Defining the Role of the University Mentor in Initial Teacher Education

In the rush to identify the tasks of school mentors in school‐based teacher training the changes to the role of the higher education tutor have been neglected. It is argued here that the role exists in an organic relationship with school mentors and intending teachers, within evolving teacher education partnerships. A call is made for a shared understanding of that role to be circumscribed by a model of teacher education which prizes the reflective practitioner and school and university mentor roles be complementary within the implementation of this model, it is argued that the recognition of this will enhance the quality of school‐based teacher education.     

Change and continuity in the work of primary headteachers in England

This chapter draws upon recent research into what a sample of interviewed primary school headteachers had to say about their role and work in the 1990s. Two common themes — the intensification of the work and their roles as school developers — are identified from their testimonies. In turn, three emerging issues are discussed: management and leadership, school improvement, and effective headteachers. These findings have in the last two years been shared with many other headteachers and their responses to these ideas have prompted some second level analysis and reflection which is the focus of the latter part of the chapter. While there are some changes in the work of headteachers, certain role orthodoxies continue. The most enduring characteristic is the pre-eminence of the headteacher. Yet this is the very feature which accounts for them feeling so pressured and strained and it may be the time when this most central of continuities needs to change.     

School variation in youth transitions in Ireland,Scotland and the Netherlands

In recent years there has been a growing interest in the comparative study of youth transitions. National and international studies have analysed the role of individual and institutional (education and labour market) factors in shaping the transition from school to the labour market. Using data drawn from a cross‐national database of secondary school leavers and multilevel modelling, this paper aims to improve upon the existing research through the analysis of the effect of school factors (as well as individual factors) on pupils' post‐school outcomes. Results show that school variations in pupils' post‐school outcomes are mainly accounted for by curriculum type in the Netherlands, individual factors in Scotland and a mix of individual and school factors in Ireland.     

Training School Counselors To Work with Students with Handicapping Conditions

As students with handicapping conditions have been integrated into public schools, the role of the school counselor has been expanded to meet these students' needs. As a result, counselor training programs need to be adjusted to include theory and practice in working with exceptional children. In this article the authors discuss the issue of students with handicapping conditions in public schools and provide suggestions for training school counselors.     

民族地区高师中学物理实验教学法的教学模式探讨

物理学是一门以实验为基础的科学,实验教学质量的高低影响着物理教学的效果。为提高民族地区农村中学物理教学质量,作者对民族地区农村中学物理实验教学的现状进行分析研究,总结了适合民族地区高师中学物理实验教学法的教学模式,对深化实验教学改革、培养适应民族地区教育的中学物理教师具有一定的作用。经几届学生的实践教学证明,学生的中学物理实验教学能力和实验室管理能力等得到了提高。     

美国高中校长在角色冲突、角色承担和工作满意度上的性别差异

在教育行政管理理论中，女性管理者的经验已经越来越受到人们的关注，有不少研究者对成功的女性主管进行了调查研究。一项对美国中西部三个州的高中校长的调查发现，在个人因素、职业特征及角色冲突上高中校长存在着性别差异，而在角色承担和工作满意度上不同性别具有相似性。文章致力于弄清性别在高中校长的角色冲突、角色承担和工作满意度三个方面的影响。     

Academic amotivation and intention to school dropout: the mediation role of academic achievement and absenteeism

The purpose of the current study is to examine the mediation role of academic achievement and absenteeism in the relationship between multidimensional amotivation and intention to school dropout among Turkish high school students. The results have shown that multidimensional amotivation has direct and indirect effects on intention to school dropout. In addition, it has been revealed that academic achievement and absenteeism mediate the association between multidimensional amotivation and intention to school dropout. Finally, the findings suggest that the relationship between amotivation and intention to school dropout varies by gender. These results have shed light on two mechanisms that clarify the relationships between amotivation and intention to school dropout.     

Balancing pressures for SENCos as managers,leaders and advocates in the emerging context of the Covid-19 pandemic

This article considers the role of the SENCo during Covid-19 pandemic conditions of school lockdown with partial reopening for children classified as ‘vulnerable’. It is argued that the existing pressures and tensions already experienced by SENCos – for example, related to time, workload, status, and their prescribed managerial and strategic role – have been highlighted by pandemic conditions. Pressures resulting specifically from the pandemic are reflected by considering how SENCos will adjust to enact their role during this time. It is concluded that an advocacy role for pupils with special educational needs and disability, who are at risk of becoming increasingly marginalised within school and wider communities during this pandemic, should now be considered a central element of the SENCo’s remit.     

论语派研究述评

论语派是二十世纪三、四十年代重要的文学流派。学术界对该流派进行了大量研究。1949年至1979年的研究以政治思想为评价标准,论语派被目为“帮闲文学”,遭到批判。1980年代的研究中较多运用社会学的研究方法,论语派的思想和艺术价值得到一定程度的肯定。1990年代,研究重点转向论语派的文化立场和文学思想,在作家研究方面取得了较大成绩。新世纪以来,由于研究视野的拓展和新方法的运用,论语派研究在作家作品、期刊、流派的整体特征等方面都获得丰硕成果。论语派研究领域仍存在可供深入开掘的空间,我们应运用新的研究方法进一步探寻论语派的文学史意义。     

以学生为关注焦点--谈职业学校服务观念的树立

市场经济条件下，职业学校与学生之间逐步体现出一种平等的契约关系。学生由学校的产品变为学校的服务对象，学校的服务表现出新的特性。满足学生的需要，“以学生为关注焦点”是职业学校在新时期应树立的新的服务观念。为此，职业学校应增强服务的主动性，强调服务内容的个性化与教学体系弹性化，强调服务意识与服务质量，同时建立相应的质量管理体系。     

美国学区督导的角色探析

学区督导是美国学区教育管理中的核心人物,其担负的职责繁多,扮演的角色多样。同时,美国学区督导所扮演角色又在不断发展,具有动态发展性。这种动态发展的多样性由多方面的因素促成,其中包括学区类型、学区规模、学区发展与改革的背景以及学区内的学生组成结构。学区督导在各个历史时期所扮演的核心角色不同,就核心角色变化的历史发展轨迹来看,学区督导的角色呈现一种回归态势。     

家校共育现状及可能的改变:来自家长的声音

家校共育为孩子的健康成长提供了必需的合力,然而在实践中存在许多困境。家长作为家校共育中的核心人物,对学校开展的家校共育工作有重要话语权。研究采用实证研究方法,以北京市某区的120名小学家长为访谈对象,研究结果显示家长对家校共育现状基本满意。他们认为学校对孩子的培养起了关键作用,但是孩子在学习行为与习惯、合作与交往等方面发展不尽人意。为了更好地促进家校共育,应提高家长参与家校共育活动的有效性,同时增强家长的自我反思意识。     

新课程实践中的小学教师角色冲突的缓解策略探究

新课程改革对小学教师角色提出了新的要求,但由于社会、学校和教育部门以及教师自身等方面的原因,在实践教学中,小学教师并没有扮演好这些"理想"角色,造成了教师角色冲突.为了缓解教师角色冲突:首先,社会对教师要有一个正确、合理的认识;其次,学校和教育部门要为教师提供专业成长的支持,以及要改善教育评价体系;再次,教师自身要加强...     

Career mobility of elementary school principals and conflict with the central office

Recent attention on the principal as instructional leader of the school has overshadowed the dual nature of the principal's role as a subordinate of the central office as well as superordinate of the school. An understanding of how principals respond to this dual role is useful in developing appropriate school improvement strategies. This study examines the diversity of principals' responses to one aspect of this dual role, the potential conflict between principal and central office. The investigation, involving a sample of 89 suburban elementary school principals, uses both quantitative and qualitative methodologies. The study found that principals vary in their responses to this potential conflict depending on their career histories. Principals who have moved among several districts are more likely to have conflict with CO, while principals who have remained in the current district throughout their careers are less likely to have this conflict. Several features of career mobility are examined as possible explanations for the findings.     

The role of the school psychologist in school desegregation: A plan for action

The research on the outcomes of school desegregation has been generally disappointing. This paper briefly reviews the historical role of social science in desegregation, and reviews some of the current research on cooperative learning in the desegregated classroom. A comprehensive role for the school psychologist is outlined, in which goals and subgoals, means for achieving them, and anticipated outcomes are clearly delineated. It is proposed that implementation of this role would lead to a much more positive school desegregation experience for all students.     

Professional Development Perspectives of Principals in Australia and Japan

Irrespective of how the roles, tasks, and responsibilities of principals have evolved due to educational change and reform, the school principal still holds the key to achieving school effectiveness. Over the last few decades, extensive studies have been conducted on the role of the school principal. Most scholars, researchers, and school reformers have discussed the role of the school principal as the school leader, school manager, key decision maker, facilitator, problem solver, chief executive officer, chief learner, marketer, team leader, and agent of change (Edmonds 1979; Clark, Lotto, and Astuto 1984; Smith and Purkey 1983; Gamage 1990, 1996a, and 1996b; Barth 1991; Sergiovanni 1987; Thomson 1993; Caldwell 1994; and Cranston 1996). These studies, however, provided only limited information about the profiles and professional development of school leaders who are meeting the new challenges in 21st-century schools.

In recent years, as a result of increased collaboration and communication among educational institutions in various nations, a series of research projects to examine and compare aspects of school leadership, including professional education and experiences of school leaders, have been conducted. This paper presents the profiles and entry perspectives of Australian and Japanese school principals, and information on preservice and in–service training programs related to professional development. Implications for changes in university-level professional development programs, and selection and training of school principals in both Australia and Japan are examined.     

Gender equity in mathematical achievement: the case of China

Gender differences in achievement in mathematics, a traditionally male-stereotyped subject, have long been a concern for many educators around the world. Gender differences in mathematical achievement have decreased in recent decades, especially in Western countries, and become small or insignificant in large-scale tests, such as the Programme for International Student Assessment (PISA). The situation in China has not yet been studied. The recent PISA report lists China B-S-J-G (representing Beijing–Shanghai–Jiangsu–Guangdong) as an educational system with no significant gender difference in mathematical achievement. Based on a secondary analysis of PISA 2015 mathematics data from China B-S-J-G, this study more deeply scrutinized gender differences in Chinese students’ mathematical performance, emphasizing societal factors, namely students’ socioeconomic status, school level, school type, school location, and socioeconomic status at school level. This analysis revealed important differences within the overall picture. Most importantly, significantly more boys than girls scored in the top tier of mathematics achievement. At the lower- and upper-secondary school levels, boys performed significantly better than girls, with the achievement difference increasing at the upper-secondary level. Furthermore, this study found that, on average, Chinese (B-S-J-G) girls achieved significantly lower average scores on the PISA 2015 mathematics test than boys in the same school. Overall, students’ individual characteristics and school characteristics need to be separated and both taken into account to examine the role of gender in mathematical achievement, which has not been thoroughly investigated in the past.     

Occupational Prestige and Professional Image of Teachers in Taiwan: A Comparison of Three Surveys

In the past four decades Taiwan was marked not only by rapid economic growth, but also by wide-ranging social, political, and cultural changes. In this fast-paced period, occupational division of work has become narrower and some functions of the family have gradually been taken over by the school. The function of the school has thus expanded. Generally, in traditional society, the school teacher's role was primarily that of guardian of cultural assets and disseminator of existing knowledge. In modem-day society, when values are becoming increasingly pluralistic, the school teacher is no longer facing a static and homogeneous state, but a swiftly changing and highly heterogeneous social environment. In this environment, the spread of knowledge is so fast that educational reform and change have become inevitable. The role of the school teacher has fundamentally changedno longer are they mere disseminators of traditional culture or existing knowledge, but communicators of social, economic, and cultural development. The work of the teacher not only affects educational function and achievement but, through molding the very values of students, is changing and consolidating social values and accelerating the speed of social progress. Based on this premise, this article studies the occupational prestige and professional image of teachers in Taiwan from the perspective of the teacher's changing role. On the one hand, through a collection of data, it provides concrete reference material for policymaking pertaining to the professional status of teachers of higher education, and, on the other, it makes a comparison with findings in our previous two surveys (1971 and 1979) to illustrate changes in the teacher's occupational prestige and professional image, thus providing reference material for raising the level of teachers and improving teacher education in the future.     

Darren: a case study in school–college liaison

Some recent attention has been directed towards the role that post‐16 colleges can play in providing young people at risk of exclusion from school with opportunities to experience ‘alternative’ curricula and ways of learning. In this article the case of ‘Darren’ is considered, a boy for whom education in a mainstream secondary school setting appeared to have grown increasingly disjointed and irrelevant. This ‘case’ is used to highlight some of the challenges involved in school–college liaison in supporting young people who experience social, emotional and behavioural difficulties (SEBD).     

Mentorship Developments in the Primary Phase of Initial Teacher Education at the University of Reading

This paper seeks to describe and explore some of the concepts underpinning the development of Mentorship at the University of Reading in relation to Primary Initial Teacher Education (PITE). The research and development phase of this project has been carried out over the past three years and the first set of pilot studies have just been concluded. The current phase of research and development involves an entire cohort of students in the second year of their BA(Ed) degree who will be in school in the Summer term of 1994. Preparation activities and events have been organised with university tutors and teachers in associated schools — all teachers in associated schools; a key and distinctive feature of this scheme. The first part of the paper discusses the particular features of the Reading Primary Mentorship programme and some of the hazards faced when developing such an extensive scheme. The second part of the paper analyses some of the difficulties faced within Higher Education Institutions, for whom, it is argued, the transformation of role is equally as great as the transformed school teachers’ role and the associated difficulties as great yet less well documented and discussed.