Imitative Youth (Russian and American Youth Movements)

Through a leadership for learning approach, a school–university partnership in a large, urban district was able to recruit, develop, and retain new and existing school leaders. Two cohorts of new leaders were trained while existing leaders enhanced their skills through professional development. Data indicated that the school–university partnership increased the overall percentage of new district leaders by over 19 percent, and met or exceeded all seven of its established targets for leadership development and sustainability.     

The Mood and Intent of Liberal Education

Today's technology-based society and the vast influx of new information make leadership development a necessity. Many of the world's finest and most successful leaders have trusted mentors. Mentoring has emerged as a means to cultivate the leadership skills of current and future leaders. Mentoring has a rich history and harbors immense learning potential, which is supported by the theories and concepts of prominent researchers and philosophers such as Vygotsky, Rogoff, and Bruner. Mentors take on various roles and, like chameleons, transform their roles to fit the needs of their mentees, including becoming coaches, supporters, counselors, educators, and sponsors. The benefits of both mentors and mentees are extensive, ranging from increased self-esteem, awareness, insight, and professional skills to reduction of stress. While the benefits to mentoring are immense, personal and societal constraints such as time, incompatibility, and inadequate training show that engaging in mentoring takes immense time, effort, and commitment in order to obtain the desired results.     

Moving Beyond Legislation to Create and Sustain Intentionality in Reading Instruction

Current legislation has exerted tremendous influence on the instructional methods used by reading teachers. Historically, however, neither mandated curriculum nor forced change has proven consistently successful in helping sustain long-term change in teachers' instructional practices or student achievement gains. Using theories of motivation and behavior change, we propose the intentional teaching model to support and facilitate fundamental change in the instructional practices of reading teachers for the benefit of the populations they serve.     

美国师范教育改革的一种模式——职业发展学校

美国师范教育的一种改革模式－－职业发展学校是中小学和师范教育机构之间建立良好的协作关系,它对新职业教师的培养和在职教师的进一步提高起着积极的作用。美国Trinity大学在职业发展学校的基础上实行的MAT五年制教育研究生培养计划,逐步取代了传统师范教育的四年制职前教师培养计划,实行一年的实习期制度,该计划的成功之处在于培养了高质量的师范生。美国的师范教育改革值得我们借鉴。     

The Problem with Constructivism

This paper argues that constructivism is a needed educational reform that will succeed only when three types of readiness are in place: teacher, curricular, and societal. The failure of constructivism and other reform movements can he attributed to the fact that these three forms of readiness were never in alignment. The author contends that technological innovation may have sufficient impetus to encourage the three types of readiness. Nonetheless, reform will be truly successful only if it incorporates a constructivist philosophy of education.     

REAL Camp: A School–University Collaboration to Promote Post-Secondary Educational Opportunities Among High School Students

The REAL Camp-NIU Experience established at Northern Illinois University serves as a model to afford high school students an experience in science- and mathematics-related careers. The participants’ perceptions of the college-based camp curriculum were very favorable, as were the perceptions from preservice teachers and practicing teachers concerning the overall effect of the camp on student participants. Data indicated that the camp has shown success over time, with 21 of the 26 participants enrolling in some form of post-secondary education.     

构建我国教师资格分级别认定制度的探析

我国现行的教师资格制度对教师资格的规定是不分级别、终身有效、全国通用的,这不符合教师专业发展要求,因此,文章试图构建教师资格分级别认定制度,满足教师接受终身教育和专业发展的需要。文章阐述了构建教师资格分级别认定的管理制度、鉴定制度和证书发放制度,并且提出了一些在构建此制度中应注意的问题。     

我国教师资格制度改革的时代创新与发展趋向 ——专访中国教育国际交流协会会长、教育部原副部长刘利民

从20世纪80年代中期开始,我国具有当代意义的教师资格制度开始萌芽,90年代中期初步建立,进入新世纪开始实质性运行与发展,今天的教师资格制度已成为我国教师教育制度创新的重要标志。我国教师资格制度发展的历程虽短暂,但却呈现出不断改革创新的时代特征,为建设高素质专业化创新型的教师队伍提供基础保障。回顾我国教师资格制度的改革历程,需要理性地认识和看待出现的一些主要问题,如学历标准要求低、考育分离、师范生参加“国考”等,也要理性把握师范类专业认证对教师资格制度改革的意义。进入新时代,我国教师资格制度借助师范生免试认定教师资格的改革,迎来了深化发展的新契机,也开启了探索具有中国特色教师资格制度和教师教育体系的新征程。实现师范生“教育专业性”和“学科专业性”的双提高,高度重视教师教育的实践性,对教师资格进行细致地分类分级,探索教师资格认证机构的多样化与专业化,以及加强教师资格制度改革中信息技术和人工智能的应用等成为我国教师资格制度发展的新趋向。     

师范教育高品质发展:可能与可行——基于师范专业认证施行的省察

师范专业是师范教育办学的基本载体和师范生培养的直接主体,师范专业办得好,师范教育才有质量.开展师范专业认证是大力提升师范教育质量的有力抓手和制度保障,对师范教育而言不亚于一场新的革命.师范教育利益相关者要进一步提高对师范专业认证实施的价值意蕴和现实意义的认识,正视和推进解决影响师范教育发展的长期性与瓶颈性问题.师范教育的高品质发展,外在方面要注重利用专业认证有利时机为师范教育充分赋能,内在方面要以师范专业认证为引擎充分激活师范教育动能.     

中国教师教育的过去、现在和未来——顾明远教授访谈

我国教师教育正处于转型时期。传统的师范教育体制已经逐步瓦解,新的教师教育体制尚未最终形成。北京师范大学顾明远教授是中国教育学会名誉会长、我国教师教育专家委员会主任和中国比较教育的奠基人。他参与中国教师教育的实践和研究60多年,亲历了我国教师教育的改革与发展。在本访谈中,顾明远教授叙述了他对我国教师教育发展的历史、现状和未来趋势的认识。     

乌鲁木齐市首批教师发展学校教师专业发展及培训需求调查研究

文章通过随机抽取8所首批确立的教师发展学校154名中小学教师,从教师专业发展的基本情况、培训需求、校本培训开展、专业发展四个层面进行了调查、分析,从培训院校、中小学、教师个体三个层面提出了教师专业发展的对策。