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1.
In an era of rapid global economic and social change, educational institutions like schools and universities are struggling
to keep their curricula and programs relevant. Singapore’s schools are no exception, especially when education is viewed as
the essential element for maintaining the nation’s global competitiveness in ways that are totally disproportionate to its
size. The current shift from an ‘efficiency-’ to an ‘ability-’ driven paradigm in education, however, is increasing uncertainty
and raising the stakes in an already pressurized system where schools, educators and students constantly compete for top academic
awards and rewards. The concept of “partnership” in Singapore education is a significant, relatively new, trend that has caught
on among local schools only since the late-1990s, with the focus on creating better “total” learning environments for students.
This paper analyses the challenges of matching rhetoric with professional practice with regard to school–home partnerships
in Singapore, and concludes that the key to authentic collaboration lies in the mutual appreciation and valuing of diversity
as well as a deep sense of shared responsibility by all parties concerned. 相似文献
2.
Since the late 1990s, broad discussions on education and educational quality have given impetus to the implementation of many
new measures aimed at the improvement of schools in Germany. In this context, school inspections have been introduced in all
16 German federal states during the last 6 years. In the meantime, scientific research into the functioning of this steering
instrument has begun. In this article, first empirical findings on the effects of school inspections in Germany are presented
by drawing on a survey study with 468 principals of schools in the federal state of North Rhine-Westphalia that were externally
evaluated during the years 2005 to 2008. Findings indicate that school inspection results are considered by a large group
of stakeholders within schools and that they are discussed in different settings. In many schools, development measures have
already been planned and implemented. Moreover, first effects are perceived in different fields. On the whole, findings agree
with the results of two thematically related German studies but draw a less heterogeneous picture than the international research
context. 相似文献
3.
Universities and schools have a long history of partnering with one another to achieve a range of educational goals in America's schools. For many years, the needs of the universities were the primary impetus for partnership. Universities needed practicum sites for student teachers and other educational professionals, as well as participants for the research of university social science faculty. In more recent years, the balance has begun to shift dramatically so that the needs of schools are increasingly driving the formation of school–university partnerships. This article briefly describes the recent history, development, and major foci of school–university partnerships. After identifying a relatively neglected area of school–university partnerships, the article describes an existing partnership that addresses this area in order to illustrate the potential and opportunities for partnership. Finally, this article closes with a discussion of the challenges and potential benefits of school–university partnerships. 相似文献
4.
Simone Abendschön 《Education 3-13》2017,45(4):450-461
Recent political socialisation research focuses almost exclusively on the orientations of adolescents, even though the literature seems to agree on the assumption that politically relevant orientations and attitudes are acquired much earlier in the life span. This article argues that it is essential to look at the beginning of socialisation if we want to shed further light on the processes underlying the development of democratic citizenship and therefore looks at children aged six to eight years. It examines the influence of primary school institutions on children's political learning by looking at three important school contexts on children's political knowledge, (1) teaching, (2) class, and (3) school context. The empirical analyses draw on data from a German study that includes several hundred children at the beginning and at the end of their first school year, as well as their teachers. Even though individual factors can account for a good portion of the variance, school factors are also important but depend on the respective knowledge domain. The findings can contribute to the ongoing discourse about a broadening of children's political and civic rights and are meant to trigger a discussion about a re-orientation of civic education in primary school. 相似文献
5.
Tasha Perkins 《Educational Studies A Journal of the American Educational Studies Association》2015,51(4):317-336
In recent reform efforts, school–community partnerships have been touted as a means for promoting student success (Decker, Decker, &; Brown 2007; Epstein 2010) and meeting student needs (Hands 2010). Yet, despite any accolades, the motives and results of school–community partnerships are contested. Gary Anderson (1998) points out that partnerships tend to be designed to graft members into prior objectives and goals instead of being designed to facilitate staff members in working together to redefine goals. Auerbach (2010) echoes this concern, suggesting that the literature regarding school partnerships focuses primarily on academic achievement while operating under “limited school agendas or mandates for collaboration” which do little to promote “socially just” schools (p. 729). And, schools are egregiously unjust. Thus, in this article, I first evaluate the school–community partnership in a new light by broadly conceptualizing how community exists as a term within the public education system and considering the impact of the historical situatedness of communities and political lines on renderings of community. Second, I offer an understanding of how school–community partnerships are discussed in terms of doublespeak, illustrating how the very word community can be employed across a spectrum of different meanings, interpretations, and implications. Last, I argue that community partnerships have been promoted as educational reform with little prospect of challenging meta-narratives that tell a story of who has something to offer to our schools and who does not. 相似文献
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Throughout Europe, school inspection has become a visible means of governing education. This education and inspection policy is mediated, brokered, interpreted, and learned through networked activities where the global/European meet the national/local, giving national and local “uptake” a variety of characteristics. We explore the local features of this “uptake” as processes of learning in the interaction between schools and inspectors in Sweden. Drawing theoretically on Jacobsson’s notion of governing as increasingly done through meditative activities and on Leontiev’s activity theory, we suggest that school actors learn compliance through diverse emotions provoked by inspection processes in different local settings. Based on observations of inspections, interviews with teachers, head teachers and inspectors, documents, reports, and decisions, we portray how governing education is done through inspection processes in two Swedish schools. The case narratives underscore the importance of local context in these governing and learning processes. 相似文献
8.
Ethne Erskine‐Cullen 《School Effectiveness & School Improvement》2013,24(3):192-204
Much has been written about school/university partnerships and the degree of success or failure which they have met. The Learning Consortium, a partnership between six organizations (two Universities and four school districts) was established in 1988. Since that time the Consortium has been a conduit for change in all members. A number of factors can be attributed to the success of the partnership. These include long‐term commitment, the effect of early successes, stable finances, credibility of the university faculty and the collegial model for managing activities, and decision‐making. In particular, three trends can be noted in the pattern of change implementation in organizations. Consortium activities have mobilized a critical mass to implement change; the joint activities have tended to build on and develop previous activities to become organic extensions rather than ad hoc programs; the partners have used Consortium initiatives as starting points for system change. 相似文献
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Garry Falloon 《Journal of Science Education and Technology》2013,22(4):393-401
In late 2006, the New Zealand Government embarked on a series of initiatives to explore how the resources and expertise of eight, small, state-owned science research institutes could be combined efficiently to support science teaching in schools. Programmes were developed to enable students and teachers to access and become involved in local science research and innovation, with the aim being to broaden their awareness of New Zealand science research contexts, adding authenticity and relevance to their school studies. One of these initiatives, known as Science-for-Life, partnered scientists with teachers and students in primary and secondary schools (K-12). A key output from the trial phase of Science-for-Life was the generation of a framework for guiding and coordinating the activities of the eight institutes within the education sector, to improve efficiency, effectiveness and promote sustainability. The framework, based on data gathered from a series of interviews with each institute’s Chief Executive Officer (CEO), an online questionnaire, and informed by findings from trial partnership case studies published as institute technical reports and published articles, is presented in this paper. While the framework is developed from New Zealand data, it is suggested that it may be useful for coordinating interactions between multiple small science organisations and the school sector in other small-nation or state contexts. 相似文献
12.
《希望月报(上半月)》2006,(7)
Story: The class is talking about how they go to school every day. Kathy says, "I go to school by car." Leo says, "I go to school on foot." Phoebe answers, "I go to school by subway with my dad." And the class asks Miss Grant, "How do you go to school?" Miss Grant answers, "I go to school by motorcycle." The class says, "Wow, so cool!" 相似文献
13.
Paula Kwan 《School Leadership & Management》2013,33(5):394-414
ABSTRACTNew vice-principals (VPs) inevitably experience high levels of uncertainty when assuming the position, and undergo a process of socialisation, involving engaging with both professional and relational sources of support in schools, to adjust to their changing role. Drawing on socialisation theories, this exploratory study proposes that novice VPs would rely on the school’s structural feedback mechanism, peer affirmation and principal’s sponsorship in their adaptation process; the first of these is professionally oriented whereas the remaining two are relationally oriented. The study further argues that VPs would experience varying degrees of dependence on these factors corresponding to the stage of their development in the socialisation process. Findings of the study, informed by a Hong Kong data set covering VPs in their first, second, and third years of tenure respectively, support these propositions. Peer affirmation appears to be a continuous source of support to VPs in all tenure groups and it stands at odds with principal’s sponsorship. The effects of the structural feedback mechanism and principal’s sponsorship on VP’s transition are only evident in the 2-year group, with the former being positive and the latter negative. Implications of the findings are discussed. 相似文献
14.
Stephan Gerhard Huber Maren Hiltmann 《Educational Assessment, Evaluation and Accountability》2011,23(1):65-88
The professional demands on school leaders have changed drastically and have become highly complex in the last few years.
The professionalization of school leaders is high on the agenda. Human resource management includes different aspects of professionalization.
One major domain is the preparation, induction and continuous professional development of individual leaders and leadership
teams. Another is personnel marketing and selection, which includes the question of attracting capable future leaders and
of appointing the right candidates. However in Europe there is a need for standardised tools which provide systematic feedback
to professionals interested in assessing their strengths and individual development needs. Suitable instruments are still
scarce. The Competence Profile School Management CPSM (German: KompetenzProfil SchulManagement; KPSM) is the first online-based
self-assessment in the German language which has been designed to fit the school context and is based on psychometric principles.
It offers participants the possibility to reflect their strengths and weaknesses in different requirement areas of school
leadership; and to compare their individual results with peers from the school context, thus gaining valuable information
on their individual profiles when planning their professional development and careers. After sketching the theoretical and
empirical background, this article presents information about the aims and purpose of CPSM, the tool’s development, its test
scales and test formats, the results of the pilot study and those of the evaluation study. Then, the further development of
the tool in terms of modifications and add-ons are outlined, before, finally, the tool’s contribution to practice and research
is discussed. 相似文献
15.
Garry Falloon 《Journal of Science Education and Technology》2013,22(6):858-876
Since the early 1980s, a number of initiatives have been undertaken worldwide which have involved scientists and teachers working together in projects designed to support the science learning of students. Many of these have attempted to establish school–scientist partnerships. In these, scientists, teachers, and students formed teams engaged in mutually beneficial science-based activities founded on principles such as equal recognition and input, and shared vision, responsibility and risk. This article uses two partnership programmes run by a New Zealand Science Research Institute, to illustrate the challenges faced by scientists and teachers as they attempted to forge meaningful and effective partnerships. It argues that achieving the theorised position of a shared partnership space at the intersection of the worlds of scientists and teachers is problematic, and that scientists must instead be prepared to penetrate deeply into the world of the classroom when undertaking any such interactions. Findings indicate epistemological differences, curriculum and school systems and issues, and teacher efficacy and science knowledge significantly affect the process of partnership formation. Furthermore, it is argued that a re-thinking of partnerships is needed to reflect present economic and education environments, which are very different to those in which they were originally conceived nearly 30 years ago. It suggests that technology has an important role to play in future partnership interactions. 相似文献
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Khaled Medini 《European Journal of Engineering Education》2018,43(1):65-78
The increase of individualised customer demands and tough competition in the manufacturing sector gave rise to more customer-centric operations management such as products and services (mass) customisation. Mass customisation (MC), which inherits the ‘economy of scale’ from mass production (MP), aims to meet specific customer demands with near MP efficiency. Such an overarching concept has multiple impacts on operations management. This requires highly qualified and multi-skilled engineers who are well prepared for managing MC. Therefore, this concept should be properly addressed by engineering education curricula which needs to keep up with the emerging business trends. This paper introduces a novel course about MC and variety in operations management which recalls several Experiential Learning (EL) practices consistently with the principle of an active learning. The paper aims to analyse to which extent EL can improve the efficiency of the teaching methods and the retention rate in the context of operations management. The proposed course is given to engineering students whose’ perceptions are collected using semi-structured questionnaires and analysed quantitatively and qualitatively. The paper highlights the relevance (i) of teaching MC, and (ii) of active learning in engineering education, through the specific application in the domain of MC. 相似文献
18.
School effectiveness and school improvement researchers have increasingly looked towards establishing some kind of synergy between their respective fields. However, most recent attempts to create such links have not sufficiently addressed their different perspectives on organisational development and change. School effectiveness research has tended to view organisational development in terms of structural change, while the school improvement field has conversely placed an emphasis upon the cultural dimensions of organisational change. This has resulted in a methodological and theoretical divide that has proved difficult to resolve. This article argues that by incorporating the concept of 'power' into the analysis the two fields can be brought together more successfully. The article suggests that this 'third dimension' provides a bridge between structural and cultural analysis. It also highlights some important research questions that arise out of this tripartite relationship. The article concludes by suggesting that an analysis of power may provide the long awaited conceptual and theoretical fusion sought by both fields. 相似文献
19.
School Effectiveness Research: an Ideological Commitment? 总被引:1,自引:0,他引:1
Robert Willmott 《Journal of Philosophy of Education》1999,33(2):253-268
As the international momentum of the school effectiveness movement continues, its exponents remain largely impervious to criticism. This paper argues that while they may not readily align themselves with the individualistic aspects of Conservative social philosophy, their methodology necessarily secretes an atomised social ontology. The charge of ideological commitment rests on the fact that the essentially positivist epistemology employed by school effectiveness researchers presupposes an ontology of closed systems and atomistic events. Thus any notion of the structuring of life-chances is automatically ruled out of court. The reciprocity of social ontology and methodology is explored in order to account for the myopia of the school effectiveness movement. 相似文献
20.
Hsin-Kai Wu Ying-Shao Hsu Fu-Kwun Hwang 《International Journal of Science and Mathematics Education》2008,6(1):63-85
Researchers in educational technology have searched for factors to explain teachers’ acceptance and resistance to using technology
for instruction. Among the many identified factors, however, organizational and school factors have not yet been explored
and discussed. This study investigates the effects of school size on science and mathematics teachers’ adoption of technology
in classrooms. Using national survey data collected from 940 science and mathematics teachers at junior high schools in Taiwan,
we employed factor analyses, log-linear analyses, and three-way ANOVA techniques to examine interactions among school factors
and teacher factors. Results obtained from the log-linear analyses suggested that both the interactions of school region with
school size and school size with technology users were needed to explain teachers’ use of educational technology in classrooms.
It appears that teachers at small schools were more likely to use technology for instructional purposes. Additionally, results
of the study revealed that teachers at small schools tended to have positive attitudes toward technology use and that among
users of educational technology in southern Taiwan, teachers at small schools designed and used significantly more instructional
activities with technology. This study suggests that small schools provide a better environment for science and mathematics
teachers to implement educational technology in instruction. 相似文献