私营幼儿园教师的绩效考评与薪酬福利管理策略

绩效考评是对教师的工作业绩、能力、岗位适应度等进行全面地观察、记录、分析、考核和评价,考评结果是园所实施绩效改进、教师培训、激励、人事调整、薪酬调整的依据。幼儿园教师的绩效考评包括业绩考评,能力考评和态度考评,业绩考评是对教师承担岗位工作的成果所进行的评定和估价;能力考评是依据岗位说明书规定的岗位要求,考评教师在岗位工作过程巾显示和发挥出来的能力;     

私营幼儿园教师的绩效考评与薪酬福利管理策略

一、私营幼儿园教师的绩效考评策略 绩效考评是对教师的工作业绩、能力、岗位适应度等进行全面地观察、记录、分析、考核和评价。考评结果是园所实施绩效改进、教师培训、激励、人事调整、薪酬调整的依据。幼儿园教师的绩效考评包括业绩考评、能力考评和态度考评,业绩考评是对教师承担岗位工作的成果所进行的评定和估价;能力考评是依据岗位说明书规定的岗位要求,考评教师在岗位工作过程中显示和发挥出来的能力;态度考评的重点是考核教师工作的认真度、责任度,工作的努力程度,是否有干劲、有热情,是否忠于职守,是否服从命令等。     

普通高校成人高等教育教师业绩计量与评价

教师业绩的计量与评价是教师考评工作的核心内容,其中业绩计量是业绩评价的基础.如何科学合理地计量与评价教师业绩,是普通高校成人高等教育切实加强教师队伍建设必须解决的一个重要问题.     

应加强中小学德育师资的培训

李荼晶在今年第九期《天津教育》上撰文,就加强中小学德育教师的培训和继续教育提出如下建议: 1、建立中小学德育教师的考评标准和业绩考     

众说“异科听课”

2011年9—12月话题征稿:9月:有的中小学安排教学工作时,会动员年龄偏大的老师去从事教学辅助工作。这样做是否妥当?10月:一些中小学考评教师业绩虽列出多项内容和赋分标准,但在实际操作中,仍把学生考试成绩作为"一票否决"项目。对此,您有何异议?     

如此考评不科学

从目前的中小学教师业绩考评来看,大多数还是科学而合理的,但也有一些学校在最终评定教师业绩中,主要看所带学生考试成绩“一票否决”的项目。我认为,这种以偏概全的做法是不科学不合理的,不利于教师、学生的良性发展。     

上海市中小学教师职务考评系统的研究与实践

一、问题的提出中小学教师任职情况的考核评价,是中小学师资队伍建设和管理的重要手段,是中小学教师职务评聘工作经常化、制度化的基本前提。由于教师劳动的特殊性和复杂性,过去本市对教师工作的考核缺乏统一的客观标准,没有完整的考评系统。区、学校考评目标、指标、标准、权重系数分配、考评方法各不相同,随意性较大,中小学教师的职务评聘以及奖惩、评优等工作存在相当大的困难。因此,建立一套既科学又可行、全市通用的中小学教师任职情况考评系统已成为当前亟待解决的重要课题。1989年初,上海市教育局成立了以市教育局职改办同志为主体的名为《上海市中小学幼儿园教师     

普通高校成人高等教育教师业绩计量与评何

教师业绩的计量与评价是教师考评工作的核心内容,其中业绩计量是业绩评价的基础。如何科学合理地计量与评价教师业绩,是普通高校成人高等教育切实加强教师队伍建设必须解决的一个重要问题。     

绩效工资管理中人文关怀的缺失

中小学教师的绩效工资是指以科学的绩效考核制度为基础,以对教职员工的工作业绩、工作态度、工作技能等方面的综合考核评估为依据发放的奖励性的劳动报酬。绩效工资的基本特征是将教职工的薪酬收入与个人业绩挂钩,以绩效考评确立员工的绩效和奖励,既体现了客观公正,又推动了员工之间的正当竞争,从而调动了教师工作的主动性和创造性。但由于体制的不成熟和一些人为的因素,以绩效工资为核心的激励机制也暴露出一     

中小学教师工作考评的基本原则

教师工作考评是学校人事管理工作中的重要环节,也是学校管理工作的重要方面。教师工作考评实质是指学校通过科学的程序和方法,定期对教师在教育教学工作中的行为表现和业绩,进行全面、准确和客观、公正的考核与评价。具体来说,就是用事先设定的工作标准和目标去检查教师的工作状况。教师工作考评一般分为学期考评和学年考评两种。     

Distinctive patterns of relationship of phonological awareness and working memory with reading development

The purpose of this study was to assess the contributions of specific components of verbal and nonverbal working memory and of phonological awareness to the prediction of reading achievement. One hundred and three children from grades 1, 2, and 3 were administered a measure of phonological awareness, four measures of working memory, four measures of academic achievement, and a measure of verbal intelligence. Separate multiple regression analyses controlling for the effects of age, sex and verbal intelligence showed that tests of verbal memory and of direct recall significantly predicted reading and spelling achievement whereas tests of backward recall significantly predicted only pseudoword identification. Phonological awareness was also found to relate significantly to reading and spelling achievement even when working memory was partialled out. Thus, phonological awareness and measures of working memory predicted specific and significant amounts of variance in reading and spelling achievement. Further, none of these measures were specifically related to arithmetic achievement. The specific roles of phonological awareness and working memory in reading development are examined in the discussion.     

A structural model of algebra achievement: computational fluency and spatial visualisation as mediators of the effect of working memory on algebra achievement

The goal of this study was to develop and evaluate a structural model of the relations among cognitive abilities and arithmetic skills and college students’ algebra achievement. The model of algebra achievement was compared to a model of performance on the Scholastic Assessment in Mathematics (SAT‐M) to determine whether the pattern of relations is similar for different types of higher level maths achievement. Structural equation modelling was used to test the effects of working memory, 3D spatial ability, and computational fluency on both types of higher order maths achievement. Computational fluency had the strongest effect on algebra achievement, with 3D spatial ability and working memory showing moderate effects. In contrast, 3D spatial ability had a stronger effect on SAT‐M scores than did computational fluency. Computational fluency and 3D spatial ability completely mediated the effect of working memory for both algebra and SAT‐M achievement.     

基于目标与项目管理相结合绩效考评体系构建的研究

在阐述国内外绩效考评研究现状基础之上,运用目标管理与项目管理相结合的办法建立绩效考评的指标体系和运作模式。从动态和静态考评两条线路出发构建绩效考评体系。即静态考评划分为4个子指标,即知识能力、工作作风、工作能力、工作业绩四个方面;动态考评分为培训、分解目标和临时工作3个指标。通过动态考评和静态考评的结合可使考评体系更为客观真实,从而保证企业的绩效考评与企业的整体发展战略相一致。     

“六段式”区域学生学业质量监测模式研究

＂十一五＂期间,结合区域学生学业质量监测工作,采用边实践边探究的实证研究方法,探索出＂六段式＂区域学生学业质量监测模式。采用这种模式,有利于推动区域学生学业质量监测工作的实施和专业服务水平的提高。     

Patterns of school readiness forecast achievement and socioemotional development at the end of elementary school

A person-oriented approach examined patterns of functioning in social and executive function domains at 54 months and in turn forecasted 5th-grade socioemotional and achievement outcomes for 944 children. Six distinct profiles of 54-month school readiness patterns predicted outcomes in 5th grade with indications of cross-domain association between 54-month performance and later functioning. A group of children at 54 months characterized by low working memory exhibited elevated levels of socioemotional problems and low achievement in 5th grade. Patterns in which high social competence or high working memory were prominent predicted high 5th-grade achievement. Unexpectedly, a group distinguished by attention problems performed well on later achievement outcomes. After controlling for children's early demographics, readiness profiles accounted for math achievement in 5th grade.     

Context of academic achievement: lessons from Hong Kong

Vygotsky speculated that parents play an important role in the intellectual development of their children, and that this role includes the transfer of expectations related to their children's academic achievement. Consequently, different parents can produce different contexts of academic achievement for their children. The participants were 215 Primary 5 and 6 students from four primary schools in Hong Kong, and their parents. Students were administered a test of working memory and their academic achievement was indicated by their school‐assessed mathematics and language achievement scores. Parents reported their expectations of their children's academic achievement, the extent of their home and school involvement, and their educational and income levels. Correlational and sequential regression analyses showed that different schools yielded different contexts of academic achievement. The results support the hypothesis that parents, and especially parental expectations, play an important role in children's academic achievement, and that within Hong Kong different schools can be characterised by different contexts of achievement.     

Sharing,Talking, and Learning in the Elementary School Science Classroom: Benefits of Innovative Design and Collaborative Learning in Computer-Integrated Settings

Impact on student achievement of randomly assigned students working individually or collaboratively in mixed- and matched-gender pairs at a computer on predetermined science tasks was investigated. Collaborative dyads shared a computer and screen as each operated an independent keyboard and mouse. A mixed gender control group working individually at their respective computers was used for comparison purposes. A software application was designed to facilitate collaborative work and track the quantity of text written by users and their respective use of time. A final written assessment was conducted to compare the level of academic achievement between the control group and the experimental. A significant difference in academic achievement resulted.     

Study persistence and academic achievement as a function of the type of competing tendencies

In order to understand and predict students’ achievement and persistence at learning activities, many contemporary motivational models consider how much students are motivated for their school work. However, students’ achievement and persistence might not only be affected by their amount of study motivation, but also by the motivation to engage in competing alternative activities, as suggested three decades ago by Atkinson and Birch in their “Dynamics of Action” (1970). Building on this line of theorizing, the present contribution indicates that it is not only instructive to consider the level of students’ motivation for these competing activities, but also the type of activities they engage in, that is leisure vs. working activities. Two studies demonstrated that whereas time spent on working activities is inversely related to study motivation, attitude, persistence and academic achievement, such relationships were not found for leisure time engagement. Spending some time on leisure time activities does not interfere with optimal learning.     

政府绩效的价值取向和评价标准

现代政府管理的核心问题是提高政府绩效。政府绩效是指政府的工作成就或管理活动所产生的积极效果，是一个由经济绩效、政治绩效和社会绩效综合而成的复合概念。政府绩效的价值取向主要是增长、公平、民主、稳定、自由、进步。评价政府绩效的标准是经济性标准、公平性标准、稳定性标准、公开性标准、开放性标准和政策回应性标准。     

Employment and Achievement in a Problem‐Based Curriculum

The purpose of this study is twofold: first, to examine to what extent the time students work on paid jobs is related to study‐time (class attendance and time devoted to self‐study) and second, to what extent the time students work on paid jobs is related to achievement. A number of 120 students from the problem‐based Faculty of Health Sciences in the Netherlands kept a time‐diary. Academic achievement was measured by using scores on the block‐test. The results showed that working about four to eight hours per week on paid jobs (as opposed to working less than four hours per week or to working intensively, more than 8 hours per week) actually is positively related to study‐time. Test‐scores are not significantly different among students who are not working on jobs, work some hours, or work a lot.