校长怎样增强领导能力

校长怎样增强领导能力,以更好地履行他们多方面的职责?需关注八个方面的主题,即心中有学生、做有学问的领导者、办事合乎道德、把对教学的领导放在首位、实施有效的管理、构建互信关系、知道期待什么、构建和谐的学校-社区伙伴关系。     

Developmental Attainment of Infants and Young Children with Down Syndrome

INFANTS and young children with Down syndrome who were living at home and attending exemplary early intervention programs were assessed by trained examiners in the five domains of the Battelle Developmental Inventory. Data was compared to the 50th percentile attainment and found that infants and young children with Down syndrome are more similar to other children in Personal Social and Adaptive Domains and less similar in Communication and Cognitive Domains. These differences begin to show more dramatically as the child reaches the age of 36 months. The older the child the greater the measured differences. Documenting and understanding this uneven developmental path is significant in program planning.     

Teachers' Work and Schooling in Bali

This study addresses educational reform in Indonesia with reference to one of the most important potential agents of change in any national system of schooling - its teachers. The empirical data on secondary teachers and trainee teachers used here are taken from a larger case study of the attitudes and opinions of stakeholders in the education system of North Bali. Secondary teachers in Bali, as elsewhere in Indonesia, are seriously underpaid, but not necessarily undervalued in the community. They take on other jobs to support themselves and their families, yet they do not lack commitment to the professional task of teaching. It is argued that financial pressure on teachers to find other sources of remuneration militates against their capacity to act as agents of change in the rapidly reforming Indonesian state. Furthermore, teaching is not often seen as a financially rewarding profession by a new generation of secondary-school graduates. The author recommends that teachers' salaries be raised and infrastructure support for schools increased.     

Balancing Economic and other Discourses in the Internationalization of Higher Education in South Africa

Since the end of the apartheid era in South Africa, “internationalization” of higher education has been a popular theme as the country takes its place as a regional leader in education and research in sub-Saharan Africa. However, competing discourses of internationalization have produced economic and moral dilemmas rather than the realization of philanthropic academic aims. The process of internationalizing higher education in South Africa has been greatly compromised by under-funding and over-crowding of post-secondary education institutions in the country.     

Enhancing the Development of Low-Birthweight, Premature Infants: Changes in Cognition and Behavior over the First Three Years

The Infant Health and Development Program is a randomized clinical trial to test the efficacy of educational and family support services and pediatric follow-up offered in the first 3 years of life on reducing the incidence of developmental delay in low-birthweight (LBW), preterm infants in 8 clinical sites ( N = 985). Effects of the intervention on cognitive and behavior problem scores over the 3 years are examined. Significant intervention effects were seen on cognitive scores at 24 and 36 but not 12 months of age; effect sizes were similar at both ages. These effects persist when controlling for earlier cognitive scores. At 24 and 36 months, behavior problem scores for the intervention group were significantly lower than for the follow-up group; the intervention was more efficacious for children with higher initial behavior problem scores. Results are discussed in terms of timing and targeting of services for LBW and disadvantaged children.     

Rights not restrictions for learning disabled adults: a response to Spiecker and Steutel

What follows is a response to an article by Spiecker and Steutel in which they pose the question of whether sex between people with "mental retardation" (sic) is morally permissible and in which they argue that since many such people cannot give "valid consent", the additional consent of caretakers may be required. However, we argue that the term "mental retard" is offensive and that either the UK terminology ("the learning disabled") or the internationally accepted term ("intellectually disabled") are more acceptable. Moreover, we point out that Spiecker and Steutel are mistaken. Many "learning disabled" people can and do give "valid consent". In any case, their question is itself dubious. Why should two learning disabled people who want to have sex together need anyone else's consent? In addition, we briefly address the rights of the learning disabled to the same sexual freedom as others, on the one hand, and to freedom from sexual exploitation on the other hand. Finally, we consider the implications of these issues for moral education. We suggest that carers need to develop empathy and, where necessary, advocacy skills. We point to the existence of training programmes on sexuality and protection issues.     

Principals and vice-principals: exploring the history of leading and managing public schools in Ontario,Canada

ABSTRACT

For teachers seeking formal school leadership roles the key choices have been either the vice- principalship or the principalship. In Ontario, Canada, however, the principalship has traditionally been considered the premier leadership goal with the vice-principalship regarded as merely a necessary transitional step toward achieving the principalship. In this article, we consider the enactments of principals and vice-principals plus the common and unique work typically demanded of each position by examining how both roles came to fruition from a historical context. How principals and vice-principals’ work came to be what it currently is in Canada’s most populace province is a reflection of the prevailing economic, social, political, historical, and educational contexts and particular interests being advanced. Both engage in complex, purposeful work that requires excellent interpersonal strengths, strategic thinking, an inclusive leadership disposition and values, organisational change capacities, and the ability to make evidence-based decisions. As well, both are expected to work in complementary ways to advance students’ academic and social learning, yet despite the need for leadership synergies, principals often ‘lead’ while vice-principals are left to ‘manage’. While the principal’s role is expansive and more clearly defined, the role of the vice-principal has broadened over decades. We will investigate the history for preparing and developing vice principals in this context to learn about why they continue to be reactive, situationally contingent, and dependent on task delegation from the principal. Such role-based differences can contribute to high job satisfaction and role clarity for principals, but disappointment for vice-principals who wish to exercise greater leadership.     

Into the Fire: Using Therapeutic Enactments to Bridge Early Traumatic Memories of Childhood Sexual Abuse

While traditional forms of therapy focus heavily on a survivor's ability to tell his or her story, the very nature of traumatic memory can present a challenge since survivors of trauma often struggle to find the verbal language to describe the terrifying events that have occurred. In verbal therapies, survivors of childhood sexual abuse can be left in a state of re-experiencing the past as they face the overwhelming task of trying to find words for something that is often wordless. Researchers have identified the need to “bridge” the non-verbal and the verbal in trauma therapy. The purpose of this research is to examine the lived experience of using therapeutic enactment as a tool to address the fragmented and wordless memories of childhood sexual abuse. Using a case study research design, four women shared their stories of participating in a therapeutic enactment to address memories of their abuse. From these stories, four dominant themes emerged. These themes (re-connection to self and others, reclaiming voice, empowerment, and corrective re-experiencing) indicate an overall positive and reparative experience.     

School effects on Chilean children’s achievement growth in language and mathematics: An accelerated growth curve model

This study investigates school effects on primary school students’ language and mathematics achievement trajectories in Chile, a context of particular interest given its large between-school variability in educational outcomes. The sample features an accelerated longitudinal design (3 time points, 4 cohorts) together spanning Grades 3 to 8 (n = 19,704 students in 156 schools). The magnitudes of school effects on students’ growth trajectories were found to be sizeable (generally larger than school effects in Western industrialised countries) and moderately consistent across school subjects. School composition effects on student achievement status were found for both school subjects. However, there was no evidence of composition effects on student achievement growth. The study provides new evidence on the size and nature of school effects in a developing country context based on state-of-the-art methods (i.e., accelerated longitudinal and growth curve models).     

The complexity of human rights in global times: The case of the right to education in South Africa

The right to education has an established legacy in international agreements and debates, but has nonetheless proved difficult to achieve across the countries of the world. This paper explores why this might be so. It begins by locating the current architecture of rights in Enlightenment philosophy and the political and legal formations of modernity, exploring the paradoxical legacy this brings. It then looks more specifically at the right to education, and why it cannot be assumed that statements of rights deliver what they promise. Finally, it looks at education in South Africa to explore both the limits and the possibilities of using a framework of rights to achieve greater social justice in global times.