英语课堂交际策略训练实证研究

本文报告了交际策略训练对提高中国大学生的英语课堂小组讨论效率的实验研究。122名大学一年级本科生参加了本次实验,接受了三种交际策略使用训练:迂回表达、澄清请求和确认检查。结果表明训练后学生小组讨论的沟通情况得到了明显的改善,学生使用澄清请求和确认检查两种策略的频率明显增加,但使用迂回表达的频率没有明显增加。     

Supporting Teachers’ and Children's Mathematical Thinking: a strategy for the effective use of information technology

ABSTRACT

In this paper we consider some of the obstacles which have so far prevented the potential of information technology to support young children's mathematical thinking from being realised. As well as the obvious limitations of resources, we discuss technical issues to do with hardware and software and organisational issues within schools. Perhaps more significantly, we focus on the stresses and demands which are placed upon primary teachers, and examine how current types and levels of access militate against computers being used for mathematical applications. Based on our experiences in the Primary Laptop Project, which has the long‐term aim of studying the effect on children's and teachers’ learning and attitudes when offered high levels of access to personal technology, with particular .emphasis upon mathematical understanding, we go on to suggest strategies for change. As well as considering the potential for supporting children's mathematical thinking, we focus on the professional development needs of teachers and how these may also be addressed through the use of portable technology.     

‘Teacher leadership’: values and voice

This article focuses on teacher leadership, an important dimension of the work of the Leadership for Learning network which is the focus of this special issue. More specifically, the article focuses on the launch of a journal – Teacher Leadership – as a strategy for promoting key values: shared leadership, teachers’ leadership of development work, teachers’ knowledge building and teachers’ voice. Material published in the first two issues of this new journal is used to illustrate how these values are realised in action enabling teachers to lead innovation and contribute to the development of professional knowledge. The article begins with an exploration of the place of teacher leadership within the wider context of shared or distributed leadership.     

浅析秘书沟通协调工作技巧与方法

沟通协调是秘书工作中的一个重要部分,秘书人员利用沟通协调艺术可以使社会组织的相关公众达成协调,并通过具体的协调行为使双方进入协调状态。秘书要根据单位内部的纵横关系,选择沟通协调工作的技巧与方法。     

科研项目管理工作中的沟通与协调

在科研项目管理中,沟通与协调是进行各方面管理的纽带,是在人、思想和信息之间建立的联系,它对于科研项目取得成功是必不可少的,而且是非常重要的。科研项目管理中的沟通与协调可使矛盾着的各个方面居于统一体中,使管理系统结构均衡,保障科研项目实施和运行过程顺利。     

高校教师组织承诺现状及影响因素研究——以甘肃省普通高等院校为例

本研究随机选取甘肃省3所普通高等院校的教师为被试,探讨领导风格、工作家庭冲突以及情绪智力3因素对高校教师组织承诺的影响。研究发现：仁慈领导和权威领导分别对教师组织承诺有正向和负向的影响;工作一家庭冲突和家庭一工作冲突均对教师组织承诺有负向的影响;教师的情绪智力对组织承诺有正向影响;回归分析得出工作一家庭冲突、仁慈领导、权威领导、教师情绪智力4个变量能够较好地预测教师组织承诺。这一结论对我国高校管理者以及教师本身都有较大的指导意义。     

新时期大学生思想政治工作面临的新挑战及对策

习近平总书记8．19讲话指出,“意识形态工作是党的一项极端重要的工作”。广大师生是意识形态领域极端重要的力量,事关“传承创新什么样的文化,怎样传承创新文化”。认清新时期高校大学生思想政治工作面临的新形势,探索新对策意义重大。     

How do teachers coordinate their work? A framing approach

Since the 1970s, schools have been characterized as loosely coupled systems, meaning that the teachers’ work is weakly coordinated at the local level. Nonetheless, few studies have focused on the local variations of coordination modes, their sources and their nature. In this article, the process of local coordination of the teachers’ work is analyzed, using a sociocognitive approach. A longitudinal study of the framing process conducted during two years in one school is presented, in order to capture the parallel evolution of the teachers’ cognitive structures and the school’s social structures. The results show that: (1) the framing process is at the heart of political games, meaning that the local definition of teaching and its conditions represent an important issue for the teachers; and that (2) the cognitive structures that emerge from the framing process appear to some extent to be decoupled from the teachers’ actual practices, contributing only partially to the local process of the teachers’ work coordination.     

Group coaching: a new way of constructing leadership identity?

This paper focuses on group coaching, one of the newer school leadership development approaches to recently emerge. Using a group-coaching methodology developed at the University of Oslo, we deconstruct the concept of leadership identity as it is reported in texts from students in the National Principal Programme. We suggest that leaders develop greater confidence in their leadership role through personal and contextual feedback from other leaders. We argue that bringing existing and aspiring school principals together in a target-oriented group-coaching process may have profound positive effect on leaders' context-based identity development.     

How distributed leadership can make a difference in teachers' organizational commitment? A qualitative study

The present study explores the relation between distributed leadership and teachers' organizational commitment. Semi-structured interviews with teachers and school leaders of secondary schools were conducted. A comparative analysis of four schools with high and four schools with low committed teachers was carried out. Findings revealed differences in the leadership practices which influenced organizational commitment. The leadership practices include the quality and distribution of leadership functions, social interaction, cooperation of the leadership team, and participative decision-making. Teachers reported being more strongly committed to the school if the leaders were highly accessible, tackled problems efficiently or empowered teachers to participate, and frequently monitored teachers' daily practices.     

The Influence of Distributed Leadership on Teachers’ Organizational Commitment: A Multilevel Approach

ABSTRACT

In the present study the effects of a cooperative leadership team, distributed leadership, participative decision-making, and context variables on teachers’ organizational commitment are investigated. Multilevel analyses on data from 1522 teachers indicated that 9% of the variance in teachers’ organizational commitment is attributable to differences between schools. The analyses revealed that especially the presence of a cooperative leadership team and the amount of leadership support played a significantly positive key role in predicting teachers’ organizational commitment. Also, participative decision-making and distribution of the supportive leadership function had a significant positive impact on teachers’ organizational commitment. In contrast, distribution of the supervisory leadership function and teachers’ job experience had a significant negative impact.     

浅谈“集体谈心活动”在班级学生管理工作中的重要性

谈心交流是学校开展经常性思想工作不可或缺的一种方法,是融洽师生关系的＂润滑剂＂。本文从班级一次团课集体谈心活动出发,介绍了＂集体谈心活动＂在班级学生管理工作中的具体做法和成功经验。     

Organising and leading systematic quality work in the preschool – preschool managers’ perspectives

Preschool managers’ responsibility for and leadership of systematic quality work has come to the fore in connection with changes made to the Swedish preschool curriculum. The aim of this study is to contribute to the understanding of preschool managers’ leadership and management of the systematic quality work in Swedish preschools with reference to three specific domains: (i) governance, leadership/management and organisation, (ii) content and methods and (iii) development work and collegiate learning. Using qualitative methods, 18 preschool managers’ perspectives of leading systematic quality work have been analysed in relation to previous research. The results show a tension between linear and interactive forms of governance in the systematic quality work, but also that knowledge gaps among the staff can lead to uncertainties that the preschool manager has to address. At the same time, the results show the diversity of and variation in how children’s development and increased proficiency are documented, while the documentation of the quality of the work focuses on learning environments rather than on teaching and teacher competence. In the study, there are traces of what can be characterised as leadership for learning. This needs to be investigated more closely using other methods in future research.