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91.
Gerry J. Reezigt Henk Guldemond Bert P.M. Creemers 《School Effectiveness & School Improvement》2013,24(2):193-216
Educational effectiveness research is often criticised because of the absence of a theoretical background. In our study we started out from an educational effectiveness model which was developed on the basis of educational theories and empirical evidence. We have tested the main assumptions of the model by reanalysing a large-scale longitudinal dataset which contains elementary school data of subsequent student cohorts, their teachers and their schools. We found some expected positive effects on achievement of individual classroom and school factors in the effectiveness model but these were not stable across school subjects and student cohorts. When factors were grouped into clusters the findings remained essentially the same. To interpret the clusters we made use of the concept of consistency, which refers to a balance between factors which may enhance effectiveness. Some teachers and schools are more consistent than others, but this does not affect the achievement of their students. Cross-level interaction effects were not found. The instability of effects makes it hard to suggest changes in the model at this moment. 相似文献
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93.
Paul Bramston Jennifer Bostock Gerry Tehan 《International Journal of Disability, Development & Education》1993,40(2):95-104
This research investigates the feasibility of assessing the self‐perceived stress levels of people with mild intellectual disabilities by self‐report. People with intellectual disabilities generally find it difficult to complete commonly used self‐report checklists when they are administered in the prescribed manner because of unfamiliarity with both the language and the paper and pencil format. A measure of daily stressors was therefore adapted to a standardized interview format and administered to 28 people with mild intellectual disabilities on five consecutive days. The interview format using standardized questions enabled all participants to complete the questionnaire. The use of follow‐up clarifying prompts by the interviewers ensured that the participants understood the questions and gave responses that they could support with explanations or examples. The data appeared to have reasonable levels of internal consistency. On average, each person experienced seven stressful events per day which they generally rated somewhere between ‘not so good’ and ‘bad’. The daily events found to be most stressful involved difficulties in interpersonal relationships. The evidence, however, suggests that many of the events that people with mild intellectual disability find stressful may not be covered in standard instruments such as that used in the present study. Future research should continue to develop a more sensitive, standardized measure based on events that people with disabilities report as stressful in their lives. 相似文献
94.
Kathy Harrison Alison Taysum Gerry McNamara Joe O'Hara 《Irish Educational Studies》2016,35(2):155-173
The Education Act (1998) is a key policy document in Irish education, emphasising the rights, roles and responsibilities of key stakeholders, including parents, teachers and pupils in schools. Since 1998 the Department of Education and Skills (DES) has stressed the need to introduce an increased role for teachers and pupils in decision-making. It is therefore timely to explore the response of teachers and students to such a collaborative school environment in a rural second-level school of approximately 600 students. Transition year (TY) students (ages about 15–16) and their teachers were surveyed by questionnaire and interviewed. It finds that while the school is proactive in involving students and teachers in decision-making, a source of social, personal and professional empowerment, experienced teachers, and students in particular, want a more substantial voice. For example, most students want more say. They want class discussions or a vote, not just Student Council (SC) representation, on important and not just trivial issues. They want involvement before decisions are taken, with more feedback. Overall, participation is considered important by all stakeholders. 相似文献
95.
This paper presents a synopsis of selected findings from a co-constructed professional Doctorate in leadership in education. In Ireland, as elsewhere, primary school principals meet the challenges of teaching, community leadership and on-site management in an era of continual change. Formalised leadership acculturation processes are as yet relatively unformed in Ireland and school leadership at local level is arguably an embryonic concept. In most cases therefore, Irish principals meet leadership challenges with limited or no formal preparation. Against this backdrop, a diverse group of 31 primary school principals generated data from the self-observed minutae of researcher-driven diaries and from a colourful spectrum of personal reflections in follow-up semi-structured qualitative interviews. Coding in NVivo and the querying of emergent themes through conceptual frameworks provided detailed evidence of a myriad of daily activities. This paper offers an exploration, in narrative form and with supporting evidence, of principals’ experiences of the perpetual motion of administration, dealing with the unexpected and interacting with staff. The daily practicalities of school governance and community leadership demanded a considerable investment of time and personal interest, to the point that boundaries between principals’ personal and professional lives blurred significantly. Evidence pointed once more to a generally held understanding that life’s journey as a school principal is demanding but worthwhile. 相似文献
96.
Gerry Corrigan Neil Taylor 《International Journal of Science and Mathematics Education》2004,2(1):45-62
The effects of a Self Regulated Learning (SRL) environment on pre-service primary teachers of Science and Technology were investigated in this exploratory study. A representative sample of teachers was interviewed about their experience and how it impacted on them pedagogically, affectively, conceptually and metacognitively. The preliminary results suggest that students' understanding of how to implement activity-based learning was enhanced by the SRL environment. Additionally they claimed to be more confident about their ability to teach. However, conceptual understanding did not appear to improve. These findings will inform a larger study involving SRL that will also address the issue of subject content knowledge and attempt to develop overall teaching competence in primary Science and Technology. 相似文献
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98.
Educational effectiveness theory and research have developed considerably in recent years. Despite the advances, several problems
remain, such as the inability of effectiveness characteristics to explain variance in student outcomes satisfactorily and
consistently. In this article, we introduce the concept of vision as a potential solution for these problems. Educational
effectiveness has focused heavily on behavioural factors, but the ideas behind these factors could be important as well. After
discussing related concepts at the national, school and classroom levels, we introduce the concept of vision which relates
ideas and behaviour more strongly than earlier concepts such as expectations and beliefs because it emphasises causal relations
between educational goals and means and pays attention to the psychological, pedagogical and sociological dimensions of education.
Consequences for further theory and research are discussed.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
99.
A seven-year partnership between a Norfolk high school and an NHS drug treatment agency has raised awareness about drugs, alcohol, HIV and AIDS among all sections of the school community. In an innovative approach to drug education, factual lessons have been augmented in Personal and Social Education (PSE) by videoed discussions touching on a range of issues, filmed at Year 9 and played back at Year 11. The sessions have had a powerful effect and helped give participants greater awareness of the transition from youth to adulthood. The insights gained and the techniques used may well have relevance to other aspects of a PSE programme. 相似文献
100.