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1.
Chris Turner 《School Leadership & Management》2013,33(5):419-435
Much of the emphasis on the learning of subject leaders in secondary schools is placed on what Eraut (2000) terms ‘organised formal learning events’. This article attempts to redress the balance by focusing on the somewhat neglected area of their informal learning about the role, which is predominantly based in the workplace. It is argued that informal learning consists of three components: implicit learning, learning through experience and non-taught or deliberative learning (following Eraut, 2004). Such forms of learning can be underpinned by theoretical notions of cognitive, affective and behavioural developments. A model of work-based informal learning is proposed that also tries to incorporate the memories of relevant past and current events. It is hoped that this model might be useful as a framework for the future analysis of the learning of subject leaders. 相似文献
2.
Using a mixed methods design, the researchers investigated understandings and practices of democracy across Round Square, a worldwide network of 180 schools committed to shared values. An extensive questionnaire received 4020 student and 863 teacher returns; additionally, leaders, students, and parents from five case study schools on different continents were interviewed. All stakeholder groups were found to value democracy highly, but saw its implementation in their schools as challenging and limited. While staff and parents espoused more holistic understandings of democratic practices and cultures, students focused primarily on systems of election and representation. A philosophically informed framework for developing ‘responsible leadership’, and a values-led approach to school improvement, are offered to deepen students’ democratic agency through informed, active, and reflective engagement with people, situations, and curricula. 相似文献
3.
Technology initiatives bring fear and excitement for students and educators, waning over time as devices lose their novelty, yet research related to long-term 1:1 adoption is lacking. The purpose of this research was to follow up with one Midwestern elementary school during its second year of iPad adoption. A Qualtrics survey was used to gather K-5 teacher perceptions. Quantitative and qualitative analyses were used to compare Year One to Year Two. Challenges during Year One included lack of professional development, technology management issues, administrative timing decisions, and poor planning. Success was found with the ability to differentiate instruction, participate in collaborative activities, and improved teacher confidence in classroom device integration. During Year Two, lack of professional development and management and technical issues remain as teachers continue to find the right balance of iPad use in the classroom. 相似文献
4.
This literature review examined empirical research conducted between 2004 and 2014 regarding 1:1 technologies in K–12 educational settings. Our overarching research question was: What does research tell us about 1:1 technology in K–12 classrooms? We used the constant-comparative method to analyze, code, and induce themes from 46 relevant articles. Findings showed that the studies selected for analyses primarily concentrated on the following themes: effects on student achievement, changes to the classroom environment, classroom uses, effects on learner motivation and engagement, and challenges to classroom integration. In this article, we define each of these themes, describe the implications of the use of technologies on a 1:1 basis in classrooms, and offer suggestions for future research. 相似文献
5.
How to close the achievement gap in the classroom so that no student is left behind becomes one of the most important issues nowadays. This study aims to construct a collaborative and competitive game-based learning environment to improve English proficiencies and reduce the achievement gap for disadvantaged students. The Wireless Crossword Fan-Tan Game (WiCFG) system was implemented to provide teachers with an innovative approach to guide students’ learning through a positive involvement with the uses of tablet PCs. The experiment was conducted in an elementary school in Taiwan to investigate whether this approach would facilitate students’ learning effectiveness and interactions. Thirty sixth-grade students were randomly assigned into a control group and an experimental group. Both qualitative and quantitative data were collected from surveys, interviews, observations and video-recordings. The results indicate that integration of the WiCFG system in the collaborative and competitive game-based learning environment leads students to a better interaction between different levels of students. This innovative approach might have the potential to close the achievement gap for disadvantaged students. Moreover, some principles of the classroom strategy are suggested as guidelines. 相似文献
6.
探究教师信息技术领导力对信息化教学效能的作用机制,是激发教师信息技术应用的内生动力之关键所在。在文献梳理的基础上,厘定教师信息技术领导力与信息化教学效能的概念与内涵,并以此为依据设计测量量表,调研中小学教师,收集有效问卷996份,通过AMOS软件对研究假设进行结构方程模型分析,得出研究结果:教师信息化沟通协作力可以通过教师信息化教学领导力、信息化专业引领力对信息化教学效能起到较强的间接作用效应;教师信息化教学领导力、信息化专业引领力对信息化教学效能具有直接的正向作用效应,同时也是影响作用较大的中介变量。基于数据分析结果,从教师信息技术领导力的角度出发,提出信息化教学效能提升的相关建议:营造积极氛围,发挥技术引领;力求技术进阶,追求学科融合;重视辐射效应,固定协作模式;聚焦教学领导,深挖数字资源;关注课外指导,线上线下结合。 相似文献
7.
《School Effectiveness & School Improvement》2012,23(2):123-131
This editorial article briefly examines the importance of data-based decision making. It discusses the definition as well as rationale for data-based decision making, its purposes, the use of data at different levels of the educational system, and possible promoting and hindering factors of effective data use. It also examines the effects of data use, intended effects (e.g., increased student achievement), as well as unintended consequences (e.g., cheating with tests). We end with suggestions for new research priorities. 相似文献
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结合本校各专业的实验、实训课的实际情况,深入分析、探讨并利用Unified Modeling Language 建立系统模型,基于Struts实现实验室信息管理系统.在实验室信息管理系统分析、设计过程中,同时融入RUP,它能给所有方面和层次的程序的开发提供指导方针,模版以及事例支持,将RUP与UML完美的结合起来,以RUP作为出发点,通过RUP驱动系统交付项目将UML应用到组织,以此用于实例教学的分析以及师生交流. 相似文献
10.
Emotion is a growing focus for contemporary thinking about leadership in public policy and corporate arenas. In British education systems, three imperatives are evident: the idea that transformation is essential; leadership succession in crisis; and, more recently, that leaders must be able to run organisations that address the emotional well-being of staff and students. Viewed as a key outcome of schooling, its importance is mirrored in school leadership, especially professional development. This article considers whether this represents a step-change in leadership development praxis or is, instead, an invasive form of emotional engineering redolent of long-established orthodoxies of control and domination. If so, it is argued, leadership development as the advocacy of emotional acumen presents moral technology as a new form for intervening in leaders' emotional selves, thereby distracting them from addressing fundamental aspects of education for which they are primarily responsible. 相似文献
11.
E. V. Pullias 《The Educational forum》2013,77(3):263-270
In this collaborative study, university researchers introduced the short video clips of teaching and learning within two elementary schools; these clips were shared in site faculty meetings to encourage dialogue and collaboration. -Researchers conducted pre- and post-surveys with teachers and pre- and post-interviews with principals to understand perceptions of using brief video clips as a tool for facilitating communication, reflection, and collaboration in the school setting. 相似文献
12.
《School Effectiveness & School Improvement》2012,23(2):179-201
The expectation that educators will use data in the service of school improvement and planning is a major feature of national and local reform agendas. Prior research has found that the principal plays a critical role in making policymakers’ visions for data use a reality at the school and classroom levels. Most prior studies, however, have not fleshed out how the principal functions as a key agent in influencing other key players in data use. This article will illustrate the actions of the principal, teachers, students, and district personnel through simulation models of principal leadership that we developed based on a case study of a high school implementing this reform. We use these models both as a framework for understanding our findings and as a way to enhance understanding of the processes by which educational reform is co-constructed through the simultaneous mediation of the multiple agents involved in the system. 相似文献
13.
赵艳 《洛阳师范学院学报》2008,27(5)
RUP做为目前最优秀的软件过程开发工具,在软件行业中得到了广泛的应用。对于小型项目而言,由于开发人员会因为使用RUP产生的大量文档而降低创造力,使软件的开发进展受到限制。本文研究了利用RUP过程裁剪提高RUP在小型项目开发上的作用的方法,并具体阐述了RUP过程裁剪在组卷系统中的应用。 相似文献
14.
Sara Dexter 《Journal of Research on Technology in Education》2020,52(1):17-36
AbstractThis systematic review of the literature focuses on the empirical research conducted between 1998 and 2018 at the intersection of leaders, teachers, and technology in K-12 schools. The question guiding this review was “what does the technology integration literature identify as key leadership practices that support teachers’ technology integration efforts?” Findings are presented in terms of the larger body of knowledge about effective leadership practices that are empirically shown to influence teaching and learning by applying a conceptual framework of empirically derived leadership practices. The researchers analyzed, deductively coded, and categorized findings from 34 relevant articles in peer-reviewed journals. Findings emphasized leadership practices for building professional capacity including providing teachers with opportunities to learn, creating communities of practice for them, considering their individualized needs, and addressing issues of access and support. In this article, domains of the conceptual framework are described and convey the findings about leadership practices in terms of IT and offer suggestions for further synthesizing the currently siloed work on technology integration in the leadership, teacher, and technology literature. 相似文献
15.
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. 相似文献
17.
Peter Andrews Acting Head of English 《School Leadership & Management》2013,33(4):303-312
This article reviews the evidence on the way that schools and school systems find, share and use research in their work, with a particular focus on the role of school and district leaders in increasing the prominence and value of research in their work. It reviews the evidence on the ways in which practitioners in education find and use research and the role of organisation factors in promoting the use of research. The article concludes with a discussion of steps that school and district leaders could take to increase the profile of research in their organisations. 相似文献
18.
Yasar Kondakci Deniz Orucu Ebru Oguz Kadir Beycioglu 《Journal of educational administration and history》2019,51(4):301-315
ABSTRACTTurkey possess one of the most vibrant educational systems in the World. This study specifically aims at revealing Turkish school principals’ perceptions about the large-scale changes imposed by the Ministry of Education and the strategies they follow for coping with these changes. The study was designed as a generic qualitative study. Twenty principals from different schools at different levels were identified through snowball sampling and semi-structured interviews were conducted with each of them. The decoupling between change interventions and the needed change, inappropriate change implementation process, the passive role of the school principals in the design phase of change interventions are some of the major challenges that school principals encounter. The passivity of the principals during design phase put them into a state of reluctant activeness to find out resources, create readiness and adopt a mediating role between top authority and the teachers in order to implement the imposed changes. 相似文献
19.
Kimberly LeChasseur Anysia Mayer Anjale Welton Morgaen Donaldson 《School Effectiveness & School Improvement》2016,27(2):255-274
Professional learning communities (PLCs) have become a popular strategy in various forms (e.g., data teams, grade-level teams) and with various champions (e.g., district leaders, university researchers, teacher advocates). Although well-implemented PLCs have been shown to distribute leadership, the tension between democratic inquiry processes and the demands of accountability remain understudied. This study asks how teacher inquiry is situated within conflicting school priorities and the impact of competing power structures on PLCs through a case study of a teacher inquiry initiative at 6 urban elementary and middle schools in the US. Data were collected over 3 years of PLC implementation. District officials, principals, reform coaches, and teachers at each setting participated in more than 300 interviews, regular site visits, and annual teacher surveys. The influences of power structures – such as district mandates, accountability pressures, and principal leadership – emerged as strong themes in teacher narratives of what it means to “do” inquiry in their PLCs. 相似文献
20.
Environmental education imparts knowledge and creates experience to change beliefs, attitudes – and most importantly – behavior. What are the deep motivators of human behavior? Theory and research suggest that feeling connected to someone or something motivates protective and self-sacrificing behavior. This paper reviews the large body of research demonstrating that connectedness to nature is an important predictor of environmentally responsible behavior. We review past research on self-reported behavior, then summarize new research from our lab that demonstrates a link between connectedness to nature and actual conservation behavior (electricity use). We conclude that promoting connectedness to nature should be a goal for environmental education programs, and should therefore be an important part of any assessment. 相似文献