学校领导干部心理健康现状调查及对策研究

本文采用SCL-90为研究工具,研究表明中小学领导干部心理健康水平与其他职业人群差异不显著。但组内差异明显,其中,许多中层和副校级领导干部的心理健康水平低于正校级领导干部甚至普通老师。建议提升中小学教师和领导干部的社会地位,关注重点人群,建立和健全中小学领导干部的心理健康教育机构,广泛开展中小学领导干部的心理健康教育活动、个别咨询和辅导。     

Redesigning the role of deputy heads in Norwegian schools – tensions between control and autonomy?

A substantial body of research emphasises school leadership as a major influence on quality improvement in schools. Although numerous studies have identified the importance of the principal, fewer studies have examined the middle management level within schools, the deputy heads and assistant principals. Influenced by international trends, local education authorities in Norway have reorganised a traditional administrative deputy head role into a new role with expanded leadership responsibility for teacher staff and for performing instructional leadership. The primary objective of the present qualitative study is to provide additional insight into how deputy heads make sense of increased responsibility and power distribution as members of the leadership team and as leaders of the teachers in lower secondary schools. Drawing on focus group interviews and observations, the findings show that the reorganisation may open for a change from traditional administrative roles towards becoming learning-focused leaders. However, the findings also indicate that the shift can produce tensions between autonomy and control for the new leader role in the middle.     

Understanding leadership and change in schools: expansive learning and tensions

This study examines the effects of schools’ implementation of a new system for testing on student reading. Data on seven Norwegian primary schools were obtained through participant journals and interviews conducted throughout a period of five years. The analyses draw upon Cultural-Historical Activity Theory, especially the framework for expansive learning and contradictions. The findings reveal several discursive struggles in the interactions between the principals and teachers during the developmental process. The data analysis indicates that the initiatives to implement testing as a collective school practice were underlain by tensions concerning student learning (e.g. individual vs. collective testing), and teachers’ working conditions (e.g. individual vs. collective practice). Even though these tensions are short-term, they are part of a long-term activity and point to the need to address questions of leadership in schools. Revealing such tensions can help leaders defuse such strained conditions and improve learning.     

推进手机移动学习：中小学教师态度与需求

能否在中小学校普及手机移动学习,这是当前国际教育组织、教育行政部门和产业界共同关注的焦点问题。来自北京市4城区11所学校450名教师和管理者的调查数据表明,绝大多数教师都具有积极的技术产品教育应用意向,但反对中小学生持有手机和利用手机进行移动学习。不同学段的教师对推进手机移动学习的需求差异非常显著,小学教师最为积极,初中教师最不积极。在中小学校推进手机移动学习,应引导学校管理者、教师转变理念,客观认识学生手机,逐步认同手机移动学习;应加强宣传,推进本土实践,吸引学校管理者、教师乐于尝试手机移动学习;应增强手机移动学习产品、资源、服务与教育者、学习者、教学过程、学习过程的融合;在政策推广方面,可以先从小学进行试点推广,中学生手机移动学习可以走社会化推进、产业推动的道路。     

Part of the assignment: student–teachers’ planning instruction within/across activity systems

ABSTRACT

Looking closely at lesson plans as mediating tools, this study examines preservice teacher learning. By using activity theory in our analysis of lesson plans and other data collected in a student-teaching course, we uncovered tensions within/across the contexts of university teacher education program and secondary school field placements. This study serves to further understandings of how new teachers learn to appropriate the genres of teaching and to explore contradictions between a university preparation program and secondary school contexts. Findings provide an account of the student–teachers’ lesson planning and an explanation of how disruptions in those plans provided insight into points of tension. By viewing these tensions as contradictions within/across activity systems, we identify them as opportunities to better understand teacher learning and ways we might support new teachers in navigating tensions in their classrooms and schools.     

教师职业压力、社会支持和心理健康关系探析——以中小学教师为例

旨在探讨中小学教师职业压力、社会支持和心理健康间的关系,为促进中小学教师心理健康提供心理学依据.采用教师职业压力问卷、社会支持问卷和症状自评量表对625名中小学教师进行调查.结果表明:中小学教师的职业压力主要来自于工作负荷、职业期望和考试压力,在心理健康水平方面,高职业压力的教师要显著低于低职业压力的教师,高社会支持的...     

Citizenship and Personal, Social and Health Education in Catholic Secondary Schools: Stakeholders' Views

During 1999–2000, the writer carried out a survey of six randomly selected Catholic secondary schools in England to examine the attitudes of stakeholder groups towards Citizenship and Personal, Social and Health Education. Questionnaires were completed by six governors, 12 parents, 139 pupils, 12 teachers and six school leaders, providing insight into perceptions of the purposes of selected components of Citizenship and Personal, Social and Health Education, viz. Citizenship Education, Moral Education and Sex Education. Drawing on Hornsby-Smith's (1996) definition of contrasting perspectives, which he characterises as 'Open' and 'Closed' Catholicism, the enquiry located attitudes of the stakeholder groups along a continuum of values. While there was evidence of consensus across stakeholder groups within each component, differences in attitudes were also identified. The results indicated that governors and school leaders adopt more 'Open' attitudes towards Citizenship Education compared with pupils, teachers and parents; that school leaders adopt more 'Open' attitudes towards Moral Education compared with pupils; and that pupils and teachers adopt more 'Open' attitudes towards Sex Education compared with governors. One conclusion is that these results demonstrate that, when traditional religious values are challenged by rapid social and technological changes, stakeholder groups in faith schools are faced with added tensions to resolve.     

Curriculum Balance,Curriculum Review and Curriculum‐led Staffing: A Response

There are an increasing number of research studies concerned with the realm of middle management in schools. However, few of these studies have adequately defined what might be considered middle management in schools, or have clarified which posts constitute those of middle managers. In addition, these studies have rarely considered the way in which different departmental cultures and structures affect leadership style and departmental performance. This article acknowledges the importance of the role of the head of department in secondary schools in school wide change and outlines some of tensions and dilemmas facing those who manage from the middle. It considers the leadership tensions facing heads of department in secondary schools and points towards the variety of departmental contexts, structures and cultures in which heads of department, or subject leaders operate. The article offers an analysis of the dynamic between leadership and culture within the departmental context. It concludes by suggesting that heads of department have a major contribution to play in managing cultural change at both the department and whole school level.     

以沈阳市第七十三中学为例对九年一贯制学校“中小衔接”的实践研究

通过目前“一贯制”学校不“一贯”是普遍现象,论述了做好“中小衔接”的重要性。以沈阳市第七十三中学为例,从学校、教师、学生和家长等方面分析了影响“中小衔接”的主要原因,提出了解决对策。指出学校要建立“中小衔接”管理体系、鼓励中学教师到小学段任课或兼课、认真开展以“爱校教育”为中心的新生教育活动,做好学生心理上的衔接、办好家长学校,真正发挥九年一贯制学校的整体功能。     

Academisation,school collaboration and the primary school sector in England: a story of six school leaders

This paper presents data from a study of five English primary schools. It examines some of the challenges associated with school autonomy and collaboration for state primary schools amid the uncertainty and complexity of governance in the present English education context. The paper features the voices of six leaders gathered from interviews that explored their thoughts about the academies movement. It highlights their fears that academisation, and particularly the imperative to join a large academy chain, will undermine their autonomy as individual schools. Accepting of the inevitability of academisation and the forms of network governance this reform offers, it highlights the head teachers’ moves to ensure their autonomy in terms of determining the timing and type of conversion. In relation to these moves, the paper reiterates the significance within effective collaboratives of member schools experiencing a sense of ownership, a common purpose, shared responsibility for students and their learning and relations of trust. The paper considers some of the tensions arising in this space in relation to competition, collaboration and school vulnerability.     

论大学与中小学合作对中小学教师专业发展的影响机制

大学与中小学合作是一种推动中小学教师专业发展的有效途径。合作因为层次、类型、模式的不同而形成不同的运行机制,相应地会对中小学教师的专业发展产生不同的影响。加快大中小学文化融合,加强校本培训,完善教育技术信息平台,是规避已有合作中的弊端和问题,实现大中小学高层次和规范合作的必要内容,置身式的合作方式会对中小学教师的专业发展产生全息性的影响。     

Placement schools as professional learning communities in teacher education

This article investigates how schoolteachers’, school leaders’ and college teachers’ involvement affects placement schools as professional learning communities. Norwegian teacher education is used as a case. The first part builds on a survey among schoolteachers and mentors at 111 placement schools in Norway. It documents great variety in the level of engagement. Interviews with mentors, school leaders and college teachers reveal how cooperation between colleges and placement schools, as well as the school leaders’ commitment, influences the quality of placement. The school leaders’ role proves to be important in developing the schools as professional learning communities, and they seem to have a significant impact on the work of the mentors. The data also show that there is a need for a more substantial cooperation between college teachers and mentors about the student teachers’ professional development as well as a need for a more systematic integration of learning in the two learning contexts.     

Education for citizenship in South Australian public schools: a pilot study of senior leader and teacher perceptions

Preparing students for informed and active citizenship is a core goal of education and schooling in Australia. The ways schools educate and prepare young Australians for citizenship involves a range of processes and initiatives central to the work of schools, including school ethos, mission, extracurricular activities and community-based participation. With regard to the formal curriculum, the recent introduction and implementation of the first ever Federal Australian Curriculum includes provision for a new subject – Civics and Citizenship. Research evidence from other nations suggests that schools understand, approach and enact education for citizenship in a multitude of ways, yet how Australian schools construct this aspect of their work is currently under-researched. In this context, and drawing on data from interviews with school leaders and teachers of Years 6–8 (11–14 year olds) students in a small sample of South Australian primary and secondary schools, we explore perceptions and current approaches to education for citizenship. Our findings suggest (1) that while school leaders and teachers value education for citizenship, they do so for different reasons; (2) that schools place values as central to education for citizenship; and (3) that community involvement is typically understood as occurring within rather than beyond the school.     

Teachers’ perceptions of disruptive behaviour in schools: a psychological perspective

This article reports on an investigation into school teachers’ perceptions of disruptive behaviour from a psychological perspective. The inter-disciplinary nature of this research bridges the understanding between educational and psychological perspectives on disruptive behaviour. This article discusses evidence that for the most troubled pupils, effective behaviour management at school necessitates a more nurturing and collaborative approach alongside current disciplinary policy. Two studies are reported which examine teachers’ perceptions of disruptive behaviour at school. Discussion focuses on findings of a postal questionnaire sent to 426 primary and secondary schools across England, regarding teachers’ perceptions on the extent to which pupils can control their disruptive behaviour. A further 122 primary schools were sent the questionnaire via SurveyMonkey. The findings illustrate that there is variation in how teachers in primary and secondary schools regard their pupils’ behaviour. Implications of the findings are discussed with reference to attachment theory.     

Primary school leadership in England: performativity and matters of professionalism

This article presents interview data from a study involving nine primary school leaders. Five are leaders of local authority schools while four are leaders of schools within a large academy chain. The article examines their perspectives about the current regimes of performativity in the English education context and, in particular, the accountability demands of Ofsted. Mindful of contemporary concerns about the tensions between performativity and professionalism in education, the analysis highlights the different ways in which each group responds to external accountability demands. The article illustrates how investments in traditional and entrepreneurial professionalism continue to impact on how the current demands of performativity are understood. It highlights the significance of conceptualising educator professionalism beyond dichotomies that idealise the former at the expense of the latter and the importance of an ongoing critical focus on the ways in which professionalism is currently being articulated in schools.     

Professional learning during a schools–university partnership Master of Education course: teachers’ perspectives of their learning experiences

An extensive body of research has indicated the benefits of collaborative, contextualised and enquiry-based learning for teachers’ professional development and school improvement. Yet professional learning is also known to be constrained by a number of factors, including the organisational limitations of schools, conflicting cultural practices and wider political demands. Schools–university partnerships have been developed to overcome some of these difficulties by transcending particular school contexts and offering alternative theoretical and practical perspectives. The complex combination of motivations, backgrounds and working contexts in such partnership work calls for attention to the individual and collective learning experiences of those involved, including the ways in which school and university contexts are, or could be, effectively bridged. This paper focuses on understanding the learning experienced by a cohort of teachers and school leaders involved in a two-year schools–university partnership Master of Education (M.Ed.) course in England. A mixed group of 15 experienced primary and secondary teachers and school leaders reflected on their learning at five points of time during and shortly after completing their M.Ed. course. Qualitative analysis of the group’s interview responses and reflective writing led to the identification of six related aspects of personal and professional learning experience: being a learner; learning as part of professional practice; widening repertoire; changing as a learner; personal growth; and critically adaptive practice. The identification and visual representation of these aspects of experience emerging within the group offers useful insight into teachers’ perspectives on learning in school and university contexts and their experiences of progression over time. We conclude that more explicit and central attention to the professional and personal learning elements of schools–university partnerships can help to resolve some of the binary ‘theory–practice’ tensions that have been extensively discussed in relation to partnership programmes and teacher professional development. There is a need to acknowledge variation in teachers’ learning experiences within schools–university partnerships, bearing in mind the ongoing nature of this reflective process with each new group of school and university colleagues. Analysis of participants’ learning experiences in school and university contexts also draws attention to the wider structures, values and cultures that influence, and are influenced by, schools–university partnership work.     

Affordances of teacher professional learning in secondary schools

It is commonly understood that teachers in secondary school should develop throughout their career in order to stay as an essential factor in student learning. Schools can offer opportunities to link teachers’ professional learning to their school practice with a positive impact on teachers’ motivation to learn and the effectiveness of their learning. In this field study, teachers, school leaders, policy-makers, educational consultants and educational scholars were asked for their perceptions of conditions for teacher learning in school and of interventions in school to enhance teacher professional learning. These conditions and interventions were understood as affordances in schools that enable and support teacher professional learning. The main affordance in school these stakeholders mentioned was an open, but critical way in which teachers share their practices, collaborate and reflect upon their teaching practice. Collaborative practices seem to stimulate many interventions of teacher professional learning in school. Two implications of this finding are discussed. First, we suggest that the maximum teaching time should be reduced, team teaching should be more implemented or classes should be scheduled in such a way that teachers can meet. Second, distributed leadership approaches match with our findings about the role of school leaders in teacher professional learning.     

Bridging the Cultural Divide: The role of the home‐school support worker

A three‐year Home Office funded project placed social work trained home‐school support workers on the staff of secondary schools with the aim of reducing school exclusions. Data from the project evaluation enabled an analysis of the possibilities and limitations of social work in school settings. A qualitative evaluation methodology was adopted with extended periods of fieldwork in the seven project schools and the use of a variety of qualitative and quantitative data collection techniques. It is argued that, if schools are to be successful sites for social work, the tensions arising from the different cultures of teachers and social workers must be recognised and addressed. A number of factors were found to be crucial for assisting social work trained support workers to become accepted in schools. The support worker role resulted in a variety of benefits for teachers, thus enabling the project to act as a bridge between social work and educational cultures.     

The challenge of sustaining change: contradictions within the development of teacher and librarian collaboration

Teacher and librarian collaboration has relatively low priority in schools and in educational research. This is a paradox, as teachers and librarians share a common social and educational mandate of literacy education. The purpose of this article is to examine this paradox through exploring systemic contradictions in teacher and librarian collaboration within literacy education. Our data consist of discursive interaction between project leaders in an educational intervention project in Norway. The aim of the intervention is to develop teacher and librarian collaboration in two primary schools. Our analytical starting point is a critical conflict that occurred in one of the project leader meetings. The conflict arises from differing discourses of literacy education held by the local education authority and by the intervention project. We analyze how the project leaders respond to the conflict, how the conflict triggers new tensions and dilemmas within the project leader group and how the conflict creates obstacles to sustaining teacher and librarian collaboration in the project schools. We argue that sustainable change can be achieved by tracing conflicts, dilemmas and tensions to systemic contradictions within and between activity systems.     

Do low-cost private school leavers in the informal settlement have a good chance of admission to a government secondary school? A study from Kibera in Kenya

There are growing numbers of low-cost private schools in urban informal settlements in developing countries. It has been argued that these institutions may constitute alternatives for government schools, as they are able to meet the educational needs of children in urban informal settlements. This study explores the question of whether low-cost private schools can meet their needs, not only in terms of primary education but also with regard to access to further education. The study selected 12 private schools in Kibera and 2 government schools neighbouring Kibera, asking head teachers which secondary school each primary school leaver had joined. The findings show that whereas over two-thirds of primary school leavers in general went on to secondary school, pupils graduating from government primary school were more likely to be enrolled in government secondary school than those pupils who completed the low-cost private primary school in Kibera. Moreover, performance in national examinations was lowest among girls attending the school in Kibera. The study thus argues that while the low-cost private primary school can meet the educational needs of children in the informal settlement to some extent, it cannot represent an alternative to the government primary school.