The role of feedback from the school leader during teacher evaluation for teacher and school improvement

Since the turn of the century, teacher evaluation has been introduced around the world with the intent to improve teaching. However, in the literature on teacher evaluation, often findings reveal critical accounts about the effectiveness of feedback in teacher evaluation for teacher and school improvement. This article presents a qualitative study in eight schools where teachers did indicate to find the feedback they discussed with school leaders during teacher evaluation processes useful. In this study, we investigate whether we can identify what teachers actually do with this feedback and which factors contribute to their response. Our findings demonstrate the importance of school organizational characteristics and an integrated leadership approach for the feedback response of teachers. Also, our findings reveal how teacher evaluation is used in these schools to further school improvement.     

The place of forest school within English primary schools: senior leader perspectives

Focussing on the place of Forest School in English primary schools, we explore the perspectives of school leaders. We use Biesta's model of educational purpose as a critical lens to consider possible justifications for the inclusion of Forest School in the curriculum. Four distinct accounts, based on an analysis of in-depth interviews, illustrate a range of participant responses: risk, intervention, respite and the right thing. One of these, we contend, represents a tentative step towards a form of resistance on the part of a school leader in the face of current pressures to follow a diminished set of educational purposes.     

Science in the schoolhouse: the critical role of the school leader

School-level administrative support has been identified as an essential component of programs that promote research to practice. In this discussion, I address the critical role that school leaders play in supporting special educators and ensuring effective instruction for students with learning disabilities. Emphasis is placed on the need for teachers to be supported by administrators who are knowledgeable about special education and for administrators to receive the preparation and guidance they require to support science in contemporary schools.     

高中生焦虑心态的调查研究

采用《显性焦虑测验问卷》和《中学生考试焦虑测验问卷》对随机选取的1130名高中生进行测试，结果发现：有近20％的高中生存在着程度不同的焦虑，有25％左右的高中生存在着中等程度的考试焦虑，严重程度的考试焦虑比较少。毕业班学生显性焦虑和考试焦虑的人数百分比显高于非毕业班学生，女高中生显性焦虑和考试焦虑的人数百分显高于男高中生。     

Data feedback for school improvement: The role of researchers and school leaders

The aim of this study is to better understand the role of researchers and school leaders in supporting school improvement through data feedback in the context of more responsive forms of accountability in the Netherlands. A process evaluation was conducted concerning the first three years of a collaborative project of a multi-management group of 18 primary schools and a group of researchers. The results show that implementing a system of data feedback starting from a shared vision on the need to learn from data, fostered processes in the school of learning from data for school improvement. The results also show a growing inquiry habit of mind amongst school principals, whereas the researchers learned how to take their role in the collaboration by providing conditions that enhance school improvement from data feedback. The results indicate that the collaborative process can be characterised by several learning functions and thus contribute to a better understanding of how the conditions for data feedback and school improvement can be enhanced.     

Framing the role of the school leader in OECD documents: A critical analysis

ABSTRACT

This paper explores the OECD framing of the role of the school leader in a series of its publications, drawing on role theory, using critical analysis of how school leaders’ roles are represented in a body of OECD texts. The research findings provide insight into the multi-faceted portrayal of the ‘ideal’ role of school leadership as framed by the OECD. The findings also show the dominance of classic scientific management ideas in the framing of the role of school leadership by the OECD. The study demonstrates how adopting role theory can provide a deeper understanding of how OECD discursive actions redraw new roles for those working in education.     

Headteacher performance management: an investigation of the role of the external adviser

The performance management scheme that has been operating in English schools since 2000 gives considerable responsibilities to the school's governing body. These include responsibility for appraisal of the headteacher's overall performance as a school leader and manager. Governing bodies are assisted in this task by government appointed external advisers. Drawing on research, this article outlines the role of the external adviser in headteacher appraisal and what we know about how it is working in practice. Some of the key issues are explored and questions raised for further research. External advisers were very clear that their primary role was as advisers and supporters to the governors, but they also put considerable emphasis on the support that they provided for headteachers. They understood, however, that the ultimate responsibility for the performance management of the head lay with the governing body. They also saw themselves as counsellors, facilitators, mentors, honest brokers, coaches and governor trainers. The key to their role was the fact that they were outsiders, with no axe to grind and with no connection to either the LEA or to the national inspection agency (OfSTED).     

高中生学习生物学的兴趣调查

通过对高中生生物学学习兴趣的调查分析 ,探讨如何在教学中培养和提高学生对生物学的学习兴趣 ,以最大程度地调动学生学习的积极性 ,保证教学质量。     

高中力学实验中发挥学生主动性的尝试

物理实验在物理教学中有着极重要的地位和作用，是培养学生素质的良好载体。尝试探究式实验教学，充分调动学生的学习主动性。通过问卷调查的方式，了解学生课改前后对实验的情感和态度。     

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.     

浅析高校学籍管理与辅导员队伍建设

学籍管理是高校教育管理和学生管理的重要组成部分,而高校辅导员是学生管理的骨干力量,所以加强辅导员队伍建设对提高高校学籍管理效率,保证学生如期顺利完成学业至关重要。     

浙江省高中生生物学习方式的调查分析

通过问卷调查的方式了解新课改下高中生生物学习方式有所改观,但要从根本上改变学生的学习方式,还需要生物教育工作者们的不断努力。     

从多媒体及网络环境看高中英语课教师角色的再定位

随着科技的进步,多媒体及网络技术已经对高中英语产生了越来越深远的影响。教学的环境发生了改变,传统的教师角色要进行怎样的转换呢?本文试图通过介绍多媒体和网络技术影响下的一堂高中英语课,来说明新的环境下教师角色的转换问题。     

高中英语教师学习策略教授情况调查

为促使师范院校和师资培训机构对职前、职后教育内容及模式进行反思,本研究对英语学习策略的教授情况进行了调查.结果表明,高中英语教师普遍认为对学生进行学习策略的培养有助于提高教和学的效率,但在实际教学中由于教师缺乏系统的学习策略知识,对学生学习策略的培养就大打折扣.因此,增强高中英语教师学习策略的意识,强化对教师进行学习策略知识的培训是十分必要的.     

对职校办"综合高中"班的调查与思考

为了解苏北部分地区职校举办"综合高中"班的真实情况,笔者利用暑假时间,对徐州、连云港、宿迁、淮安(原淮阴市)四市的部分职业中学进行一次小规模调查,结果令人忧思.     

Collaborating for educational change: The role of parents and the community in school improvement

Following the attention given by the Jomtien Declaration to the need for new partnerships and collaboration in the promotion of educational improvement, the International Institute for Educational Planning has initiated a programme of case studies and workshops to examine how partners involved in education can be empowered and encouraged to improve the education in which they have responsibilities or interest. Cases which have been studied fall into three categories: those which enhance collaboration within and across schools, those which centre on school—community interaction and those which involve collaboration among a range of government officials and agencies, NGOs, village organizations and private enterprises. Collaboration in each of these groups may involve changes in the stimulation or control of resources or innovations in educational content or delivery methods. This paper identifies the problems inherent in collaborative exercises, including poverty, institutional or individual inertia and structural obstacles within political or cultural systems. Finally the factors or conditions which affect collaboration are examined along with the implications for staff training, structural re-alignment and skill development at all levels of the educational system.     

关于高中语文教师继续教育课程设置的调查与思考

本在调查研究的基础上，提出了高中语教师继续教育课设置的思考：必须从高中语教师可持续发展和终身教育的战略高度，有计划地编设培训课程，培训课程应突出“合”、“新”、“新”、“研”的特点，语学科专业课大体可设置为三类（由学历课程延伸出的子课程，学科教育类课程，语教学实践类课程）。     

新加坡大学实验室管理及实验队伍建设情况调研

了解国外大学已有的成功经验对于提高我国大学实验室建设、规划及管理水平具有重要参考价值.结合实际访问及资料调研,介绍了新加坡国立大学和新加坡南洋理工大学科研实验平台和本科教学实验室及实验室安全管理方面的有益经验,对于提高我国高校实验室管理和实验队伍建设水平具有借鉴意义.