高中信息技术课程教学中计算思维的培养

计算思维是未来社会每个人应该具有的基本能为之一,因此,如何在高中信息技术课堂中培养学生的计算思维能力就显得尤为重要。文章从高中信息技术课程开展现状出发,对高中信息技术课堂中如何培养计算思维的几个方面展开了分析。     

When duties are not enough: principal leadership and public or private school management in Chile1

The Chilean education system is an emblematic case of school management privatization, with the majority of schools operating under government funding, but private administration. This article addresses the incidence of this dimension on school leadership, showing the differences and continuities established among primary school principals in the subsidized private and municipal sectors. The conclusion is that private school administrators do not recruit principals on a competitive basis, as a result of which these principals do not present a more developed professional profile, and that merely having more duties for executing the principal position – as happens in subsidized private schools – is not enough for an effective development of practices evidencing improved school leadership. These conclusions challenge the statement frequently expressed, but lacking sufficient empirical evidence, that the greater autonomy in school management encompassed by privatization will positively impact on school leadership and, therefore, on educational improvement.     

Teaching data use and school leadership

This case study uses evidence collected for accreditation and programme improvement at a small university Master's and certification programme in Educational Leadership Development to describe efforts to help leadership candidates use data during the programme's final internship experience. Programme features supporting the growth of candidates' instructional leadership skills are discussed as are the challenges faculty encountered supporting leadership candidates' efforts to use data to lead change projects. Suggestions for evaluating programmes' ability to teach evidence-based leadership practice are offered at the paper's conclusion.     

Development of the Ethiopian school leadership: foundation,self-dependence,and historical erratic evolution

ABSTRACT

Educational leadership has been an integral part of the Ethiopian traditional education. Nonetheless, the nation’s school leadership evolution started with the deployment of the first principal in Ethiopian western type school a century and a decade ago. Since then, Ethiopian school leadership evolved through seven distinctive phases: principalship evolved into separate position, Ethiopian replaced expatriate staff, principal preparation initiated, albeit enlargement of the task, principals’ preparation reduced, principalship deprofessionalised, principals’ preparation reemphasised, and PGDSL preparation started. During the evolution, the dominant model of decision making for initiating school leaders’ development programmes was political command. Unfortunately, those decisions didn’t involve educational stakeholders and, most often, it didn’t incorporate the will and concerns of the principals’. Furthermore, evolution of the school leadership was erratic in that it fluctuated back and forth rather than consistently advancing forward. Hence, school leadership of the nation couldn’t contribute what it must contribute to the Ethiopian education.     

Inclusive school leadership: Examining the experiences of Canadian school principals in supporting students with special education needs

As school systems strive to support students with special education needs in inclusive schools, there has been a persistent lack of scholarly literature that addresses the ways in which school principals are engaged in this process. This article is a response to this gap and aims to examine the question: What types of experiences do school principals identify as formational in their support of students with special education needs and fostering inclusive schools? Based on the analysis of data collected from 285 school principals from six provinces in Canada, four key themes are identified including: relationships, modelling behaviours, communication and principal isolation and lack of preparation. These themes are examined with consideration for how to support principals’ professional leadership in fostering inclusive schools. As a result, this article’s significance is in its examination of the experiences of principals and how these influence their leadership practice for supporting students with special education needs and fostering inclusive schools.     

School leadership and school improvement: an examination of school readiness factors

ABSTRACT

This article reports on an investigation into the influence stemming from school leadership as an important consideration in relation to school improvement. School readiness, based on [Schiemann, W. A. 2014. “From Talent Management to Talent Optimization.” Journal of World Business 49 (2): 281–288. doi:10.1016/j.jwb.2013.11.012]. Accountability, Capability and Engagement (ACE) leadership model, was assessed through self-reported school leader behaviours, attitudes, perceptions, and school improvement attributes. To clarify, school readiness refers to how a school principal optimises staff and other school resources to best achieve school improvement agendas. School readiness survey results and student achievement outcomes for one entire school district were analysed, indicating that school readiness did indeed impact student achievement. Findings reveal a need for school leaders to focus more clearly on overall school alignment and optimisation behaviours, and these are discussed in relation to specific leadership recommendations and how leadership can better support and encourage school improvement in terms of educational accountability.     

Development to learning: semantic shifts in professional autonomy and school leadership

In the digital age, technology is playing an important role in changing the nature of professionalism. Newer forms of professional learning stand in contrast to more traditional forms of professional development. The shifting paradigm has implications for school leaders in all contexts. This study sought to qualitatively examine how a sample of eight school leaders worked to support professional learning in their school communities and leverage tools in areas such as content aggregation, media creation, blogging and social media. In one-on-one and focus group interviews, participants discussed how technology is changing professional learning in their context and reflected on how their leadership has evolved in response to perceived challenges. Findings suggest that school leaders are aware of the importance of supporting professional learning through multiple device platforms, online networks and opportunities to play, and experiment with technology. Current issues identified include the need to shift from “buyer” to “driver” mindsets and to respond to the increasing role of popular thinkers whose ideas are amplified through online channels, such as social media.     

Developing and validating an instrument measuring school leadership

In this study, we developed and validated an instrument that researchers can use to measure the collective effort of principals and teachers who excise their own unique leadership to generate (integrated) school leadership. Based on 644 teachers, we found sound psychometric properties of the scales of the instrument and the instrument as a whole. We also explored the predictive properties of the instrument in predicting student achievement at the school level. Based on 53 schools, we found that the instrument can indeed measure the kind of school leadership that really matters to student achievement. When predicting student achievement (at the school level), the instrument tends to be more sensitive to more difficult school subjects (e.g. mathematics), implying that improvement in school leadership would lead to larger improvement in student achievement (at the school level) in more difficult school subjects.     

Culture,gender and school leadership: school leaders' self-perceptions in China

Since the 1980s, numerous studies have demonstrated the influences of culture and gender on leadership, including school leadership. Such studies have been criticised, however, for being dominated by Anglo-American paradigms and frameworks and for under-exploring the roles of culture and gender on leadership in non-Western societies. With reference to China, this paper focuses on the relationship between gender and school leadership and explores gender differences between Chinese male and female school leaders in their leadership orientations. The study adopted a mixed methodology of a questionnaire survey and individual interviews to solicit Chinese school leaders' views in 2008. The study finds mixed patterns of gender differences in Chinese school leadership, including stereotypical, non-stereotypical and no differences. This paper argues that these patterns can be interpreted as resulting from the dynamic interplay among traditional Chinese culture, contemporary political context and organisational settings into which Chinese school leaders are socialised and in which their leadership styles and behaviours are shaped and leadership is exercised.     

Sustaining emotional resilience for school leadership

Driven by the country's need to compete in a global economy, the UK government is imposing rapid and relentless educational change on schools. School leaders face the challenge of managing the impact of externally driven change and supporting others' resilience while frequently paying scant attention to their own. Six semi-structured interviews with headteachers and a review of the literature provide an insight into complex relationships which underpin school leaders' emotional resilience. A model is proposed which suggests where attention should be focused to strengthen resilience. Recommendations are made affecting headteachers, school governors, authors of leadership development materials and government policy-makers.     

论课程领导与学校角色转变

课程领导是一种不同于课程管理的新的管理观，在课程领导的背景下，传统学校的工具型组织角色已经不能满足其要求，由工具型组织走向学习型组织是课程领导下学校角色转换的必然要求。     

浅析新课改下初中信息技术的教学模式

新课程改革之后,教学模式由传统的以教师为主体的模式向以学生为主体的模式退步转变。信息技术课作为初中的必修课,在新课程改革中运用何种教学模式,来更好地完成信息技术教育教学是摆在初中信息技术教师面前的一道课题。本文提出在新课改下,初中信息技术的教学模式应当立足更好的培养学生自主学习的能力,以适应信息技术的飞速发展。     

Meta-analysis of transformational school leadership effects on school outcomes in Taiwan and the USA

Researchers have suggested that transformational leadership is an important aspect of effective schools; however, whether the effects vary across related studies and the robustness of the overall effect size remain unclear. A meta-analysis technique was used to synthesize the results of 28 independent studies and to investigate the overall relationship between transformational school leadership and three measures of school outcomes. The study found that, in terms of the mean effect sizes, transformational school leadership does have positive effects on teacher job satisfaction, school effectiveness perceived by teachers, and student achievement. Support for this paper was funded in part by the Taiwan’s National Science Council. The author is especially grateful to the two reviewers for their valuable comments and Dr. Jin-Fu Wu for his helps of statistical analysis.     

Improving public school performance through vision-based leadership

While vision-based leadership, frequently referred to as transformational leadership in the education literature, is widely regarded as critical to successful organization transformation, little research has been conducted into the relationship between vision-based leadership and public school performance in Thailand. Derived from substantial literature, a model is proposed to investigate if vision attributes (brevity, clarity, future orientation, stability, challenge, abstractness, and desirability or ability to inspire) and content (relating to teacher and student satisfaction, and efficiency) are associated with higher public school performance, while taking into account Principal, Teacher, & Organizational Factors. Future research directions and managerial implications are also discussed.     

Distributed leadership of school curriculum change: an integrative approach

Since its inception in 1999, the distributed leadership framework of Spillane, Halverson, and Diamond [2004. “Towards a Theory of Leadership Practice: A Distributed Perspective.” Journal of Curriculum Studies 36 (1): 3–34. doi:10.1080/0022027032000106726] has supported research into leadership and change in schools. Whilst the conceptual integrity of the framework is sound, research based upon its premises has attracted some criticism. The research has had a narrowed focus which has not generally reflected the inseparability of the elements of the framework and the situation within which leadership is enacted. In addition, it often fails to account for the complexity of critical elements of the environment such as micropolitics. This position paper proposes a reconfiguration of the distributed leadership framework as a research framework in response to this critique. The paper asserts that this new perspective that is presented is able to respond to the critique through an integrated approach that encompasses situation, social distribution and task enactment and which supports an integrated approach to research methodology. This adapted framework has the potential to more fully support research design that is actuality holistic and embedded in the context.     

Approaches to school leadership in Scandinavia

In this article I examine approaches to school leadership in Scandinavia by applying a historical lens. I start by drawing attention to some aspects of the ideology and the history of the Scandinavian education systems in order to discuss how these aspects intersect with the globalised policy trends, and where there is likely to be tensions between the global trends and the cultural and historical imperatives of schooling and school leadership in Scandinavia. The devolution of greater responsibilities to schools has contributed to a number of demands upon them, in particular on school principals, but so far, the emerging age of accountability has had only small consequences on classroom practice. My main argument is that even though there is a growing homogenisation of approaches to school leadership due to global forces, local traditions ensure that they are played out differently in national contexts.     

Perceptions of elementary teachers on the instructional leadership role of school principals

In this research, elementary school principals＇ instructional leadership behavior was evaluated based on the perceptions of elementary school teachers. The research is believed to contribute to the development of instructional leadership behavior of elementary school principals for the development of school organization. A ＂semi-structured interview technique＂, one of the qualitative research methods in the literature was used in the research. The study group was made up of elementary school teachers working in Nigde, Turkey, during the 2008-2009 academic year. For the study sample, one teacher from each school was selected at random, resulting in group of twenty elementary school teachers. Based on the content analysis, five themes of instructional leadership behavior were found. These themes are： （1） determination of the school＇s purpose; （2） management of instruction; （3） evaluation of students; （4） support to teachers; and （5） creation of a regular learning-teaching environment.     

School leadership and intercultural understanding: school foyers as situated spaces for doing diversity

Internationally, Intercultural Understanding (ICU) is increasingly prevalent in the field of education. The recent evidence base includes a growing academic literature and examples of specified education policy and curricula. In regards to leveraging ICU, research suggests a multi-level and longitudinal approach is needed to ensure effective and sustainable school change. Significant gaps exist in the literature about the contextual factors across all school levels that facilitate or impede the development of ICU. These gaps include research and action pertaining to school leadership. This paper draws from interviews and visual data generated in a large Australian study and focuses on the centrality of a single architectural feature of the school, the school foyer, and how principals grapple with the (re)design of these spaces to assert themselves as interculturally capable schools. Discourses of educational leadership have historically relied on well-worn leadership models of operational practices rather than explicitly framing an understanding of diversity to support intercultural capabilities. During a period of mandated Australian curriculum reform and assessment, this paper offers another way of ‘Doing Diversity’ of interest to policy makers and school leadership keen to embed ICU in their schools while highlighting the significant role school leaders have in progressing ICU.     

Instructional leadership practices in Singapore

This paper presents a review of the literature on principal instructional leadership in Singapore. The authors investigated the dimensions of instructional leadership in the practices of Singapore principals and highlighted the strategies these leaders adopt to enact their instructional roles. Singapore principals were found to play an active role in defining the school vision and promoting the school climate. However, in the areas of curriculum implementation and classroom instruction, the middle management team in the school played more active roles as compared to principals. Five broad conclusions were discussed to provide perspectives on instructional leadership practices in Singapore. This paper also highlighted limitations on current instructional leadership research in Singapore and pointed to areas of future research.     

Multicultural leadership, sustainable total school environment

Banks (2002) stated that to implement multicultural education successfully, we must think of the school as a social system. Therefore, if educational equity and excellence are to be provided to all students, a systemic Total School Environment [Banks (2001) Cultural diversity and education: Foundations curriculum and teaching, 4th ed. Allyn and Boston p.51] has to be structured and permeate every aspect of the schooling enterprise, i.e. (1) content integration, (2) the knowledge construction process, (3) prejudice reduction, (4) equity pedagogy, and (5) an empowering school culture and social structure. The Total School Environment is consistent with the educational change literatures discussed by Senge [(1990) The fifth discipline. Currency doubleday, NY]. This article is framed conceptually on a review of literature and the discussion is drawn from the case studies of innovative pedagogical practices using technology collected in the two research projects of the Center for Information Technology in Education (CITE), The University of Hong Kong during 2004–2006. With referencing to multiple school leadership literature and practices, the readers have an opportunity to explore the possible formation of the “total school environment” from one of the cases, but why not in another school? At the end of this article, it is concluded that school innovation requires a moral, systemic, integrative and emergent distributed leadership to build a scalable, sustainable learning community in a multicultural school environment.