校本科研的特征、过程与评价

校本科研具备教育科学研究的一般特性，同时又有其自身的特点。学校及教师是研究结果的直接形成者与享用者。校本科研的基本过程是：发现并提出有价值的、切实可行的来源于教学实践的真实的问题，设计研究方案，按照研究方案而进行有目的、有计划的行为活动，对校本科研的研究结果与过程进行评价。     

校本科研中的研讨课：组织与实施

研讨课是校本科研的重要载体,在校本科研实施过程中发挥着深化校本科研理念、构建校本科研策略、形成过程性研究成果等作用。合理地组织与实施校本科研中的研讨课,需要根据课题的研究内容规划研讨主题,根据研讨主题设计相应的教学评价;也需要执教教师在设计教学之前进行独立钻研,对研讨主题形成个性化理解,并把这种理解转化为教学实践。此外,还需要注意把握研讨课的评价标准、保证研讨课特有的品质、使研讨课与校本学习相结合。     

教师参与校本教育科研的因素分析

本研究对中小学教师参与校本教育科研的现状进行了调查和因素分析,并提出了若干建设性意见。研究结果显示：有相当数量的学校领导对校本教育科研不够重视,没有建立校本教育科研管理制度;教师对校本教育科研的认识参差不一,许多教师存有错误认识或认识模糊;影响教师参与校本教育科研的主要因素依次是：没有时间精力、缺乏研究经费、缺乏研究资料、缺乏研究方法知识以及思想不重视;教师参与课题研究撰写论文及发表论文在性别、学历、任教学科和学校类型等方面无显著性差异,而在年龄、教龄和职称等方面有显著性差异;教师从事教育科研与学校领导态度、学校教育科研制度以及教师的教育科研知识技能有显著性相关,而与教师对待教育科研的态度无关,我国的校本教育科研目前是一种＂制度推动型校本科研＂。     

教师校本科研与教育叙事研究

以校为本，校本发展，是当今学校教育改革与发展的全新的教育理念，在此理念下，校本科研日见重视。教育叙事研究是中小学教师进行校本科研的可行途径，能有效地推进学校科研工作的深入开展。     

论中小学教育科研的校本研究定位

以校为本的教育教学研究,担负着“课堂教学有效性”和“教师专业素质提升”的研究重任.校本研究,是建立起科学教育教学理论与教育教学实践血肉联系的一系列试验行动;校本研究能催生众多的由研究型教师群体构成的研究型学校.校本研究“学习理解→实践反思→确定问题→制定计划→试验探索→考察过程、结果→再反思”研究程序的实施,能使中小学教育科研,既经历了特定问题的研究过程,也获得了解决某个问题的结论或结果.     

校本教研科研化管理的实践与思考

校本教研是目前学校推动教师专业发展、提升教育教学质量的有效途径。为解决当前校本教研中存在的问题,海宁市紫微高级中学立足课堂、学校、教师三个基点,提出了校本教研科研化管理的概念,并从“聚焦研点,运用科研思维确定校本研修内容”“生发研链,运用科研思维构建校本研修系列”“拓宽研面,运用科研思维创设校本研修活动”三方面进行了校本教研科研化管理的实践探索。     

关于校本研究类型的探讨

校本研究是当前基层学校开展教育科研的一种新兴的恰当的研究方式。校本研究可从研究性质的视角和研究内容的视角进行研究类型的分类,基层学校在开展校本研究的过程中必须根据本校实际和发展需要,确定研究课题的研究类型,开展切实的校本研究,促进学校发展,提升办学品位,同时推动校本研究走向理性化和优效化的境界。     

推进校本教育科研“三法”

"以科研为先导,向科研要质量"虽然已成为大多数人的共识。然而,一些学校说一套、做一套,校本教育科研还是停留在表面,"说起来重要、做起来次要、抓起分数来可以不要",使校本教育科研没能真正深入人心,不少教师从未真正尝到其中的乐趣,校本科研在不少学校还是徒有虚名。     

论校本教育科研的有效管理

随着素质教育的发展，向教育科研要质量的呼声与曰俱增。如何从本校的教育科研实际出发，有效地进行指导和管理，确保校本科研工作有序地、高质量地发展，促进学校教育教学工作的稳步发展，这将是校本教育科研发展过程中必须解决的课题。     

科研兴校理念与实践的思考

科研兴校是现代学校提供优质教育的基本战略，其实质是师生员工对学校理念的价值认同，形成学校文化的重要路径。科研作先导，其机理在于孕育先进的教育理念，生成可持续发展的学校教育，塑造学校的办学个性与特色；开放搞科研规定学校教育科研的基本方式，是对学校教育科研形式和方法的基本要求；校本研究为主线反映学校教育科研的宗旨，它以促进学校、教师、学生发展为基本价值取向，目的在于解决学校的问题，校本研究为主线体现为学校教育科研的全员全程参与，研究的实践性、应用性、开放性等特征.     

School Culture,School Effectiveness and School Improvement

The relevance of the concept of culture to school effectiveness and school improvement is explored. Two typologies are developed. The first proposes four ‘ideal type’ school cultures, based on two underlying domains; the second, a more elaborate and dynamic model, proposes two ‘ideal type’ school cultures, based on five underlying structures. Each is discussed for its heuristic, conceptual, methodological and explanatory potential in research in the fields of school effectiveness and school improvement. In distinguishing collegial cultures from collaborative styles, the article advances recent writing on collaboration. From the theory hypotheses about the relationship between school culture and school effectiveness and improvement can be derived as well as techniques to test such hypotheses.     

Values,Coherence and the School

This article offers a number of philosophical reflections on the task of making the educational values of the school coherent. The meaning of ‘coherence’ in this context is explored, and the requirements for its achievement are considered in relation to the inescapability and complexity of educational values, the process of planning in relation to educational values and a number of issues which require particular attention. It is concluded that a serious and informed debate on educational values is needed if schools are to be properly supported in their efforts to achieve coherence in relation to them.     

From School Effectiveness and School Improvement to Effective School Improvement: Background,Theoretical Analysis,and Outline of the Empirical Study

School effectiveness and school improvement have different origins: school effectiveness is more directed to finding out “what works” in education and “why”; school improvement is practice and policy oriented and intended to change education in the desired direction. That means that in the orientation on the outcomes, input, processes, and context in education, school effectiveness and school improvement also have much in common. In the project Effective School Improvement (ESI), the merger of the 2 traditions has been pursued. In the theoretical part different orientations have been analysed and combined in a model for effective school improvement. Based on this analysis the framework is developed for the analysis of the case studies on school improvement projects in the participating countries.     

School Climate,School Improvement and Site-based Management

This article examines the relationship between school organisational climate and the school's preparedness to undertake restructuring and improvement. Over the last two decades, much research into school improvement and effectiveness has indicated the importance of school climate for a school's efforts to change. For school-level personnel, an understanding of the nature of the prevailing climate would seem valuable in determining the school's willingness and capacity to embark on school improvement initiatives and to evaluate the impact that such initiatives have on the nature of the school's climate. The research reported here was conducted in three phases. The first phase involved the assessment of the prevailing organisational climate in 30 secondary schools drawn from three State education systems in Australia. The second phase involved analysing and documenting the principles and school-level process associated with the establishment of site-based management in the three State education systems. The third phase sought teachers' perceptions about the impact of site-based management on school improvement planning, collaboration and curriculum leadership, and classroom practices. The research indicated the existence of an important relationship between organisational climate and the school's capacity to implement and sustain authentic site-based management. Where the prevailing organisational climate is negative, tailored ‘front-end’ strategies designed to improve the climate might be undertaken prior to the school embarking on substantial school improvement initiatives. Finally, assessing organisational climate can provide information about a school's preparedness to undertake change, and a re-assessment of climate following a change initiative can provide evaluative data about the extent of change within the school. This revised version was published online in July 2006 with corrections to the Cover Date.     

School Choice Policies Shaping Neighborhoods,School Locations,and Destinies

ABSTRACT

In this article, we introduce a special collection of research articles that consider the processes and consequences of school choice across different social and spatial contexts in order to better understand the relationship between school choice and stratification in educational opportunity. This special issue presents a wide range of studies that examine geographical configurations, locations, scales, and relationships, all of which shape and are shaped by school choice. We summarize the diverse theoretical perspectives and themes. We also highlight the articles’ key results and new contributions related to issues such as inter-district school choice, open enrollment school choice programs, diversification of curricular-related activities among EMO-operated schools, and geographic variation in achievement of the charter school sector     

世界、民族国家与现代学校:重思我国学校教育制度的产生

既有的解释我国学校教育制度产生原因的分析视角,或淡化了世界因素的影响,或未能深入地回答"为什么晚清政府选择教育作为回应挑战的重要手段"、"为什么模仿其他国家的教育模式"等问题.它们倾向于将我国学校教育制度的产生,理解为政治自觉的结果.然而,表面上的政治自觉,实则根源于意识不及的文化一认知因素,它与晚清时期世界观的转变深深勾连,正是新的世界观合法化了民族国家模式.而支撑民族国家模式的各种信念又使晚清士大夫相信,建立学校教育制度是造就政治人才,实现国家富强的重要途径.     

儒道墨三家共同心态研究

先秦诸子百家虽观念各不相同,但却有着极为相似的心态。儒、道、墨三这更是具有代表性。一、都强调人的个体意识与人格尊严,表现出积极用世的时代精神,二、为了宣扬自己的学说,不约而同地体现出返古倾向;三、希求自由解放而又自我约束,自我剥夺的双重人格的统一,希求用世进取而又能自我逃遁与安尉的矛盾心态的统一,三家殊途同归。