It depends on the priorities: the presence and profile of outdoor education on school websites

School websites are one way in which school leaders inform the public about their school’s vision, values, achievements and the learning opportunities on offer in a way that highlights its distinctiveness in the most positive light. If outdoor education is perceived as a valued learning context and/or helps to differentiate one school from another, it is likely that it would be reflected on a school’s website. An interpretive thematic analysis of the websites of 20% of the secondary schools in New Zealand suggested that outdoor education has a presence in schools, although the magnitude of this presence depended on the priorities school leaders wished to promote. The positive outcomes and opportunities afforded by outdoor education were portrayed to emphasize a school’s appeal. However, policy and design constraints of websites restricted teachers’ input into their content, making it somewhat challenging to gauge the relationship between the presence of outdoor education on a school website and the quality of its pedagogical practice.     

我国普通高中学生发展指导：实践、问题与政策建言

普通高中学生发展指导是促进学生个性养成、自主发展的重要途径,亦是推动普通高中多样化发展的应有之义.我国普通高中通过建立导师制,开展职业生涯规划、社会体验,整合校内原有资源建立评估系统等方式来强化对学生的发展指导,教会学生学会选择,实现自主发展.各校的实践同时也暴露出了学生发展指导理论支撑不够,政府责任缺失,专职专业教师匮乏、进修渠道不畅,编制、经费不到位等现实问题.未来我国学生发展指导必须走向制度化、专业化、体系化.     

Primary school websites in Ireland: how are they used to inform and involve parents?

Online sources are increasingly the most likely starting place when seeking information about any topic. Parents of prospective students may access school websites in advance of enrolling their child. Parents of current students are likely to access a school’s website for information about the school’s current activities or to learn more about the teaching and learning taking place in their child’s classroom. With a few notable exceptions, there is limited research on the quality of school websites internationally, particularly at primary level. For this paper, the online presence of 100 Irish primary schools was examined. Of the 90 schools for whom some web presence was established, information provided to parents of current students and parents of prospective students was examined. Findings show that primary school websites do not comprehensively address the information needs of either group of parents and highlight areas of potential improvement.     

Doctoral and nondoctoral practicing school psychologists: Are there differences?

The purpose of this study was to examine and describe differences between doctoral and nondoctoral practicing school psychologists. Participants selected for the study were school psychologists who were full-time practitioners in a school setting. The sample was randomly selected from the 1992 National Association of School Psychologists Membership Database. Four hundred forty persons were selected to serve as a sample of the NASP membership, and 359 responded to the survey. Of those that responded, 232 were full-time practitioners employed in the schools and formed the sample used in the data analysis. Overall, doctoral and nondoctoral school psychologists were very much alike in terms of age, gender, and years of experience. Doctoral level school psychologists were more likely to be employed in urban areas. Both groups spend a similar amount of time participating in seven different job activities. Doctoral and nondoctoral level practitioners working in schools maintain high levels of job satisfaction and the majority intend to remain in their current position and the profession for the next five years. Higher salaries and an increased likelihood of having a private practice outside of school are the major differences between doctoral and nondoctoral school psychologists practicing in the schools. Future evolution of the role of school psychologists may allow for the increased use of the advanced skills obtained by doctoral level school psychologists. © 1998 John Wiley & Sons, Inc.     

School Marketing as a Sorting Mechanism: A Critical Discourse Analysis of Charter School Websites

An emerging body of research has explored “supply side” questions of school choice, or how schools and systems shape enrollment through locational decisions, recruitment, and marketing. This study focuses on how school websites market and communicate the distinct missions of charter schools to prospective families. Through a critical discourse analysis (CDA) of 55 elementary charter school websites in one demographically diverse metropolitan area, we explore how school websites operate as discursive texts that signal the potential “fit” between particular schools and particular families. Guided by a critical discourse analysis framework, we emphasize how websites (a) employ implicit discourses of race, culture, and diversity; (b) draw on different meanings of academic achievement, and (c) emphasize different ideologies of individualized learning. We argue that websites act as one mechanism that contributes to the segmentation and differentiation of an emerging local marketplace of school options.     

K–12 and University Educators Working Together Toward Change: Initiating a Conversation About Practice

This case study of a joint school/university professional development opportunity explored how 12 practitioners came together to examine change in light of discrepancies between current practice in local schools and promising practices recommended in the literature for students identified as having significant disabilities. The group met monthly over the course of one school year to study action research and to examine aspects of individual practice and their emerging identity as a community of learners. Participants explored perceptions about promising practice relative to actual practice engaged in by K–12 teachers, the impact of ongoing structured conversation on individual practice, and the impact of group membership for both individual participants and school/university partnerships. After one academic year, participants reported that the impact of this structured conversation was highly meaningful with respect to positive change in individual practice, the creation of a new support network for participants, and the development of new understandings between university and K–12 practitioners. Findings are discussed in light of implications for researchers, teacher educators, and K–12 practitioners in their various roles as agents of social change.     

Course-Taking Effect on Postsecondary Enrollment of Deaf and Hard of Hearing Students

Data from the National Longitudinal Transition Study-2 were used to examine the effect of academic and career or technical education course-taking in high school on deaf or hard of hearing (DHH) youth’s postsecondary enrollment in 2-year, 4-year, and career or technical education institutions. We examined the proportion of academic and career or technical education courses taken, completion of algebra, and completion of an occupationally specific course of study. Propensity model analyses indicated that academic course taking significantly increased the odds that DHH students would enroll in postsecondary school. Completion of a higher proportion of career or technical education courses was not related to enrollment in postsecondary education, including career and technical education schools. Implications for practice and future research are discussed, including the importance of secondary transition planning staff both encouraging DHH students who have a goal of future postsecondary attendance to take a rigorous, academically focused high school curriculum, and providing students with the support to complete these courses.     

Using participatory action research to address absenteeism

Many urban high schools serving low-income families have below-average attendance rates, which can indicate that fewer students are prepared to matriculate into college and career opportunities. Through the use of participatory action research (PAR), we – a group of four educators at Wilson High School – have changed school policies and procedures in order to address our school's most problematic behavior: students cutting class. Through the processes and outcomes that our group, the Class Cutting Task Force, has experienced, we have called upon action learning (AL) in our focus on practical and experienced problems, and we have learned an important lesson: without clear and consistent school-wide expectations, our students cannot meet their potentials. Additionally, we have become empowered to drive a school-wide improvement initiative from the ground up by using the four-stage PAR process. It is our experience with the PAR process as a method of engagement in AL for school practitioners that we aim to share in this account of practice.     

试论师范生拜师学艺的意义

师范生拜师学艺是实践教学改革的产物。在高等教育大众化的历史趋势和以实践创新为主基调的新世纪教育背景下,拜师学艺能促进理论联系实际,提高课堂教学质量和效益;能有效地提高师范生实践教学能力;能密切高校与中小学的联系;能为教育改革发展提供借鉴,为师范生的职前培养和职后发展开辟广阔的空间。     

民族高中和普通高中学生职业兴趣比较研究

本研究采用巴雷特(Jim Barrett)的职业调查测验量表,对青海民族地区的618名高中生进行了职业兴趣问卷测查。结果显示:(1)民族地区高中生的职业兴趣特征倾向依次是:实验型→文字型→组织型→艺术型→商业型→社会型→自然型;(2)民族高中和普通高中同一年级的学生、同一学校不同性别的学生、同一民族而不同学校的藏族学生,均在职业兴趣类型上具有显著性差异,但差异性程度不同。文章还分析了民族地区高中生的职业兴趣类型差异及其成因。     

师范生教师职业态度及其差异比较

本研究被试为普通师范院校大学生675名。自编“师范生教师职业态度”问卷，问卷由职业认知、职业声望、职业情感、职业行为倾向、职业吸引五个因素组成，共28个题。结果显示：师范生教师职业态度均分属于中等偏上水平，未达积极水平。男生与女生在职业声望因素上有显著差异，后者高于前者。来自农村与城市的学生在职业声望、职业情感、职业行为倾向上有显著差异，前者高于后者。文理科、不同地区的师范生教师职业态度无差异。并针对调查结果，提出提高师范生教师职业态度方法。     

Supporting Personalized Learning through Individualized Learning Plans

Individualized Learning Plans (ILPs), an effective strategy to promote students’ college and career readiness, are increasingly used in US school systems as a mechanism to encourage students’ career exploration and identification of career goals. After describing features of ILPs, we provide an example of the ILP process developed and implemented in the junior high schools in McLean County (Illinois) Unit District No. 5. Based upon this experience, we share important factors for school leaders that can affect successful implementation in their schools.     

Pedagogic identities for sale! Segregation and homogenization in Swedish upper secondary school

The aim of this article is to illustrate how Swedish schools construct different pedagogic identities in the way they marketize themselves. We examine through a Bernsteinian lens how upper secondary schools promote themselves; what identities are being called for by the schools and how these identities are expressed. Moreover, the article intends to study how these identities are reflected in studied school actors and how they can be understood in relation to the labour market. We have analysed texts from various kinds of marketing materials, including websites and prospectuses of the schools. The empirical data also include interviews with various school actors. In addition, we attended and recorded observations at open houses and school fairs. Our findings indicate a strong differentiated market-oriented education system, mediated not only through distinctions in courses and programmes, but also through schools creating highly specific niches and targeting specific students as valuable commodities.     

完善中等职业学校就业指导工作的思考

随着我国中等职业教育规模的不断扩大,中职毕业生的就业矛盾日益显露,如何加强中等职业学校就业指导工作成为各校探讨的热点问题。本文就当前中等职业学校就业指导工作存在的问题入手,探讨了完善中等职业学校就业指导工作的办法,并针对就业指导工作的实施过程中应注意的问题提出了处理好几个关系的建议。     

ICT research and school performance feedback: a perfect marriage?

An important step towards the successful integration of Information and Communication Technology (ICT) in schools is to facilitate their capacity to develop a school based ICT policy. However, one of the biggest challenges for schools is to gather data that could help shape such policy development. In this context, ICT researchers can be very useful as they can use the data gathered from their research projects to give feedback to schools. In this article, we present an electronic school performance feedback system (e‐SPFS) we developed for schools that participated in our survey research. This e‐SPFS illustrates how researchers can collaborate with practitioners; and how schools use data to examine their performance, their strengths and their weaknesses in shaping ICT policy decisions and practice. We appeal the ICT research community to carry out more research that is grounded in a school performance feedback cycle.     

北京市中小学学校组织文化的现状调查

基于对北京市5255名教师的问卷调查,本研究考察中小学学校组织文化的现状及其特点。研究表明:中小学学校组织文化的三个因素:教师文化、学校文化认同、校长文化,能较好地解释学校组织文化的结构;不同职业生涯发展阶段教师对学校组织文化的认知有所差异,其中6-10年教龄教师对学校组织文化的认同最低;中学和小学教师在学校组织文化的认知上有所差异,小学教师对于学校组织文化的认同度要普遍高于中学教师;不同性质的学校教师在学校组织文化的认知也有所差异,重点学校和薄弱学校教师对学校组织文化的认同度要明显高于普通学校的教师。     

Career Counseling Practitioners: Reflections on Theory, Research, and Practice

Career counseling practitioners of varied training levels were surveyed regarding the extent to which major career theories and research data inform their work with clients. In addition, this study was interested in career counselors views regarding (a) how career theorists, researchers, and practitioners can work together to address the needs of career clients, and (b) how theory and research findings can be more relevant to practice. Survey findings revealed that licensed counselors and psychologists as compared to non-counselor trained career practitioners agreed to a greater extent that their degree program had adequately prepared them to provide career counseling by emphasizing theory and attention to personal and career issues, and were more likely to regard professional development activities as important to their career counseling effectiveness. Finally, practitioners had numerous comments regarding the utility of career theory and interventions, and suggestions for bridging the gap between theory and practice.     

中国大陆地区小学生涯教育现状分析与对策建议

从小对学生进行有意识的生涯教育,对学生更好地认识自我、发展自我有重要的启蒙、引导作用.中国大陆地区在小学阶段实施生涯教育,还处于初级探索阶段,小学生涯教育存在对实施意义认识不清、未形成体系、缺乏专业师资队伍等问题,小学生涯教育应转变观念、建立系统的生涯教育体系、加强师资队伍建设.     

Opportunities and Challenges in Collaborative Reform Practice: School–Community Partnerships through Art in Korean Schools

The Korean government’s policy toward art in schools and educational autonomy has recently undergone major directional changes, with the Ministry of Education (MOE) encouraging individual schools to find their own ways to become more self‐regenerating, especially by developing community partnerships through art. This recently published policy direction has the potential to challenge traditional school practice as it demands an initiative role of schools and the active involvement of teachers in building partnerships with local communities. Concerned about the impact of the new school art policy on practice, this article attempts to clarify the opportunities and challenges involved in the expected collaborative reform practice by examining the outcomes reported by pilot schools based on their first year of implementing the new school art policy. To this end, this article first identifies the distinctive aspects of the new policy from previous studies on school–community partnerships developed in Korea over the past decade. This is followed by an identification of practical issues and needs by reviewing the outcomes of recent survey results on the perceptions of teachers who participated in conventional school–community partnership programmes. These results will be compared to the problems found in the outcomes reported by pilot schools. Findings will be discussed to assess implications and provide suggestions. This contextual analysis of practitioners’ responses to new art‐based collaborative reform practices developing in Korea may contribute to an expansion of international discussions about educational reform through art.     

基于实践的小学教育专业课程体系的构建

小学教育专业课程体系的构建应立足于师范生的专业发展,置于教师专业发展的视域之内。教师是专业性实践者,教师专业培养模式要基于实践,围绕实践,为了实践。小学教育专业课程应以培养专业性实践者为目标,课程体系要以实践为本位,通过理论课程与实践课程的交替进行、大学与小学的伙伴合作保障实践本位课程的顺利实施。