The NS-Ordensburgen: training for political leadership

Whilst much has been written on the role and function of the elite schools in Hitler’s vision for his ‘thousand-year Reich’, this article focuses on an area within the history of the Ordensburgen that has not been examined – that is, the content of training for particular groups given at these elite educational institutions during the wartime period. This article begins with a short general overview of the role of the Ordensburgen in Nazi society for the purpose of contextualisation and then moves on to examine the specific lecture programmes of the training course for South Tyrolean political leaders, which took place at Ordensburg Sonthofen from 12 August–4 September 1940. Its purpose is to discover the lecture content and training given to political leaders in this elite educational institution.     

The impact of leadership training: stories from a small school

The National College for School Leadership (NCSL) was launched in 2000 with a remit to supervise and further enhance educational leadership development initiatives in England and Wales and now supervises the delivery of a wide range of programmes for school leadership development for teachers at various stages in their career development. Small primary schools set particular challenges for their leaders but NCSL programmes are not targeted on teachers from specific age phases or sizes of school. This article uses narrative analysis of the stories of two leaders from a small school in north-west England to try to discover if NCSL programmes are assisting them in their professional development. Although not necessarily generalisable, findings suggest that NCSL programmes are helping to improve leadership in small schools.     

Educational leadership and change: structural challenges in the implementation of a shifting paradigm

A great deal of research has been conducted regarding leadership and change. The impact of this research has not been limited to academe, but rather, government policy in different jurisdictions has been directly impacted by developments into collegial forms of leadership. While the positive correlation between leadership and change has been widely acknowledged, this article argues that a disconnect has emerged between the theory and practice signifying that the efficacy of change remains hampered by structural constraints and subjective factors that result in unpredicted outcomes. To explore this thesis, the fundamentals of educational leadership theory, our ability (or inability) to manage change and an analysis of the difficulties faced by leaders as they move from theory to praxis are examined.     

The Western Australian School Leadership Programme: towards a new paradigm for leadership development

The changes confronting the workplace, such as the process of decentralisation currently transforming the structure of school systems, have given rise to new relationships within organisations, particularly new models of leadership. These changes reflect a wider and more comprehensive set of forces shaping human social existence in the latter part of the twentieth century, often referred to as post‐modernism. It is argued that the post‐modern world requires a different kind of education for school leaders in terms of both the content and the manner in which it is delivered. This paper describes the design, structure and delivery of one such programme in the state of Western Australia—the School Leadership Programme. It is argued that features of this programme represent the shape of things to come in professional development for school personnel as the education sector responds to the move from modernity to post‐modemity.     

脑筋急转弯、前提与语言学习中的思维训练

文章利用前提与句子的语义及语用关系，讨论了撤消前提类脑筋急转弯的构成，揭示了它运作的机制与解答的技巧，及其对语言学习与运用过程中多层思维训练的若干启示。     

The accountability generation: exploring an emerging leadership paradigm for beginning principals

School leaders in Queensland, Australia, are working in a rapidly shifting policy landscape, expected to work towards system-defined improvement measures involving increasingly higher external accountabilities. This article analyses a group of long-term case studies of the effects of school improvement expectations on principals since the introduction of National Assessment Program – Literacy and Numeracy (NAPLAN) in 2008. Foucauldian theory is used to analyse the influence of performative cultures on a group of Queensland principals. A unique feature of this geographical region is the large proportion of small-school principals, the majority of whom are in the early stages of their teaching careers. Having joined the teaching profession post-NAPLAN, the influence of these accountabilities emerges as a point of difference between them and longer-established principals. The article identifies the emergence of this new leadership paradigm as an area inviting further inquiry within the field of educational leadership research, exploring the influence of rapidly shifting expectations on leadership practices.     

技能型创新人才及其培养范式之探究

文章对技能型人才创新的含义进行了分析，提出了当前职业院校现行人才培养模式存在的问题，并对培养技能型创新人才的模式进行了探索。     

学校分布式领导概念新思维与领导力实践体系的集成

分布式领导是教育管理中一个新兴的领导学研究领域。面对复杂多变的学校环境,分布式领导是优化组织决策、促进教师员工参与管理的重要领导模式。因此,当学校处于变革发展的条件下,面临加倍动荡的环境时,必须用新的思维整合分布式领导概念,将领导者、追随者和情境放在一起理解。以形成更有效的学校组织结构和流程。     

Complementary assessment in teacher and school leadership training: Necessity,conceptualization and validation

Contemporary education requires teachers and school leaders who have well developed basic skills and competencies such as interpersonal communication, teamwork and leadership, in order for them to lead their students toward successful integration into society. These skills and competencies are crucial for proper functioning in modern society. Existing training programs for teachers and school leadership roles, however, have little if any dedicated guidance for developing these skills and competencies. Inclusion of basic skill development in training programs necessitates a new model that focuses on their assessment. As a first step toward the development of such a model, this study, carried out using the Delphi method, offers definition and validation of a new concept called “complementary assessment”.     

开发思维发展能力——谈创新人才的培养

培养创新人才是时代所需，也是我国高等教育所面临的重要任务。本从开发学生创新思维、发展创新能力方面进行了方法上的探讨和实践。     

英语教学中学生跨文化交际能力的培养

英语作为世界性语言,在我国经济的发展中起着越来越重要的作用。本文根据我国经济发展面临的新形势,针对涉外交流中出现的一些问题,论述培养学生跨文化交际能力的重要性,提出了解决问题的相关观点和建议。     

The School in Question: a comment

Abstract

In Germany the tradition of university autonomy goes back to Humboldt's reform rather than the privileged corporations of the middle ages. Humboldt's concept of the university is still fertile as a model and a method for today's universities. The social significance of science in the modern world, increased expenditure on higher education, and the academisation of a growing number of professions seem to undermine the traditional legitimation of university autonomy. On the other hand good new reasons for autonomy can be derived precisely from scepticism with regard to a naive belief in the progress of science and to an all‐too‐narrow professionalisation of university education. The ever closer interconnection between ‘academic’ and ‘public’ functions of the universities has led to the replacement of the traditional ‘dualistic administrative structure’ by a ‘unified'one under a rector/president. The dualism of functions has, however, reappeared in the distinction between ‘legal’ and ‘more extended’ supervision by ministers. For the future a more precise distinction between global regulations legitimately claimed by the state and self‐government within the framework thus set should be aimed at.     

过程导向的专业化训练——职业教育的范式转变

职业教育的参与者似乎都有着这样一种体会：为应对人类工作不断变化的挑战，职业教育一直在寻找着新的答案。然而，对这种变化的描述是如此的众说纷纭，职业教育所给出的回答也是各不相同。本文旨在促进对现时职业教育多样化发展的共同理解和表述，而不企求一致接受对该现象的阐释和有关理论。与此相反，正是对立而尽可能清楚的立场造成了讨论的丰富成果。     

Changing organizations by changing individuals: A model of leadership training

Through a grant from the Department of Health and Human Services, National-Louis University delivered a leadership training program to Head Start personnel in the Chicago Metropolitan Area. The model, which was grounded in adult learning theory, encouraged a facilitative role for the teaching faculty, active decision-making on the part of the participants, collegial support, and linkages between theory and practice. A social systems approach was used to promote the idea of leaders as change agents.The effectiveness of the training model was assessed through the use of both quantitative and qualitative methods. Results indicated that the training had a positive effect on participants' level of perceived competence, the quality of teaching practices in their classrooms, and the organizational climate of their centers. Additionally, case study data documented feelings of increased self-confidence and self-efficacy on the part of participants. Outcomes suggest that this training model improved the expertise of Head Start directors and teachers and promoted substantive change and improvement in their centers.Some of these data were presented at the annual meeting of the American Educational Research Association, San Francisco, April 1992.     

吴子牧的领导作风与领导艺术

吴子牧是中国矿业大学天津时期、北京时期的主要领导人，为为学校在20世纪50年代初的建设和发展作出了重大贡献。他懂得高等教育规律，办学有方，具有很高的领导水平和领导艺术，受到全院师生员工的崇敬和爱戴。     

Changing professional discourses in teacher education policy back towards a training paradigm: a comparative study

Modern definitions of professions connect professional knowledge to scientific studies and higher education. In the present article we examine the changing nature of this relationship in initial teacher education in two European countries: Sweden and England. The article is based on policy analyses from recent decades of teacher education reforms. The findings suggest a policy convergence through a shared policy return that has moved teacher education back toward a teacher training paradigm.     

T-TEP项目:校企合作培养人才的成功范例

陕西交通职业技术学院与一汽丰田公司合作开展了T-TEP项目,它使学院教学体系更趋先进完善,实现了“订单式”培养人才。在合作中双方互惠互利、资源共享,实现了双赢。