英国中小学校长培训课程特点的启示

英国的中小学校长培训依据校长成长规律,设置从初阶领导一直到校长的较为完整的学校领导力培训系列课程,包括中层领导培训课程、领导路径培训课程、国家学校领导任职资格培训课程、未来领导培训课程以及团队培训课程等;同时依据先进的培训理念设计课程,体现个性化、综合化、校本化的特色,从而使培训效益提高,一个培训项目促进学校各领导管理层乃至整个学校都获得提升。这对我国中小学校长培训具有启发与借鉴意义。     

School Climate — monitoring staff opinion in a primary school

A paper instrument has been developed, and tested, which a headteacher of a primary school can use to identify management issues meriting attention. We judge it to be appropriate for sounding out staff opinion in schools where there is an ethos of collegiality. It could be followed up by the investigative and reflective processes of action research.     

Headteacher visibility and teacher perceptions of headteacher trustworthiness: A comparison of the Ugandan context to existing theory

Students perform better academically in schools with high levels of trust. Yet school leaders primarily responsible for building cultures of trust may not know how to effectively build trust. This research examines how visibility of Ugandan headteachers is related to teachers’ perceptions of headteacher trustworthiness. Using grounded theory, we interviewed 28 Ugandan secondary school teachers in eight schools in Mukono District, Uganda. Findings indicate teachers’ perceptions of headteacher relational trustworthiness were related to headteacher visibility, with perceptions of both relational and competence trustworthiness being moderated by teacher and headteacher personal characteristics. Findings are comparable to U.S.-based research.     

The Two Faces of Micropolitics

Twenty six primary school headteachers in the Midlands of England were interviewed about headteacher appraisal at a point when all of them had been appraised at least once and when in most cases they had been involved in the appraisal of other heads. One set of questions related to the benefits heads perceived that they had received from the headteacher appraisal process. The majority of heads did perceive such benefits and this article explores the nature of these claimed benefits. They included the opportunity to reflect on one or two longer term developmental issues, as opposed to the normal headteacher routine of crisis management on a number of fronts simultaneously; the chance to have a second opinion on their managerial practice; the feeling that someone was observing their work with care and could give praise when due; the possibility of making comparisons with the practice of other heads. Some heads felt they gained more benefits from being an appraiser of other heads than from being appraised themselves. Some of the arrangements for headteacher appraisal had involved more mutuality than the government had originally envisaged, but it is argued that this may have also brought about some unanticipated benefits.     

The School Leadership Initiative: An Ethically Flawed Project?

This paper considers the conception of leadership and management found in the UK government's school leadership initiative. It contrasts earlier 'scientific' theory with the more recent 'humanistic' theory on which the initiative appears to be based, and finds that they share significant features and flaws. Moreover, despite the moral tone of the new initiative, it finds on examination that it is based on an emotivist theory of ethics that in practice may require the headteacher to be manipulative in her leadership and management of the school. Finally, it outlines an alternative conception of leadership.     

First Years at Warleigh School

Developing an environment in which to teach emotionally disturbed children is the theme of John Dwyfor Davies, headteacher at Warleigh School, an independent school for maladjusted boys, near Bath     

Teaching Children about Industry: A Report of One School's Work

Barsetshire is a pseudonym for an English county. In the county there are a large number of Church Aided Schools. This paper investigates the appointment of headteachers to posts in the county's primary schools. The presence of the Aided Schools may have the unintended effect of reducing the field of applicants for headteacher posts in large County schools. Evidence was obtained from the county's official lists, advertisements for headteacher posts and person specifications prepared by selection committees. It was found that Aided Schools in the county tended to have smaller rolls than County or Controlled schools. Governors of larger schools were seeking to appoint people with previous school management experience. In Barsetshire this was most likely to have been obtained by having being a headteacher in a smaller Aided School.     

班主任开展环境教育的有效途径探讨

环境教育是当今人类社会面临的主要问题之一,解决环境问题的根本战略是可持续发展观,教育落实可持续发展战略的切入点就是环境教育.文章主要从班主任开展环境教育的重要性入手,提出开展这项工作的基本思路.     

Can Early Foreign Language Learning Contribute to the Shared Emotional and Motivational Landscape of a Primary School?

The government's stated intention is that all KS2 learners will have an entitlement to foreign language learning by 2010. Disquiet about motivation for language learning in the secondary sector led to the reduction in status of ML in 2003 to an option subject in KS4. We should not simply consider how best to assure motivation among primary learners of MFL but, in addition, explore what early foreign language learning can contribute to the whole school. There are grounds for claiming that learning a foreign language can contribute to children's overall enjoyment of, motivation for and self-esteem in learning. In its early implementation, it can create a shared curricular experience for a whole school, which can be built upon subsequently. The strength of language learning is sometimes seen as being because it is different, but this article also explores the framework and approach needed to ensure that it is strongly embedded in the whole-school curriculum. In addition to a literature-based rationale for this proposal, the article also contains quotations from four interviews conducted at a primary school in the East Midlands with a headteacher and three small groups representing pupils in Reception, Y3 and Y6 classes.     

BILINGUALISM IN WALES: AN ASPECT OF SEMANTIC ORGANISATION

The influence of teachers upon pupil performance has been acknowledged in other studies as setting in motion a ‘self‐fulfilling prophecy’. But this informal segregation of children into good and bad academic prospects is in part determined by the headteacher's beliefs about the pupils’ potential achievement during and after their school lives. By setting different levels of expectation throughout the school the headteacher may impose upon certain sets of children a diminished self‐concept. To a significant extent, therefore, the headteacher predetermines the child's developing image of himself not only as a pupil but as a person.     

Linking Home and Residential School

Dean Colledge headteacher, Town Thorns School, and Cecilia Wood, Rathbone home/school worker, describe a pioneering project designed to improve home/school links in this residential ESN(M) school in Easenhall, Rugby     

The Real World Management Preoccupations of Primary School Heads

The role of the primary school headteacher has undergone significant changes since the Education Reform Act (1988). The purpose of this article is to explore the real time issues arising from the change of role of primary heads and also seeks to contribute to a greater understanding of the real world preoccupations of primary heads. The article is based on the results of a 2-year qualitative study of 12 primary headteachers and explores key issues for primary heads. The following key issues were identified by the heads: an increase in management; the role of the deputy head; relationships with school governors; parental involvement and the role of the headteacher as social worker; role overload and stress; professional support and the role of the advisers.     

Raising Reading Standards: What is the Headteacher's Role?

The role of the headteacher has been identificed as one of the key characteristics of schools which achieve high standards of reading. Eve Bearne here presents the findings of an evaluation which reveals ways in which headteachers influence reading standards, particularly through in-service provision. The evaluation's aim was to assess the effectiveness of in-service courses in raising standards of achievement in reading and to consider the implications for school provision and future in-service arrangements. One factor which emerged strongly was the importance of the headteacher's role in managing reading provision in the primary school. It appeared that where the headteacher had taken a proactive role, developments were likely to be more firmly and permanently established and staff more secure in extending their practice.     

A New Role for the Psychologist?

Mel Ainscow, headteacher of Castle School, a day ESN(M) school in Walsall, and David Tweddle, educational psychologist in Walsall's Psychological Services, discuss the educational psychologist's role in the ESN(M) school     

Meeting the challenge of educational disadvantage: a case-study

The author, a primary school headteacher and poet, offers some personal and practical advice for developing the use and joy in poetry within the classroom. He selects, as a form of case study, ideas and examples from his own school and from his work in other LEAs. The article also provides an extremely useful list of resources for teachers which will enable them to support their teaching of poetry and language skills.     

甘孜州牧区小学生的辍学原因及对策——基于甘孜州理塘县某小学的调查

辍学问题是我国基础教育领域长期存在的一个问题,但导致辍学的原因各有其特殊性。对甘孜州牧区辍学生及其家长,原班主任、任课教师、校长进行访谈发现,导致甘孜州牧区小学生辍学的原因很多,其中经济发展落后是表层原因,学校教育中的不足是中层原因,学生特殊的教育需求是内层原因,基于此,要进一步强化政府的职能和加强学校教育教学改革。     

Leading the small rural primary school: The challenges of headship

This paper is intended to describe the roles and responsibilities of the small school head and is based on the personal experiences of a serving headteacher. It seems an accepted element of academic discourse that recent governmental initiatives have impacted on the leadership and management of educational institutions in such a way that they have offered both opportunities and challenges for school leaders. It is the central contention of this paper that the impact of these opportunities and challenges has nowhere been greater than in the leading of small schools.     

班主任做学生心理咨询工作的可行性

班主任比一般意义上的心理医生做学生的心理咨询工作具有更大的优势。班主任可以与学生一起生活，朝夕相处。观察方便；班主任有管理学生的权力，可以通过管理影响学生；班主任可以将班级创造为一个心理氛围良好的小社会：班主任可以与学生家长、社会沟通；班主任可以根据学校活动的规律，预防学生的心理应激反应失当；班主任可以对学生的不良行为进行紧急干预。     

Castle School Lends Support

How a school for children with moderate learning difficulties can develop as a resource base for teachers in mainstream primary and secondary schools is explained by Janet Bond, headteacher, and Christine Sharrock, deputy head, Castle School, Walsall     

The School Child with ME

Jane Colby, former headteacher who retired early because she contracted ME, discusses the incidence, symptoms, management and other aspects of the illness in relation to children in school.