表现主义中的“教师领导”

教师在学校中担任领导这一现象并不新鲜,但被概念化为"教师领导"是在20世纪80年代以来英美教育改革中出现的。本文以英美教育改革中"教师领导"相关政策为例,将之置于"表现主义"教育改革的宏观脉络下,分析这一策略的思路,探讨其发挥的作用,运用权力的内外视角说明英美"教师领导"策略实为国家对全体教师实行规训活动的重要一环。     

当前澳大利亚中小学课程领导的权责探析

如何界定课程领导的权责层次仍然是困惑课程研究者与实践者的一个问题。在澳大利亚,基于分权化的课程领导者的权责是把握学校的总的方向并协调学生的需要和社会的要求,主要体现为教学法领导权责、行政领导权责、教师专业发展领导权责以及变革领导权责等四个方面。应该说,澳大利亚的经验对于当前力图构建国家、地方和学校的三级课程管理体系的中国基础教育课程改革来说,是有启示作用的,也是有借鉴作用的。     

Leadership development challenges in South African schools: The Advanced Certificate: Education (School Management and Leadership)

Abstract

A number of schools in South Africa appear to be struggling with the changes that the government is introducing to improve the quality of education and lay a strong foundation for the country's societal transformation. Leadership has been found to be one of the factors that are associated with how schools cope with change and its complexities. This article focuses on a conceptual examination of the national Advanced Certificate: Education (School Management and Leadership) programme's capacity for promoting sustainable leadership in schools. The findings from the critical analysis of the qualification's documentation suggest that the current formulation of this school leadership development programme does not address the complexities of leadership and change, and is thus unlikely to adequately contribute towards leadership effectiveness or its sustainability in schools. It may, however, contribute to short- term school improvements, policy compliance, management effectiveness or economy and/or administrative efficiency.     

学校改进中的校长领导力提升:一种分布式领导的研究视角

学校改进中的校长领导力提升是当前学校变革与发展的诉求。要落实"教育规划纲要"成功实现学校改进,就要在校长领导力开发过程中,主动寻求新的领导理论支撑,架构一种分布式领导模式,将校长培养成一名分布式领导者,这可为解决教育管理实践中存在的问题开拓一个新视角。     

Decision-making models in a Tunisian university: Towards a framework for analysis

Abstract

This study investigates how decisions are made in Tunisian public higher education establishments. Some factors are identified as having a potentially significant impact on the odds that the decision-making process follows the characteristics of one of the most well known decision-making models: collegial, political, bureaucratic or anarchical model. For this, this investigation was based on some statistical methods related to qualitative variables and allowing to measure whether the hypotheses, identified through an inductive analysis, are expressible in the same terms and with the same acuteness in all Tunisian public higher education establishments. In particular, the results showed that how decisions are made is related to the nature of the decision itself: collegiality for pedagogic and scientific decisions, bureaucratic for decisions related to institutional management and politic for academic personnel decisions. This finding can help the university leadership to evaluate and improve the governance in the higher education establishment.     

Simplicity and Complexity in Contemporary School Leadership: A Response to Grace

Gerald Grace's (2000) paper Research and the Challenges of School Leadership: the Contribution of Critical Scholarship is applauded for making a powerful case for critical leadership studies to be taken seriously and for providing an exhortation for many educationists to think again about headship. However, this paper suggests that Grace's paper is weakened by: (a) traditionalism (e.g. a false equation of leadership with headship and neglect of more recent discourses of leadership, distributed leadership and complexity theory); (b) reductionism, oversimplification, selectivity and misrepresentation in his consideration of educational management studies; (c) neglect of the considerable overlap between critical leadership studies and educational management studies; (d) an untenably negative view of educational management studies (neglecting their potential for realising the same agenda as critical leadership studies); (e) eurocentrism; and (f) his neglect of foundational issues in, and authors on, critical theory.     

大学学术不端行为问责:内涵特征、依据指向以及逻辑构架

大学学术不端行为问责作为新时代加快推进学术治理能力现代化的关键举措,是一种内省、内生性保障学术自由向善发展的规制方式。大学学术不端行为问责不同于一般意义上的行政问责,其具有惩罚性、报应性、互动性与救济性等特征;伦理学依据、事实依据以及法律依据是其在实践层面的依据指向。文章在论证问责逻辑构架分析标准的基础上,基于问责主体、问责客体、问责依据、问责程序以及责任类型构建大学学术不端行为问责的内容构架,这符合学术治理所要解决现实问题的事实逻辑与价值逻辑。     

A Specification—Based Case Study from Test Class Framework

Testing is a standard method for verification of software performance.Producing efficinet and appropriate test case is an important aspect in testing.Specification-based testing presents a method to derive test data from software specification.Because of the precision and concision of specification.the test data derived from specification can test the software efficiently and entirely.This paper demonstrates a test class framework(TCF) on a file reading case study,specifiec using Z notation,This class framework defines test case sets,providing structure to the testing process.Flexbility is preserved so that many testing strategies can be used.     

Management of inclusive education in Oman: A framework for Action

Inclusive education (IE) and the special education services related to it are relatively new in Oman. Efforts to manage special/inclusive education face many challenges due to a number of culturally rooted factors. Further, empirical research on IE in Oman is scarce and there is a need to advance IE discourse based on empirically validated perspectives. This article examines how IE is managed in schools from the perspective of school leaders in order to develop a framework for action. The author conducted a preliminary qualitative inquiry into how IE is understood and managed in Key stage 1 schools in Oman. The inquiry was based on a focus group interview with a cohort of 25 school leaders who were completing a two year bachelor in educational administration, an endorsement‐like programme at Sultan Qaboos University. Findings showed a number of challenges and tensions between theory and practice, highlighted by school leaders. These challenges and tensions were analysed in order to map out strengths and difficulties. A three level prism shaped framework for action was developed based on the analysis. The framework for action could potentially serve to guide policy‐ and decision‐makers, researchers, practitioners, and is advocated to develop a model of best practice for the successful implementation and management of IE in Oman.     

Leadership of vocational high school principals in curriculum reform: A case study in Taiwan

This research attempts to comprehend the traits and behaviors of vocational high school principals in implementing curriculum reform. In-depth interviews with experienced principals of three vocational high schools sought to identify the leadership roles and tasks that led to successful curriculum reform for vocational high school programs.     

A framework for Information and Communication Technology integration in schools through teacher professional development

Abstract

The demands of the twenty-first century require effective and sustainable use of Information and Communication Technologies (ICTs) in education. Various ICT strategies and initiatives across South Africa have not resulted in system-wide, sustainable ICT integration in schools. Although the roles of principals are acknowledged in educational management, the question remains how principals influence teachers' effective and sustainable integration of ICT through teacher professional development (TPD). A matrix of theoretical criteria selected seven participants across diverse contexts. In-depth interviews produced an integrated dataset that revealed principals' patterns of influence, their perceptions and experiences, their leadership and management styles, their attitudes towards ICT integration, their knowledge on related ICT and related TPD issues, as well as their strategic thinking on ICT integration. The proposed theoretical framework illustrates the interrelatedness of aspects that influence principals' leadership through open distance learning.     

Headteacher as a Pedagogical Leader: a Comparative Study of Headteachers in Sweden and England

ABSTRACT

This is a comparative study, drawing on data obtained from interviews conducted with headteachers, that compares the roles of Swedish and British headteachers as pedagogical leaders. For its analytical framework the study uses the qualitative research approach known as phenomenography and, in the context of the guiding legal documents related to education, examines the study's findings as frame factors and as tight and loosely coupled systems. Based on interviews with the study's subjects (five Swedish and five English headteachers), discernible differences were noted between Swedish and English headteachers in their roles as pedagogical leaders. Both groups are responsible for the administration and management of the school but, compared to the Swedish headteachers, their English counterparts have greater personal responsibility for the school's overall performance and are more focused on providing leadership in teaching and learning. In contrast, the Swedish headteachers had a greater separation of the two roles, with the headteacher taking responsibility for administration and leaving responsibility for teaching and learning to the teachers.     

Individuals and Leadership in an Australian Secondary Science Department: A Qualitative Study

In this article, we consider the complex and dynamic inter-relationships between individual science teachers, the social space of their work and their dispositions towards teacher leadership. Research into the representation of school science departments through individual science teachers is scarce. We explore the representations of four individual teachers to the assertions of teacher leadership proposed by Silva et al. (Teach Coll Rec, 102(4):779–804, 2000). These representations, expressed during regular science department meetings, occur in the social space of Bourdieu’s “field” and are a reflection of the “game” of science education being played within the department. This departmentally centred space suggests an important implication when considering the relationship between subject departments and their schools. The development of an individual’s representation of teacher leadership and the wider “field” of science education appears to shape the individual towards promoting their own sense of identity as a teacher of science, rather than as a teacher within a school. Our work suggests that for these individuals, the important “game” is science education, not school improvement. Consequently, the subject department may be a missing link between efforts to improve schools and current organizational practices.     

Bridging theory and practice: a conceptual framework for consulting organisations

A growing number of organisations are emerging as partners to districts pursuing systemic improvement. Given the critical role a consulting organisation could play in supporting system reform efforts, how does a district leader looking to establish a consulting partnership determine what characteristics in a consulting organisation may be more likely to yield success? This paper utilises an exploratory sequential mixed methods approach for two purposes: (1) to assess whether the quality domains of consultants most prevalent in the literature are consistent with multiple sources of expert knowledge at the point of practice and (2) to determine which, if any, quality domains of consultants are perceived as more important than others for partnership success. Overall, the findings corroborated that the domains identified through the literature are influential to partnership success. While no specific domain or set of domains emerged as most dominant, interpersonal skills and content expertise are foundational indicators that crosscut the other domains.     

论学习理论和第二语言习得中的相关问题

学习理论和第二语言习得是理论语言学与应用语言学共同关注的重要课题。长期以来，由于中英语言研究的两张皮现象以及特定区域内英语语言教学实践者本身对语言学这一学科的盲从，从而使得特定区域的第二语言教学捉襟见肘、顾此失彼；亦使得该区域的教改因误导而举步维艰、收效甚微。故此，笔者拟结合自己多年来的学习和实践就学习理论和第二语言习得中的相关问题作一探讨。具体如下：（1）学习理论综观；（2）第二语言习得中存在的具体及应对策略；（3）反思。本文以文化语境为基点、交际能力为主导，力求多视角地探讨学习理论在第二语言习得中的先导作用和重要地位，使得该课题的跨学科研究能够引起学界前辈、同仁以及决策者的关注。     

Beyond the Classroom: A Framework for Growing School Capacity in a Digital Age

Abstract

Rapid technological advancements promise unprecedented educational opportunities to foster student-centered and personalized learning, yet many schools are underprepared, lacking comprehensive organizational strategies for technology enhanced learning. This study sought to provide a framework to guide K-12 school leaders to build and evaluate digital-age school capacity by identifying essential criteria for digital learning in schools, resulting in the development of the Digital Learning Implementation Framework for Education (D-LIFE). Geographically dispersed digital learning experts contributed to a six-round Delphi study gaining consensus on 148 essential criteria for school administrators and policymakers to appraise strategic evaluation of technology implementation. When compared to prominent frameworks, D-LIFE confirmed high-level alignment with ISTE Essential Conditions, providing a comprehensive evaluation framework for K–12 schooling not addressed in prominent standards or frameworks.     

A UML profile for framework modeling

The current standard Unified Modeling Language(UML) could not model framework flexibility and extendibility adequately due to lack of appropriate constructs to distinguish framework hot-spots from kernel elements. A new UML profile that may customize UML for framework modeling was presented using the extension mechanisms of UML, providing a group of UML extensions to meet the needs of framework modeling. In this profile, the extended class diagrams and sequence diagrams were defined to straightforwardly identify the hot-spots and describe their instantiation restrictions. A transformation model based on design patterns was also put forward, such that the profile based framework design diagrams could be automatically mapped to the corresponding implementation diagrams. It was proved that the presented profile makes framework modeling more straightforwardly and therefore easier to understand and instantiate.     

解放思想是做好新形势下领导工作的法宝

运用解放思想这一法宝分析领导工作形势,启发我们把握新形势下领导工作大趋势：人本化趋势;自主化趋势;环境化趋势;满足化趋势。新形势下领导工作高要求集中体现在学习型领导、统筹型领导、总结型领导、预见型领导、应变型领导等方面。解放思想是新形势下领导工作的新法宝。要认识解放思想是引导事业发展的强大力量;要懂得解放思想是推进领导工作的法宝;要把解放思想贯串于领导工作的全过程。     

从领导的视角看香港幼儿教育的学习空间:一种现象学的方法

近年来,香港的幼儿教育开始受到重视,政府对幼儿教育机构负责人的管理也开始加强。本文籍由从事现象学研究的学者常用的访谈法对6位幼儿期教育机构的领导进行了访谈,访谈的内容主要涉及与学习概念有关的个人发展经历和其在幼儿教育机构工作时的经验。从幼儿教育机构的领导的视角来看待香港幼儿教育的学习空间,本文探索了在他们的早期学校教育、教师培训和幼儿教育机构教学经历中的一些好的学习经验以及成人学习与幼儿学习的明显区别。