Teachers or learning leaders?: where have all the teachers gone? gone to be leaders,everyone

This paper traces the dramatic proliferation of leadership roles in English primary and secondar schools, due mainly to central government education policy of the past two decades. This has transformed schools from relatively simple to highly complex organizations and has impacted on the working conditions of, and demands on, teachers, together with many aspects of schooling. These changes are illustrated with typical examples of schools' leadership structures and their functioning. Interview data provide teachers' views on, and reactions to, the changes in school leadership. The paper also reviews the ways in which teacher education institutions have responded in terms of providing initial and in‐service education and training to equip the profession for this new and developing challenge. It examines the reception of such programmes by teachers and the reported impact on schools' management and the role of leadership within it.     

Young people’s views about their involvement in decision‐making

This paper reports on research conducted over a two‐year period in a large Educational Psychology Service (EPS) in England. Researchers were keen to ascertain the views of young people and EPS members about young people being directly involved in educational decision‐making and how their genuine involvement in such decision‐making might be best achieved. Focus groups were employed as a means of gathering data which were analysed using Content Analysis. Young people and EPS members ultimately identified “culture”, “attitudes”, “environment”, and “systems” as being the most important factors in ensuring the genuine involvement of young people in decision‐making.     

Seeing Web 2.0 in context: A study of academic perceptions

This paper reports on a study at a research intensive University in the North of the UK exploring academics' perceptions of the potential of Web 2.0 for their teaching and any influences shaping those perceptions. It looks at the perceptions of academics ‘on the ground’ as well as those leading teaching and learning strategies at the University. The study identifies a range of perceptions among academics. These are influenced predominantly by academics' beliefs of what constitutes good teaching in their contexts. The paper concludes with an exploration of ways in which the range of perceptions evidenced may inform discussion of Web 2.0, arguing that academics' perceptions are crucial to context-based understandings of its potential.     

《教育技术的含义》译文

教育技术是通过创造、使用、管理适当的技术性的过程和资源,以促进学习和改善绩效的研究与符合道德规范的实践。这是美国教育传播与技术协会(AECT)2004年在《教育技术的含义》文献中提出的关于教育技术概念的新定义。该文献包括背景、定义、定义的元素、与教育技术概念的关系、与绩效技术概念的关系、定义背后的假设、目的和受众、历史上的早期定义、结论、参考文献十个部分。     

Weblog在专业英语教学中的应用研究——来自《教育技术学专业英语》的教学实践思考

Weblog是在网络上的一种流水记录形式,也称"网络日志",简称网志.其便利的撰写与管理方式很适合用于大学的扩展课堂.本文结合<教育技术学专业英语>(文中简称<专业英语>)课程教学的现状与课程特点的分析,总结在教学实践中运用weblog辅助教学的实践体会,旨在抛砖引玉.     

多维辩证视角下的“教育公平”

我国教育公平的理论与实践进入了一个新的探索时期。现阶段,我们依旧需要对“教育公平”的内涵及相关问题的认识进行科学的把握和予以必要的理性澄明。从一般内涵上看,应视教育公平为教育公正与教育平等的结合：从实践角度来看,重要的是应从教育公平的历吏发展性、动态过程性以及主观感受性等多个维度去辨证审视,理解教育公平与教育效率的“非矛盾性”关系。     

国际视野下督学责任区制度发展与模式研究 ——基于对湖南省的调研

督学责任区制度是教育督导制度的重要组成部分,各主要发达国家的教育督导制度都包含督学责任区制度这一内容.近年来在我国开始推行这一制度的过程中,既借鉴了国外的有益经验,又形成了我国自己特色,进行自己的创新,特别是湖南省在督学责任区建设方面卓有成效.通过调研,我们发现湖南省督学责任区制度方面主要有三种模式:异地集中办公模式(醴陵模式);驻校模式;分离模式.督学责任区制度在学校常规督导、规范办学行为、开辟家长反映意见途径等方面发挥了积极作用,但也存在着督学责任区职能定位、人员专业化和模式的合理性等问题.