开发统一的领导体系——乔治亚州与俄勒冈州执行的领导政策框架

在美国，州与学区的政策都有效影响了学校领导的发展。这些政策大致可以归为三类：1．标准类：教育领导者应该知道并能做什么？2．培训类：我们如何培训领导者了解并能够履行这些标准？3．环境类：影响教育领导者如何以及是否能够最好地履行自己能力的工作环境与政策是什么？     

Teacher Leaders Building Foundations for Data-Informed Teacher Learning in One Urban Elementary School

ABSTRACT

We examine how teacher leaders (TLs), working in a low-income urban elementary school, supported their colleagues to learn how to collect quality formative data and to discuss it in collaborative conversations in order to make their students’ learning visible. The TLs faced challenges reflecting consequences resulting from the district’s high stakes accountability policies restricting teachers’ agency with instructional decision-making and limiting their definitions of data as summative test scores. We document how the TLs worked to reframe teachers’ understanding of data to include evidence of student thinking and supported their colleagues to reclaim teaching as professional versus technical work.     

Conditioning-specific reflex modification of the rabbit (<Emphasis Type="Italic">Oryctolagus cuniculus</Emphasis>) nictitating membrane response: US intensity effects

Conditioning-specific reflex modification (CRM) of the rabbit’s nictitating membrane response (NMR) describes changes in responding to an unconditioned stimulus (US) when the rabbit is tested in the absence of the conditioned stimulus. Specifically, after at least 3 days of tone-electrical stimulation pairings, responses to the US increase in size, especially at intensities weaker than the training intensity. CRM is similar to classical conditioning in that it is a function of the strength of conditioning, it can be extinguished, and it can be generalized from one stimulus to another. To compare CRM and classical conditioning further, we conducted three experiments to examine the effects of US intensity (1.0, 2.0, and 4.0 mA) on CRM. CRM was weak following conditioning with 1.0 mA and extremely strong following conditioning with 2.0 mA and 4.0 mA. The data suggest that CRM is a function of US intensity and have implications for posttraumatic stress disorder, a disorder potentially modeled by CRM.     

School leaders’ and teachers’ work with national test results: Lost in translation?

Studies have shown that school leaders are important in work with large-scale policy reforms in schools. However, the issue of how school leaders and teachers discuss and enact policy is under-studied. This article explores the discursive processes in school leaders’ and teachers’ policy enactment as they construct responses to policy. The data consists of video recordings and observation of leadership meetings and teacher-team meetings. A critical discourse analytical approach combined with perspectives of policy enactment as a process of interpretation serve as analytical concepts. The findings indicate the school leaders act more as narrators and enthusiasts, while the deputy managers and teacher-team leaders are more messengers and enforcers. The teachers mostly keep the discursive role as critics and preventers of ‘overburdening.’ A main argument is that the policy expectation of using national test results as a tool to develop school quality and student learning seems to be lost in translation.     

The Catholic School Ethos: its effect on post‐16 student academic achievement

Recent concern with the academic performance of schools has led a number of local education authorities to develop systems for measuring the ‘added value’ that can be attributed to particular institutions in their control. An analysis of data published by one Midlands shire county on the performance of A level candidates in 1992 raised questions about the relative levels of academic achievement of pupils who remained within the Catholic school system compared to those who transferred to local authority institutions for their full‐time education after the age of 16. A small representative sample of students from a Catholic school who had transferred to a non‐Catholic sixth form college to take A level courses was interviewed. The students’ comments suggested they found significant differences in the college ethos compared to that of their previous Catholic school. Those findings together with the analysis or the available data from the local authority, raise issues that merit further detailed research.     

Using Wordless Picture Books to Support Emergent Literacy

Wordless books—picture books that rely entirely on illustrations to tell a story—are an excellent resource for educators of young children. This article provides a research-based rationale for using wordless books, offers a developmental sequence for introducing children to stories told through pictures, suggests a general strategy and wide array of early literacy activities based on books without texts, and recommends ways of communicating with parents/families about the value of wordless books. Outstanding wordless books and examples of children's responses to this growing genre of children's literature are also included.     

Advocacy,Resources, Teachers: Continuing Challenges for Art Education

Industrial art education entered nineteenth century Massachusetts schools as an educational reform, but was not completely successful for a variety of reasons. Key factors contributing to this failure included, first, conflicting rationales used in advocating art education. Second, discrepancies between authoritative taste and early consumer choice in art reproductions threatened the power of reformers, notably Walter Smith. Third, differing assumptions about art among art specialists and classroom teachers, compounded by growing distinctions between men’s and women’s sphere of action, made it difficult for teachers to fully participate in the reform process. Late twentieth century reform policies may also fail without recognition of multiple justifications, with over-reliance on top-down expertise, or with lack of attention to teachers’ beliefs and needs.     

Equity in education in Chile: The tensions between policy and practice

The article examines education policy in Chile after the return to democracy in 1990 from an equity perspective. Since then, policies have aimed for continuity, coherence and complementarity with the aim of furthering national development, promoting social mobility, and equitable access to quality education at all levels. However, Chile faces the challenge of implementing equity-oriented policies within the legal confines of an education system constructed under the neoliberal model which was introduced by the military government (1973–1990). This has resulted in tensions between policy and practice, which have constrained the role of the state in a highly marketised system in its efforts to distribute quality education more equitably.     

So It “Became White Activists Fighting for Integration?” Community Organizations,Intersectional Identities,and Education Reform

Community-based organizations have long influenced education reforms, and urban areas are especially vulnerable to community work that transcends racial and economic boundaries. The purpose of this study is to explore how The League of Women Voters of Las Vegas Valley, a mostly White, middle-upper-class women’s organization, worked to pursue one of the most prominent urban education reforms in the last half century—school desegregation. Using interview and archival data, this historical case study is theoretically framed by various critical constructs to examine how the organization’s racial and economic privileges, and in some cases oppression, coupled with gendered systems of patriarchy and misogyny, influenced the process and outcomes of school desegregation reform in Las Vegas between 1966 and 1972. The organization’s intersectional identities afforded them unique opportunities and barriers. Nevertheless, they ultimately compromised on an inequitable policy that burdened Black children and their families for close to 20 years. These findings suggest that the intersectional identities of organizations can both empower and hinder community engagement in education reform. Because interests often diverge, organizations undertaking education reform should do the collective work necessary to address unintended policy consequences of education reform efforts.