在中小学校本培训中开展教育科研的探索

校本培训是在教育专家指导下,以教师任职学校为基本培训单位,以提高教师教育教学能力为主要目标,通过教育教学和教育科研活动来培训全校教师的一种继续教育形式。校本培训的目标是:具有现代教育观念、积极进行研究探索、确立终身学习观念、主体意识强。开展校本培训的策略:学校校长是校本培训的设计者和管理者;校本培训要得到校外教育专家的指导;校本培训要与课题研究紧密结合;建立教师校本培训的相关组织和制度,使中小学教师的校本培训逐步走上制度化的轨道。     

农村小学开展校本教研存在的问题与对策

校本教研是保证新课程改革向纵深发展的有效策略,但在农村地区,由于种种原因,农村小学开展校本教研存在着各种各样的问题.农村小学开展校本教研的途径为:1)学校建立校本教研激励机制;2)教师要逐渐使自我反思成为自身的内在需求;3)教研员应提供有针对性的、系统的专业引领;4)构建校本教研网络以形成联动教研.     

Parental Involvement in Deaf Children's Education Programs as a Predictor of Child's Language, Early Reading, and Social-Emotional Development

This study examined the impact of school-based, teacher-rated parental involvement on four child outcomes: language development, early reading skills, and positive and negative measures of social-emotional development. The 28 children were assessed for outcomes between 9 to 53 months post-graduation from a birth-to-3 early intervention (EI) program for children with hearing loss. Other factors included in the study were child's hearing loss, mother's education level, mother's current communication skills with her child, and maternal use of additional services beyond those offered by the early intervention program or the child's school program. Parental involvement in children's school-based education program is a significant positive predictor to early reading skills but shares considerable variance with maternal communication skill for this outcome. In this study, maternal communication skills and the child's hearing loss were the strongest predictors for language development. Maternal use of additional services was the strongest predictor to poorer social-emotional adjustment. The study's findings indicate that although parental involvement in their deaf child's school-based education program can positively contribute to academic performance, parental communication skill is a more significant predictor for positive language and academic development. Factors associated with parental involvement, maternal communication, and use of additional services are explored and suggestions are offered to enhance parental involvement and communication skills.     

The impact of school-based continuing professional development: views of teachers and support professionals

Evaluating the impact of school-based continuing professional development (CPD), as with any other kind, is not without its challenges. This article reports on an evaluation of a CPD programme which was established to support implementation of a new primary school curriculum in Ireland. It examines what can be learned by comparing the views on the likely impact held by the teachers participating in the CPD and the support professionals providing it. The results show that both groups were very positive about the likely impact. However, support professionals anticipated a greater impact than the teachers themselves on teachers’ knowledge and implementation of the new curriculum. Likely explanations for these divergent views are discussed. The article highlights the importance of building in mechanisms within CPD to enable both teachers and support professionals to consider together the impact on an ongoing basis, and to use the available evidence formatively to inform planning for CPD. Incorporating a focus on impact in CPD is likely to become even more important in the years ahead given that teachers themselves are increasingly playing a greater role in decisions about what CPD is undertaken.     

澳大利亚教师入职教育的实践与思考

澳大利亚的新教师培养别具特色。在刚入职甚至之前;便借助于"超前实施"、行政主导、校本主导等途径或策略,对新教师开始了内容丰富的入职教育,对新教师的角色转换、乃至整个教师队伍质量的提升起了十分重要的作用,从而为广大新教师和中小学所广泛认可与赞许,也为其他国家教师入职教育的进行提供了范例。     

Conceptions of Science Teacher Mentoring and Mentoring Practice in an Alternative Certification Program

Conceptions of mentoring held by six mentors and six beginning science teachers in an alternative certification program were explored qualitatively by means of case studies and phenomenography. Interviews with the six mentors and six beginning teachers produced 379 statements that were grouped into six conceptual categories. The categories of apprenticeship, personal support, and colearning revealed the variation in how mentors and beginning teachers conceptualized school-based mentoring. The conceptions functioned as referents for their mentoring practice. Mentoring as apprenticeship was the dominant conception among both the beginning teachers and mentors. The findings of this study imply that conceptions of mentoring held by mentors and beginning science teachers should be considered when organizing the school-based component of alternative certification programs.     

Reading Rocks: Creating a Space for Preservice Teachers to Become Responsive Teachers

Set in a yearlong, school-based tutoring program, designed as a community of practice, we use qualitative methodology to examine how 14 preservice teachers learned to become responsive teachers. We focus on one question: In what ways does participating in a yearlong, supervised tutoring program mediate preservice teachers' learning about responsive teaching? The preservice teachers described the ways they came to learn about their buddies and build caring relationships with them. They reported the importance of collaboration with their tutoring buddies, peers, families, and classroom teachers, and that through the yearlong tutoring experience, the preservice teachers gained confidence as teachers and a sense of efficacy as caring educators. This study is important because it uncovers how school-based tutoring programs, modeled as a community of practice, can provide opportunities for preservice teachers to grow professionally to become responsive educators.     

农村学校校本课程开发的困境及出路

农村校本课程的开发和实施能有效地弥补其在教学改革中的不利现状,但在具体的开发中存在着观念、管理、教师和支持上的诸多问题。依据课程开发的理论,须树立正确的理念,加强师资建设,加大支持力度,充分开发农村校本课程资源,以促进农村教育的发展。     

校本的发展性教师评价:尊重与促进

校本的发展性教师评价成为学校提高课程实施质量、促进学校持续发展的必要举措。要实施好校本的发展性教师评价,理应以尊重教师主体为基本前提,以促进教师成长为根本目的,制订面向未来的、形成性的教师评价制度。     

深化校本培训促进生物教师的专业发展

校本培训是指以学校为单位,面向教师的学习方式,内容以学校的需求和教学方针为中心,目的是提高教师的业务水平和教育教学能力.通过校本培训能够促进教师的专业发展,提高教师的教学水平,进而对教学起到事半功倍的效果.校本培训是继续教育的一种重要模式,文章通过探讨校本培训,希望能够对继续教育的模式和内容起到一定的推动作用,并且呼吁更多的学校参与校本培训,促进教师的专业发展,为推动我国的教育事业贡献自己的力量.     

An Emotion-Based Prevention Program for Head Start Children

Empirical research shows that poor emotional competence is an early risk factor for the development of psychopathology. Numerous school-based prevention programs have been developed with the goal of decreasing behavior problems. Several of these programs include a discrete emotions component, but none of them are solely or primarily guided by emotion theory for their design and implementation. The prevention program described in this paper, the emotions course (EC), is a theoretically-coherent program based on differential emotions theory and is designed to be implemented by teachers in Head Start classrooms. Children participating in a pilot implementation of EC showed larger increases in emotion knowledge and less growth in negative emotion expression than their peers in control classrooms. These findings provide initial support for EC. Future implementations of the program need increased monitoring of implementation fidelity as well as additional methods to assess the success of the program.     

The Professional Development of High School Chemistry Coordinators

The implementation of new content and pedagogical standards in science education necessitates intensive, long-term professional development of science teachers. In this paper, we describe the rationale and structure of a comprehensive and intensive professional development program of school-based leaders, namely school chemistry coordinators. The year-long program was designed so that the chemistry teachers who enrolled in the program were able to develop in three interrelated aspects: content knowledge, pedagogical content knowledge, and leadership ability. Several strategies for the development of these aspects were adopted from Loucks-Horsley, Hewson, Love, & Stiles (1998). The evaluation of the program focused on the changes that participating teachers underwent regarding their personal beliefs and their functioning as school chemistry coordinators in their schools.     

Eco-School in kindergartens: the effects,interpretation, and implementation of a pilot program

This study presents an analysis of a Czech pilot project in implementing the Eco-School program in kindergartens. The evaluation applied a mixed design that included pre/post testing of children using picture-based questionnaires, and interviews with the teachers responsible for conducting the program. The findings revealed a significant increase in the pro-environmental attitudes of the children (N = 419) between the pre-test and the post-test. The results of the qualitative part showed a broad spectrum of the ways in which the program was interpreted by the teachers (N = 16): while some teachers interpreted the program in a highly instrumental way, others interpreted it as emancipatory. Their different ways of interpreting the program led the teachers to different models of distribution of power between the adults and the children. Some of the teachers made the effort to establish a democratic participation of the children in setting the program agenda, but others manipulated the children to obtain their agreement with pre-selected activities. Although the study did not find any evidence that the instrumental implementation of the program would be less effective in promoting children’s attitude change, it showed differences in the interpretation of the merit of the program among the teachers.     

Assessment of the Motivational Reactions of Teachers to a School-Based Performance Award Program

The Charlotte–Mecklenburg Schools school-based performance award program (SBPA) for teachers and classified staff is an accountability program that measures and sets goals for student achievement, provides numerous performance enablers for teachers (such as professional development and information about best practices), and awards monetary bonuses to teachers and staff in schools that meet their goals. Based on expectancy and goal-setting theory, an interview protocol was used to assess teachers motivational reactions to the program. Teachers reported that the goals were specific, understandable, focused, and challenging; there were concerns, however, about being able to meet ever higher future goals. The usefulness of the performance enablers received mixed reactions. Bonuses were viewed as appropriate and an appreciated form of recognition, though of too small an amount. Helping students learn and seeing them meet achievement goals were reported to be more potent motivators than the bonus per se. Comparison of these reactions to those from teachers under the Kentucky SBPA showed both common and contrasting impacts. Numerous implications for future research, and for the design and implementation of SBPA programs, were suggested.     

提高教师课堂教学设计能力的校本培训方法

探讨了教师课堂教学设计能力的校本培训模式,分别论述了校本培训的初步认识阶段、实践探究阶段和总结反思阶段的任务与步骤,从而提高教师课堂教学设计能力,以促进教师专业发展和新课程的顺利实施。     

A comparison of teachers vs. parents as instructors of a personal safety program for preschoolers.

The purpose of this study was to compare the effectiveness of parents and teachers as instructors of a personal safety program. Sixty-one low-income preschool children were pretested and participated in either a homebased program, a school-based program, or a control program. Children were posttested on knowledge and skill gains. No significant differences were found between groups of children taught by teachers or parents, and children in both of these groups demonstrated greater knowledge about sexual abuse and higher levels of personal safety skills compared with controls. Knowledge and skill gains were maintained at the two-month follow-up. No program-related increases in negative behaviors were reported by teachers, nor were the treatment children perceived by their parents as more fearful subsequent to participation. These results suggest that parents are as effective as teachers at teaching skills in personal safety to preschool-age children, and that the programs can be implemented safely and effectively both at home and at school.     

试论校本研修的校园文化构建

校本研修在促进教师自我成长、学生素质教育推进和学校可持续发展方面发挥了巨大的作用,但校本研修要持续发展还需要努力构建校本研修的校园文化。只有把校本研修内化为校园文化,才能促进校本研修的自觉推动。推进校本研修校园文化的构建,应从尊重教师的自主性、强化教师反思和行政推进等几方面着手。     

Teacher evaluation practices in Malaysian primary schools: issues and challenges

This paper describes a qualitative case study that investigated the underlying issues in implementing school-based teacher evaluation practices in four Malaysian primary schools. The participants of the study comprised eight school administrators and sixteen teachers. Data obtained through interviews, observations, and document reviews were analyzed using the constant comparative method. The analysis captured four thematic constructs as key aspects of the school-based teacher evaluation system, namely: policy direction, evaluation methods, instruments, and utilization of evaluation results. The paper recommends revamping of the existing school-based teacher evaluation system along the emergent constructs identified in the study.     

The impact of teacher preparation on responses to student aggression in the classroom

Despite advances in the development and implementation of school-based interventions, aggression in American schools remains a significant problem for educators. The present study examines the influence of teacher preparation on responses to classroom aggression. A sample of 121 teachers employed in 11 public schools across Southwest Virginia completed measures of teaching characteristics and responded to vignettes depicting student aggression. Multiple regression analyses were used to evaluate the process by which teachers respond to classroom aggression, and the moderating influence of teacher training. Results confirmed the importance of prior training in supporting classroom management. Implications are discussed as they relate to relevant models and recent clinical and educational research initiatives.     

浅谈新课程背景下中学教师校本研修

校本研修是指在集中培训和远程培训学习的同时,教师在岗自主学习提高、相互协作学习的教师培训形式,对教师专业成长及其自身发展具有重要的作用。从校本研修的含义与特征出发,对校本研修的模式进行探析,并提出几点实施策略,以期为各学校更好地实施校本研修提供参考。