国外特色学校建设研究回顾与反思

英美等国特色学校在发展过程中统整并特色并重,通过＂以特带校＂、＂以点带面＂的发展模式和多样灵活的课程设置,在与其他学校、企业、社区的合作中整合资源、分享经验、提高质量、打造文化,形成了别具一格的学校特色。     

Diversifying Schools and Leveraging School Improvement: a Comparative Analysis of The English Radical,and Singapore Conservative,Specialist Schools' Policies

ABSTRACT

Within the context of fierce global economic competition, school diversification and specialist schools have been seen by governments as cornerstones of education policy to engineer school improvement in both England and Singapore for more than a decade. In both systems, the policy has manifested in different school types, school names and sometimes buildings – in England, specialist status schools, academies and most recently free schools; and in Singapore, specialist schools and niche schools. Diversification is promoted by each school emphasising distinctiveness in its curriculum – often with implications for its funding and degree of autonomy – which differentiate it from others. There is normally the intention to scale-up curricular innovations school-wide. The paper addresses three aims in respect to both countries: first, it profiles the evolution of specialist schools' policies in both states in relation to school improvement and secondly, social justice; thirdly, it undertakes a comparative policy analysis in order to draw conclusions as to how the relationship between central government and schools has re-configured in both countries – arguing that the policy in England is radical, that in Singapore, conservative.     

英国特色学校发展的绩效与启示

英国特色学校在发展过程中逐步形成了"以科带校"的发展模式和个性化的课程设置;特色学校在与其他学校分享经验和与社区的合作中实现了双赢,提高了教育质量。分析和借鉴英国特色学校的认定标准和成功经验,有助于从学校办学模式、课程设置和绩效评估等方面为我国普通高中的多样化发展提供现实指导。     

校长在学校改进中的领导力

在学校改进中,校长的领导力起着关键作用,其中,浇铸理念、创建愿景、凝练信任、分享权力是学校改进取得成功的重要领导力。这些领导力使校长能倾听自己的声音,给团队成员以动力,促进团队成员精诚合作,为团队成员提供发展的机会。学校改进是内生式的发展,大学研究者是校长及其学校团队的合作伙伴。学校始终处于变革之中,改进没有起点和终点,每一个针对学校问题的思考与行动都是学校改进的生长点。因此,校长的领导力提升是学校改进的重要内容。     

网络环境下学校管理功效的提升

本文基于对我国传统学校管理存在的问题的分析，认为利用现代企业管理理论和方法，引进网络技术，可以加速实现学校管理的现代化，充分体现现代学校管理的时效性、公正性、开放性、指向性。本文将从这四个方面论述引进网络技术是如何提升学校管理的功效的。     

从"特色学校"到"信托学校"——英国提高薄弱学校办学质量政策解析

为提高薄弱学校办学质量,英国政府先后出台"特色学校"、"学院学校"和"信托学校"等一系列政策."信托学校"即把信托机制引入学校管理领域,以提升学校的管理水平,更新学校的办学理念,从而促进学校办学品质的提升.     

The Ecology of School Improvement: Notes on the School Improvement Industry in the United States

This paper explains how organizations otherthan schools and governing agencies affect thescope and pace of change in American education.In particular, the paper discusses a set oforganizations operating in what can be calledthe school improvement ``industry' in the UnitedStates, that is, a group of organizationsproviding schools and governing agencies withinformation, training, materials, andprogrammatic resources relevant to problems ofinstructional improvement. The paper shows howthe structure and functioning of theseorganizations explain patterns of change inAmerican education – including why schools inthe United States experience wave after wave ofinnovation and reform while at the same timemaintaining a stable core of instructionalpractices.     

Prevention Through Consultation: A Model to Guide Future Developments in the Field of School Psychology

The Invitational Conference on the Future of School Psychology held at Indiana University in 2002 had implications for consultation. It addressed projected shortages in school psychologists that provide a rationale for service delivery models integrating consultation and prevention. The conference discussed the need for effective work with children, families, and professionals from diverse cultures; success in fostering productive home-school connections; optimal and ethical use of rapidly changing technologies; and the use of empirical evidence to inform practice. This article presents a model of consultation and prevention informed by recent research in positive psychology as well as public health models. This model is discussed in the context of these and other important developments in the field of school psychology.     

School Culture,School Effectiveness and School Improvement

The relevance of the concept of culture to school effectiveness and school improvement is explored. Two typologies are developed. The first proposes four ‘ideal type’ school cultures, based on two underlying domains; the second, a more elaborate and dynamic model, proposes two ‘ideal type’ school cultures, based on five underlying structures. Each is discussed for its heuristic, conceptual, methodological and explanatory potential in research in the fields of school effectiveness and school improvement. In distinguishing collegial cultures from collaborative styles, the article advances recent writing on collaboration. From the theory hypotheses about the relationship between school culture and school effectiveness and improvement can be derived as well as techniques to test such hypotheses.     

学校效能与学校改进走向结合的理论基础的探讨

学校效能与学校改进皆为提高学校教育质量的两类研究,但是它们的认识论起源以及所秉持的研究传统却各有不同。到了20世纪80年代末至90年代初,来自这两个领域的研究者开始尝试将二者加以联系,由此两个领域的研究出现了结合的趋势。学校效能和学校改进产生分歧在本质上是由于二者在认识论以及理性基础上的不同倾向。而二者进一步走向结合也是源于两个领域的研究者在认识以及行动上对学校的一些共同理解。     

中学化学教学环节改革探新

从中学化学教学改革实际需要出发,总结了笔者在备课、课堂教学、教学评估与反馈三个基本教学环节中的具体做法.在探求新形势下化学教学改革中如何提高学生素质,培养学生参与意识、创新意识和学习能力,以及如何发挥师生双主体作用等方面进行了尝试,取得了良好的教学效果.     

以"三个代表"思想指导党校教育工作

论述了如何综合江泽民同志“三个代表”思想来开创党校教育培训工作的新局面。     

Inspection and School Improvement

This paper questions a central assumption of OFSTED, that inspection is an effective and, moreover, a cost‐effective method for improving schools. In particular, doubts are expressed about the capacity of OFSTED inspections to identify the ‘worst’ schools and provide them with a sure mechanism for improvement. It is argued that applying OFSTED inspections to all schools discourages diversity and encourages conformity to the OFSTED school model. This would appear to be in contradiction to the Government's avowed policy of diversity and choice. A case is made for ‘reforming’ OFSTED so as to carry out a modified form of the original HMI functions of monitoring, identifying good practice and offering advice and assistance. Some further specific suggestions are given as to how the new OFSTED would operate     

Settings for School Improvement

The last two decades have witnessed tens of thousands of attempts to improve schooling for primary and secondary school students. Some attempts are highly local; others range in scope from small (a cluster of schools) to very large (a nationwide school system). Many school reform efforts have simultaneously built upon and contributed to our knowledge base about school improvement, but we have much to learn if we are to make school improvement systematic and sustainable. The area of school reform provides a case in point for this conference's theme-- Celebrating the Past: Envisioning the Future . It also provides an excellent vehicle for celebrating the life and work of Professor John Elkins. Through his work and example, John has helped lead the way in exploring how we can improve literacy outcomes, particularly for students whom schools have failed to teach adequately--diverse students, students with disabilities, and students with few economic resources. In this paper I will briefly review some of the findings from research and practice in school reform, with a special focus on literacy outcomes and in schools with students at risk. We know quite a few very useful things. But what has been missing from the discussion about school reform is a seminal concept first articulated by Seymour Sarason 30 years ago in a little-known classic, The Creation of Settings and the Future Societies. I will describe the concept of "settings," show video examples of effective settings for school improvement, and argue that without these settings systematic and sustainable school improvement is unlikely.