对中学教师继续教育若干问题的思考

对中学教师继续教育的有些认识还不到位,在一定程度上制约了这项工作的开菜。为了使中学教师继续教育健康有序地进行,我们应该从指导思想、培训内容、组织形式与学历提高相结合等方面不断深化认识,规范制度。     

试谈学校体育与素质教育

学校体育关系着国计民生 ,是学校素质教育的重要组成部分 .学校体育要完成其承担的素质教育任务必须进行相应的改革     

因材施教与素质教育

本文提出因材施教是我国中小学实施素质教育的重要教育策略。从教学论的新视角阐述因材施教 ,以及在教学中如何有效因材施教的几个主要教学策略 :教学要有全面素质的统一要求 ;集体教学与个别教学、分层教学相结合 ;教学要正确对待学生的个别差异等 ,以促进学生全面素质的提高与发展个性特长 ,尤其是要培养学生的创新精神和实践能力     

A school-based intervention on elementary students’ school engagement

Prior research has reported signs of low engagement in the early stages of schooling. The present study assessed the effectiveness of a school-based intervention that promotes cognitive, emotional, and behavioral engagement in elementary school children through a story tool. The study followed a cluster-randomized design with 259 fourth graders nested in 12 classes; the classes, not the individuals, were randomly assigned to an intervention or control group. Both groups were assessed in four waves in two measures for each engagement dimension. Data were analyzed with a multilevel approach. Findings show that the intervention enhanced students’ cognitive, emotional, and behavioral engagement. Still, there is a delay before the intervention program exhibits a beneficial effect.Moreover, gender discrepancies were found. Before the intervention, girls showed higher cognitive and emotional engagement, but boys exhibited higher emotional engagement after the intervention. In addition, current results indicate that the program benefited the boys more than the girls. Finally, there was no evidence that the engagement outcomes differed depending on the parent’s educational level. Findings provide valuable information for future research and educational practice.     

The vice and virtue of conflict in boards: A longitudinal study into the effect of conflicts and cohesion on the task performance of supervisory school boards in the Netherlands

The increased diversity and autonomy of schools calls for a more professional approach to school governance. In response, attention has been directed to the structure of school boards in the Netherlands. However, previous research indicates that the effectiveness of governance is not so much about structure as it is about behaviour. Conflict, in particular, appears to be an important underexposed factor in the effective behaviour of school boards. In a longitudinal research design, a survey using Likert-scale items was distributed in 2016 and 2017 to executive directors of schools in the Netherlands to gauge their assessment of conflicts within the supervisory school board. Hierarchical regression analyses and moderator analyses were used to test the hypotheses. An increase in task-related conflicts were found to have a clear positive effect on the task performance of supervisory boards. An increase in numbers of relational conflicts had a negative effect on the control task performance, while an increase in process-related conflicts had a negative effect on the advisory task performance. The cohesion within a supervisory board proved to be an important moderator of the effect of task-related conflicts and relationship conflicts on the control task performance. The results from this research underline the need for a multidimensional conceptualisation of conflict in supervisory boards. The need for further research on the interaction between cohesion and conflicts is underscored. Boards should make room for substantive debate and even for the inevitable friction and irritation that is sometimes inherent in being effective in managing schools.     

Bilingual primary schools,decorative art and psychotechnics: Luxembourgian education at international exhibitions and congresses, 1870s–1930s

Building upon an expanding literature on world exhibitions and international conferences as vehicles for the transnational circulation of educational knowledge during the late nineteenth and early twentieth century, this article discusses the participation of Luxembourg at these events. It focuses on three thematic strands: the representation of Luxembourgian education at world exhibitions during the late nineteenth century, when organisers showcased the allegedly advanced state of primary instruction; the activities of the director of the École d’artisans de l’État Antoine Hirsch who took the representation of Luxembourgian education into his hands during the first three decades of the twentieth century; and the Grand-Duchy’s participation in the Seventh Biennial Conference of the World Federation of Education Associations in Tokyo in 1937, when Luxembourgian education was first represented overseas. These episodes reflect the ongoing industrialisation of the country and the growing influence of the steel industry on the educational sector.     

公立中小学教师“临聘制”困境及应对策略

我国公立中小学教师临聘制存在自我履约机制困境、缺乏第三方依赖和缺少纵向一体化等问题。基于经济学中的不完全契约理论,笔者提出应对之策在于发挥“教师是基础、学校是保障”的自我履约机制;健全“完善法律设计,规范聘任程序”的第三方实施机制;实施“政府营造环境,学校规范执行”的纵向一体化机制,从而保证公立中小学临聘制教师有效管理与培养。     

District officials’ perspectives regarding factors that impede the attainment of quality basic education in a province in South Africa

The provision of quality basic education is essential as it can ensure that all learners have an equal opportunity to succeed in life. This paper discusses district officials’ perspectives regarding some factors that impede the achievement of quality basic education in schools under their jurisdiction. Data were collected through semi-structured interviews conducted with district officials in eight districts in one province of South Africa. Data analysis followed the iterative approach. Findings reveal that district officials viewed the state of education in their districts and circuit as unsatisfactory due to: low teacher morale, schools’ lack of confidence in their districts and the perceived neglect of the General Education and Training Band. It is argued that improved teacher working conditions, use of better service delivery model by the districts and education department, and full prioritisation of the GET Band are needed in these districts. In conclusion, to achieve social justice in education, corrective measures should be premised upon the understanding of the social and contextual issues as these represent the crippling factors in the province.     

Between ethos and practice: are Ireland’s new multi-denominational primary schools equal and inclusive?

This article explores the ethos of multi-denominational primary schools in the context of increasing cultural and religious diversity in the Republic of Ireland. In particular, it investigates how the official ethos is played out in day-to-day school interactions. The mixed-methods study draws on data collected from 11 community national schools focussing on the perspectives of principals, teachers and pupils. The data indicates while schools’ formal ethos sets out guiding principles and standards, a closer look reveals the specific identity of each individual school within the broader formal framework. The article presents a new perspective on school ethos research by exploring the extent to which it guides the promotion of diversity and tolerance in a multi-faith context. While the study is carried out in Ireland, it is also of interest to other jurisdictions where schools are faced with increasing religious diversity among their student population.     

Parents’ and teachers’ attitudes,objections and expectations towards sexuality education in primary schools in Austria

The World Health Organization Regional Office for Europe (WHO EURO) and the German Federal Centre for Health Education (BZgA) published the Standards for Sexuality Education in Europe in 2010. The standards were developed to provide an overview of those sexuality education issues that should be addressed in school at various specific age levels. They were intended to guarantee that sexuality education teaching is age-appropriate and of uniformly good quality throughout Europe. In the context of the present survey, Austrian teachers and parents or guardians were asked about the importance of the topics covered by the WHO standards and about any aspects they would like to see for such sexuality education to be successful. The paper concludes that parents and teachers agree on the sexuality education topics they find important for coverage in Austrian primary schools, although teachers find sexuality education in general to be of greater importance than do parents. Teacher’ wishes for sexuality education in practice correlate highly with parents’ ideas of quality. Overall, qualifications and support for work in this field are viewed as essential, with survey respondents perceiving the need for high-quality initial training and continuing education and appropriate frameworks for implementation in school.