Two worlds,one site: leading practices and transitions to school

ABSTRACT

This paper presents an account of a cross-sectorial study investigating whether shared understandings of practices might enhance continuity during transitions to school. Applying an ontological lens to cross-sectorial leading practices, the paper sheds light on the contextualised realities of transitions to school as a site specific lived experience. The paper begins with an overview of the ways transitions to school practices are understood, including emerging perspectives of transitions as continuity practices. Then, cross-sectorial concepts of leadership and leading are presented to highlight fundamental differences in the ways these practices are enacted across the sectors. The paper presents empirical evidence of the ways leading practices can work to establish shared understandings of transitions to school practices and policies. Given ‘little research has been done on the direct effects of leadership on transitions’ (OECD. [2017]. Starting Strong V: Transitions from Early Childhood Education and Care to Primary School. Paris: OECD Publications, 95) the paper contributes to emerging discourses that construct transitions to school as continuities.     

Driving change from ‘the middle’: middle leading for site based educational development

ABSTRACT

Educational researchers have invested much in isolating the specific ‘drivers’ that influence school change and teacher professional development. In this vein, this article draws attention to necessarily situated understandings of practice development through research into the nature of ‘middle leading’ for site based education development in one primary school district in regional Australia. Drawing on practice theory, the analysis reveals how developing and sustaining change in schools is contingent on middle leaders’ insider knowledge, shared responsibility and capacity to sustain and ‘drive’ teachers’ learning. The article argues more situated understandings of middle leading practices are essential for sustainable educational reform.     

Historicising teachers’ learning: a case study of productive professional practice

This paper reveals the significant historical traces which informed the learning practices of teachers at one particular school site in a rural and regional educational district in Australia. Drawing upon recent theorising into professional practice, the paper argues that teacher learning practices are intrinsically ‘ecologically’ related to teachers’ practices at specific sites. However, extending beyond this theorising, the research also reveals how teacher learning – in the case presented, in relation to classroom dialogue – is also significantly influenced by earlier learning experiences of the teachers involved. In this way, teachers’ practices are revealed as not only influenced by present-day, site-specific, whole-school teacher learning, but also by particular events encountered by teachers at an earlier phase of their careers. The research argues for a conception of teachers’ learning which is not only site-informed and ecologically arranged, but also deeply temporally embedded.     

Partnership and recognition in action research: understanding the practices and practice architectures for participation and change

Abstract

This article is the first and introductory article of this special issue. The article gives a societist account of the principles of partnership and recognition as they are encountered and experienced in practices in action research. A societist account of practices requires a social theory for understanding practices. Therefore, the article utilises the resources of a contemporary form of practice theory, the theory of practice architectures and ecologies of practices, to lay down the foundation for conceptualising partnerships and recognition. Specifically, it introduces the theory as a foundation for the other articles in this special issue which, as a collective, examine the cultural-discursive, material-economic and social-political arrangements that enable and constrain particular kinds of partnerships and recognition that exist or evolve in site-based education development. Additionally, the article presents theoretical considerations concerning the principles of partnership and recognition that emerge as enmeshments of one another which mutually form, reform and transform practices in action research.     

践行核心价值观领导干部做好表率

党的十八大提出要积极培育和践行社会主义核心价值观,领导干部作为执政的主体,要在思想上充分认识践行核心价值观的重要意义,骨子里正视自身队伍中存在的问题,行动上积极践行核心价值观,做好表率。     

Reframing leadership as a participative pedagogy: the working theories of early years professionals

Traditional notions of leadership are at odds with the pedagogy and ethos of Early Childhood Education and Care (ECEC), prompting increasing international concern to develop new understandings which are better suited and create greater leadership capacity. The introduction of the Early Years Professional (EYP) in England, as a leader of practice without association with an organisational position, gave impetus to the idea of pedagogic leadership. This paper draws on two qualitative studies to examine the working theories of EYPs in leading practice to discover how they interpret and apply their professional purpose. An interpretive approach was adopted to develop patterns of meaning from practitioner stories which show an emerging notion of leadership founded on ‘passionate care’ to improve the education and well-being of young children. Such leadership can be exercised regardless of positional role as it does not operate through authority but from moral purpose and it seeks to release agency for change with others by building trusting relationships. This provides scope to reconceptualise leadership in ECEC as a participative pedagogy which could generate greater leadership capital if embedded into professional development.     

教学认识论与教学实践论——关于教学本质的两种不同观点

关于教学的本质,长期以来教育理论界一直存在争议。教学认识论认为,教学是一种特殊的认识过程,这一观点在特殊的历史时期发挥了积极的作用,但由于缺乏科学的立论基础,导致课堂教学存在诸多弊端。在课程改革的背景下,教学实践论得到了人们的普遍认可。教学实践论是对教学本质的再认识,该观点认为教学是学生学习知识的实践过程,强调学生实践的突出意义,有利于改革传统课堂教学的弊端,建立新的课堂教学观。     

法学教学理论与实践相结合的探索

法学基础理论离不开实践，立法、司法等重要环节也离不开实践。法学实践又是对法学理论的重要检验，有些法学理论的修正也来源于法学实践。只有法学教学与法学实践相结合，才能不断提高教学质量，达到教学目的。     

Communities of Practice as a Social Theory of Learning: a Conversation with Etienne Wenger

The aim of this article is to contribute to the understanding and use of the theory of communities of practice. In order to clarify terms, explore applications for education and reflect on various critiques of the theory in the literature, two educational researchers conducted a series of interviews with the theorist Etienne Wenger-Trayner. The interviews have been thematically organised around key concepts from the theory. By relating the concepts to their uses in research and to other social theories, Wenger-Trayner clarifies key ideas of the theory including what constitutes a ‘community of practice’. He explains how he conceptualises identity and participation in order to develop a social theory of learning in which power and boundaries are inherent. The interviewers draw on these conceptual discussions with Wenger-Trayner to consider how the theory of communities of practice resonates with key debates and issues in education. By unpacking some key concepts of the theory from an educational perspective, we provide researchers with conceptual tools to support the complex decision-making that is involved in selecting the best and most appropriate theory or theories to use in their research.     

理实一体化教学在制图课程中的探索与实践

理实一体化教学方法是职业院校教学中较为实用的教学方法,如何将其用于实践性较强的机械制图课程中,从课程目标的确定、课程结构的重构、教学内容的组织、教学过程的设计和评价方法的创新等方面进行了探索与实践,取得了较好的教学效果。     

坚持理论联系实际搞好政治理论课教学

为了加强政治理论课的时代感、针对性、说服力,增强教学实效,必须坚持理论联系实际的原则和方法。在教学中,既要全面把握各种材料,用事实说话,又要"灌输"马列原理,以理论为导向,做到理论联系实际。引导学生运用马克思主义的立场、观点和方法正确分析和处理实际问题,做到学以致用。     

高等教育质量:理论困惑与实践困境

当前我国的高等教育质量问题,在理论研究中存在依附现象、异化现象和量化现象,在实践中存在学习困境、教学困境和资源困境。反思高等教育质量的理论困惑与实践困境,提出高等教育质量观念应秉持教育性立场、特色立场和实践立场。     

知行合一的传统伦理意蕴

知行合一是一个古老的伦理命题,传统儒家把道德的视角瞄定于道德生活实际,从孔子、荀子、王充、王阳明等伦理思想家寄予知行合一以丰富的道德意蕴,成为我国传统伦理思想的重要内容。     

葛兰西的实践一元论思想

就实践一元论是否是葛兰西实践哲学的本质,学术界展开了广泛的争论,从认识论、人性观和物质观三个方面可以论证实践一元论就是葛兰西实践哲学的本质。     

在理想与现实之间——教育理论与实践关系的再思考

现实中,教育理论与教育实践之间的关系或相互脱离或仅仅是教育理论指导教育实践。本文在分析教育理论与教育实践的内涵及其关系的基础上,提出通过教育理论实践化、教育实践理论化、教育理论与教育实践的本土化,使二者关系达到和谐、融合的理想。     

从“学”到“术”:教育学理论的实践转向

教育理论与实践的关系问题事关教育学学科的学术地位尊荣,近年来对此问题的研究取得的进展不多,本文认为可以通过调整思路,强化教育学的技术方面的因素,甚至向指南或手册方向发展,以增强教育学实效性的方式强化教育学学科的学术地位。     

坚持以实践为载体开展邓小平理论课教学

邓小平理论课教学要联系初级阶段的改革开放、社会主义市场经济的实际及大学生的文化、专业、思想和生活实际 ,采用灵活多样的教学方法 ,并将对学生理论素质的考核与实践能力的考核结合起来 ,从而大大增强课程教学的实效性     

论教育理论实践指向的缺失

教育理论内在隐含着实践指向和为实践提供方法论启示的可能,但这种可能要成为现实还受到诸多因素的制约。教育理论工作者自身目中无人、心中无情、胸中无境的"三无"状态是导致教育理论实践指向缺失的重要原因。教育理论工作者必须正视这一现象,认真考量教育理论研究、呈现、教学等工作与教育理论所折射出的体验性、思辨性和拓展性特点的联系。     

美国青少年创造力培养的理论与实践

近段时间以来,"创造力"一词频繁出现在国内许多教育文件中,又因著名的"钱学森之问",青少年的创造力培养成为社会的热点话题之一。美国从2 0世纪5 0年代开始进行青少年创造力的研究,至今已有6 0年的历程,已经形成了相对成熟的创造力理论,在培养青少年创造性人才方面也取得了丰硕的成果。本文从比较教育的视野对美国近6 0年的青少年创造力培养的理论与实践进行梳理,以期对我国创造力的研究提供参照和借鉴。     

十问“理论联系实际”

"理论联系实际"是有必要被质疑的。我们是否有理论被联系?是否考虑到了理论超越于实际呢?奢谈联系实际抹掉了"理论"这个更困难的前提。关于理论与实际关系的观点很难解释一切科学思想的来源。而且,理论的价值远重于实际,我们更缺的是理论。真正的理论兴趣是必定要走向哲学的。而我们的传统文化观念崇尚感性,缺乏理性,需要进一步解放思想。只有有了哲学的繁荣,才会有整个民族的全面繁荣。这便是大学要担当的责任。