The management of child abuse and neglect cases in schools: The Toronto model

School staffs have a major role in the prevention, identification and referral of cases of child abuse and neglect School administrators, teachers and school support staffs require knowledge about abuse and neglect, as well as a clear set of guidelines and procedures for dealing with it if they are to carry out these responsibilities effectively.The Toronto Board of Education has developed a program that has involved superintendents, principals, teachers, pupil personnel staff, caretakers, secretaries and community resources in an educational program oriented to the management of child abuse cases in their schools. The Board's Child Abuse Committee has developed a document which outlines employees' responsibilities under the legislation, provides assistance in the identification of child abuse and neglect cases, and outlines procedures for referral both internally and to the community. The document was used as the base for an extensive staff development program during the school year 1979–1980, in which all of the system's 6,000 school based employees participated.The Toronto Board's Child Abuse Program incorporated the establishment of the position “Resource Person, Child Abuse” for the purpose of consultation with school staffs, as well as the ongoing provision of resource material and staff training.The paper outlines the development of the program, includes guidelines and procedures for school staffs, the legislation under which it operates, the content of the training program, and an evaluation of the program with suggestions for replication.     

The Coach Consult Method: A model for sustainable change in schools

Project work and in‐service training are methods used by educational psychologists (EPs) to promote systemic change in schools. These have some disadvantages, which can limit the long‐term effects of new developments. This paper outlines and evaluates an alternative approach. A new coach consult method combines effective aspects of project work and in‐service training to enable schools to manage their own projects and to encourage sustainable change, embedded within the school system. The evaluation consists of a tiered approach and considers the impact at the levels of direct, training and general effects. Results indicate that the coach consult method for delivering project work in schools has a positive impact at all three levels.     

我国高等职业教育院校发展模式探讨

中国高等职业教育在新世纪能否健康发展，关键在创新，其中一个重要方面是院校发展模式。高等教育大众化阶段，要有大众化高等教育机构，高职院校就是大众化教育机构，因此，高职需要创新。如内部结构多样化、降低层次重心、布局区域化等，其中综合化院校结构，是抵御社会经济变动因素带来的教育需求波动风险的明智选择。当前及今后一个时期，高等职业院校应改变学历教育单一模式，学校教育与培训并举，以专科层次为主体；改变高度集中于大城市的布局结构，以区域性综合学院为主，不断向中等及以下城市延伸，适应区域经济发展大局；强化市场意识，将经营纳入管理；以权益者需求为中心，满足群众利益，与企业建立合作伙伴关系；走社会化办学道路，盘活内部资源，充分利用外部资源。     

中职建筑装饰专业实践教学创新模式的构建

近些年来,中职教育越来越受到大众的关注,而且很多专业的设置与社会人才需求有一定的贴合度,这在某种程度促使中职教育为社会输送了大批专业人才。但是从现状分析来看,中职建筑装饰专业教学存在一定的弊端,其中较为明显的标志是教学模式落后、教学方法单一,缺乏实践教学,这对于学生专业知识的掌握是非常不利的。本文中详细阐述了中职建筑装饰专业实践教学创新模式构建的重要意义,并进一步分析了实践教学模式的具体实施,谨以此给予理论参考依据。     

浅谈示范学校校长的角色

农村小学示范校建设 ,是新形势下的新课题。随着普九的完成 ,时代进入 2 1世纪 ,科学技术的飞速发展 ,对教育提出了更高的要求 ,又特别是西部大开发 ,要追赶式、跨越式发展 ,更是需要以示范校带动农村学校大面积的教学质量的提高 ,这是基础教育改革的方向。这里就农村小学示范校建设 ,校长的角色谈点粗浅看法。一、示范学校校长要有新的理念教育界有句俗话 :“一个好校长就是一所好学校。”决定治校绩效的诸多要素中最重要的是校长有明确的教育理念。教育理念是包含了教育主体关于“教育应然”的价值取向 ,是源于对教育现实的理性思考和自觉…     

Towards a theoretical model of middle leadership in schools

While there has been considerable research activity in the area of middle management / middle leadership since the late 1990s, the concept remains under-theorised and ambiguities persist in relation to who middle managers or middle leaders are and what they do. The recent shift in terminology in the literature from ‘middle management’ to ‘middle leadership’ alludes to evolution in the roles these leaders play in schools. However, without a theoretical model to use as a point of reference it is difficult to describe the nature of such evolution and even more difficult to identify implications for teacher productivity, student outcomes and school effectiveness. This article proposes a model of middle leadership in schools based on an extensive review of the literature. The Middle Leadership in Schools (MLiS) model describes factors that influence middle leadership, possible influences of middle leadership on schools, a typology of roles middle leaders perform and how they might perform them. The article concludes with implications for research and theory building in a still-emergent area within the broader field of educational leadership.     

The value of neighborhood schools

This paper attempts to measure both an access effect and an externality effect of neighborhood schools on the value of surrounding residential properties. While the access effect appears to dominate, an external cost effect may have been identified as well. Using the estimated value-distance function, a downward-biased estimate of the aggregate loss in value is computed assuming that the neighborhood school is closed or that busing eliminates its neighborhood character. This loss is referred to as the value of a neighborhood school.     

The sensorium and fleshy schools

As places of learning, schools inevitably foreground cognition. Neglected in schools and in the literature is the body, often an inconvenience or barrier to learning rather than a site of perception and understanding. Where the body is considered, it is primarily concerned with pedagogy and children rather than analysing the broad range of embodied experience: teachers' sensuous experience is side-lined; classrooms are central, with toilets and staffrooms and corridors usually ignored; policy and architecture largely unconsidered. Furthermore, ironically, the focus in the literature also foregrounds the body within its contribution to cognition rather than centring the fleshy experience of sensing. This paper therefore addresses these omissions and focuses on the sensorium—movement, the haptic, hearing, smell/taste and visual—providing a framework to analyse the truly embodied experience of the school environment. It argues that as well as being culturally bound, the sensorium is delineated and encoded within the educational ideology and architecture of schools, prescribed by senior leaders to manage and police the flesh within their school walls.