teachers have to continually labor to find reasons to remain hopeful regarding their actions.     

The Rules of Engagement: Examining the Limits of Standards and Accountability Policy

Standards and accountability policies are central elements of school reform agendas aimed at equalizing students' access to quality education and closing the achievement gap. Yet, such policies have failed to yield the expected, large scale results. One explanation may be found in the embedded zones of wishful thinking. Two particular zones of wishful thinking are the policies' efficacy to foster deep learning and the standards' ability to create cohesive P–12 systems of educational excellence.     

Is 'School Effectiveness' Anti-Democratic?

This paper explores the connections between School Effectiveness as a research paradigm and developments in policy and practice. With a particular focus on the English school system, 'effectiveness' is examined as a discourse which underpins the accountability regime, and in terms of its influence on the related field of School Improvement. Anti-democratic tendencies in areas such as school leadership, teacher professionalism, curriculum and pedagogy are related to a failure, at the heart of the 'effectiveness' concept, to give critical consideration to social and educational aims.     

Science of Education

ABSTRACT

With more students pursuing university, it becomes essential for high schools to provide training that maximizes their graduates’ success. There is debate over whether an extra year of high school better prepares students for university. The authors used a nationally representative survey to contrast academic and employment outcomes between high school graduates of Grade 12 and Grade 13. Results suggest that Grade 13 graduates obtain higher grades in high school, are more likely to pursue university, and are less likely to be employed full time compared with Grade 12 graduates. Among students enrolled in university, Grade 13 graduates report higher grades in university and satisfaction with their program and do not transfer out of their programs compared to Grade 12 graduates. These findings highlight the importance of an additional year of high school to produce better prepared and more satisfied graduates.     

学生学业评价：含义、作用与改革趋势

学生学业评价是学校教学质量评价的组成部分,是促进学生学习进步和帮助教师不断改善教学策略的重要手段。学生学业评价对于课程的实施具有很强的导向、激励和反馈作用。课程改革背景下的学生学业评价正在从单一的纸笔考试向多元的考核方法扩展,不仅关注学生的学业成绩,而且注重发现和挖掘学生多方面的潜能,提高学生的综合素质,旨在为学生的成长和健康发展提供全面的反馈信息。     

从“断裂”走向“融合”——初中生成绩分化的解决策略

“成绩分化”是教育领域学生发展过程中常见的群体现象,一般呈现“阶梯状”常态分布。由于种种原因,目前农村初中学生的学业成绩却呈现出非常态的“悬崖状”“断裂”分布,这种非常态的“断裂”分布影响了学生的共同发展。为此,我们围绕完善中小学教育衔接、创设积极的学习环境、培养健康的学习心理、构建和谐的学习共同体、实施科学的评价等方面进行了系统、深入的实践探索,有效控制了初中生学业分化现象,促进了学生的和谐共同发展。