Conceptualizing curriculum management in an effective secondary school: a Western Australian case study

ABSTRACT

This paper investigates the linkages between management processes and the curriculum using an academically effective secondary school as a case study. The aims of the study are twofold. First, in view of the acknowledged importance governments and others place on the quality of school leadership and management on the one hand and curriculum, teaching and learning reforms on the other, there is a need for empirical data as to how school leaders and managers work to secure improvements in curriculum, teaching and learning. This study purports to provide such data. The second aim acknowledges the need to develop conceptual frameworks and data collection instruments as aids to better understanding of complex relationships within school organizations.two deputy principals do play an indirect and important part in promoting academic performance by reinforcing school values in a wide variety of ways. Third, curriculum management is the responsibility of senior teachers and there is tight linkage between both senior teachers and teachers and high quality teaching and learning. Finally, the loose linkage between departments, and also between departments and senior management, provides little opportunity for a school‐wide approach to curriculum matters. It is evident that a whole‐school curriculum management perspective is absent in this school.     

电大办学中非教学信息的整合和应用

电大办学中的非教学信息包括投诉信息、招生咨询信息以及周边信息。这三种信息是教学质量保证体系的组成部分，对工作纠错和宏观决策都有重要参考作用。为了使非教学信息的促进办学作用得以释放，需要信息中心对非教学信息进行搜集、整理和分析研究。分析研究的成果一是提出分析报告，为工作纠错和高层决策提供依据，二是提供准确规范的办学数据，为日常工作提供参考。     

Characterizing Mathematics Classroom Practice: Impact of Observation and Coding Choices

Large‐scale observational measures of classroom practice increasingly focus on opportunities for student participation as an indicator of instructional quality. Each observational measure necessitates making design and coding choices on how to best measure student participation. This study investigated variations of coding approaches that may be feasible in large‐scale studies, and the ramifications of these variations for drawing inferences about instructional quality. Using data from classroom videos, we found that decisions about whether to keep track of individual students in the coding, observe multiple contexts in the classroom (e.g., whole‐class and small‐group discussions), and capture nuances of student participation changed the resulting characterizations of classroom practice. Most importantly, simplifying the coding approach did not fully capture and even misrepresented the level and nature of student participation in many classrooms.     

浅谈学校的网络教学

随着社会的进步和科学技术的发展,网络教育已成为一种现实.网络学习对教师和学生提出了更高的要求.网络教育的开展给学校教学带来了新的变化.     

高职高专英语口语课程的教学设计

社会的发展对高职高专学生的英语口语能力提出了越来越高的要求,英语口语教学也得到了更多的重视。但口语课程由于其自身的特点,在教学中有许多困难。本文就英语口语课程的教学设计作一些探讨,试图寻求有效方法以提高教学效果。     

回归教学学术：技术时代的教学正义

教学技术经历了从生活的技艺到知识传播的工具再到交换价值凸显的商品的演进历程;教师从思想的探险者演变为知识的阐释者最后沦为教学技术的消费者;教师的文化品性相应地呈现为创造性行动、重复性劳动和冒险性工作三种形态。教师技术化所导致的哲学思维的弱化、伦理意识的浇薄和艺术追求的消失是教师教学学术趋于式微的根源。教师的教学正义意味着教学技术的合法性愈加强大时,教学学术的合理性就更应该得到张扬。     

高校共青团网络思想引领工作的基本要求及实现路径

社会思想意识的多元多样,信息传播媒介与传播方式的深刻变化,给大学生网络思想政治教育带来了新的挑战. 紧密围绕立德树人根本任务,着重开展马克思主义信仰教育、社会主义核心价值观培育、 中华民族优秀传统文化以及大学精神的传承与弘扬是高校共青团网络思想引领的基本要求;构筑团属网络宣传引导阵地,强化网络宣传引导队伍,优化共青团网络宣传引导活动是加强高校共青团思想引领的基本路径.     

生成视野中的国外教学设计理论本土化问题研究

国外教学设计理论经过了产生期、形成期、盛行期、革新期等发展阶段,其生成一是依赖于社会需要的促动,二是取决于认识论、学习心理学和教学设计的整合,三是信息技术的革命性影响。国外教学设计理论在本土化过程中存在诸多问题,如基于本土的教学设计创新不足、缺乏心理学等基础学科与信息技术的支撑、教师自身缺乏教学设计观念与能力等。要解决这些问题,必须正确认识与评价国外教学设计思想,促进教学设计的本土创新;构建研究共同体,促进教学设计理论与实践的结合;增强教师的教学设计观念与能力;构建以＂学习者＂为中心的教学设计模式。     

Instructional leadership practices in Singapore

This paper presents a review of the literature on principal instructional leadership in Singapore. The authors investigated the dimensions of instructional leadership in the practices of Singapore principals and highlighted the strategies these leaders adopt to enact their instructional roles. Singapore principals were found to play an active role in defining the school vision and promoting the school climate. However, in the areas of curriculum implementation and classroom instruction, the middle management team in the school played more active roles as compared to principals. Five broad conclusions were discussed to provide perspectives on instructional leadership practices in Singapore. This paper also highlighted limitations on current instructional leadership research in Singapore and pointed to areas of future research.