师生共同参与的生产实习实践课程对教师工程化教学能力提升的研究

高校青年教师往往理论基础较为扎实而实践能力相对较弱,尤其对于工科专业来说,将影响其教学效果和学生工程实践能力的培养。对此,本研究实施了如下方案。高校联系校外实习基地,同时制订教师的工程实践培训计划。在学生进行生产实习课程时,负责实习课程的教师同时接受实习基地培训。此方案提升了教师对实际工程生产的认知,同时促使学生学习态度更加端正,强化了学习效果用。实习后对学生进行调查问卷并统计分析,获得了学生对实践过程的感受、意见和建议,显示这一方案明显提升了课程教学效果。     

浅谈现行统计调查存在的问题及建议

随着我国政治经济形势的发展，党和国家决策需要统计部门提供的数据越来越多。依靠以往已实行的普查、抽样调查等方法进行统计数据收集，已不能适应形势发展之需，因此，对统计调查中存在的问题必须进行分析，找出解决这些问题的办法。     

改进新建地方院校学生评教工作的新构思

全面、客观地评估教师课堂教学质量是教务管理工作的一个重要方面。由于新建地方院校开展系统的学生评教工作起步较晚,在取得成绩的同时,还存在着诸多需要不断纠正和解决的问题,因此,有必要从转变评价指导思想、改革学生评教模式、结合当前课堂教学改革的成果构建一套科学有效的课堂教学评价指标体系,进一步改进学生评教工作。     

加强初中化学实验教学的几点思考

本文从注重实验规范化、增加对比实验、改进现有实验和联系实行实验四个方面阐述了笔者在加强初中化学实验教学方面的思考与探索.     

试论培养大学生的科研素质和创新能力

阐述了科研素质的组成包括：科研意识、科研方法和科研精神;培养大学生的科研素质,必须注意上述三方面的辨证统一。指出参与科研活动是创新教育的载体,是提高大学生科研素质、培养其创新能力的根本途径。创新教育的特征是主动性、合作性、实践性和自我调节性。提出了提高学生科研素质的措施,主要有：建立科研创新有效机制、充分发挥教师作用、重视专业基础学习、搭建科研平台、鼓励学生参加课外科研活动等。     

基于绩效技术的高校教师绩效改进

本文运用绩效技术原理分析了高校教师的教学绩效,以及改进教师教学绩效的方法,并简要介绍了电子绩效支持系统在学校范围内对于教师绩效改进的个性化支持。     

The evaluation of faculty development programs

This article reviews literature pertinent to the evaluation of faculty development programs and presents data from several studies conducted at two institutions. These data were consistent with those previously reported in that faculty participants consistently expressed satisfaction with development services. In addition, one study found that most faculty members voluntarily took some action to improve their instructional effectiveness, though only a minority pursued these efforts in depth. Volunteers who worked intensively with a faculty development consultant improved more on objective measures of effectiveness than did those who were only superficially involved in improvement efforts; those who received no consultative assistance failed to improve significantly. Evidence from a final study provided a control for faculty motivation and led to the conclusion that improvement was contingent both on faculty desire to improve and on the availability of professional assistance.     

Cooperative Learning and the Organization of Secondary Schools

This article describes the inter‐relationship between school organization and classroom instructional style. Two distinct models of school organization, the bureaucratic and open‐systems models, are characterized in terms of three major dimensions of school life; a. the behavior of administrators, teachers and students, b. work design and tasks, and c. space‐time allocations. It is shown that the bureaucratic model of school organization parallels, and sustains, the traditional whole‐class method of teaching in all of the three dimensions. An open‐systems model of staff organization at the school level is required to sustain an alternative form of classroom instruction such as cooperative learning. The approach presented here emphasizes the inter‐relatedness of all three dimensions of schooling at the organizational and classroom levels. It also claims that the implementation of genuine instructional change, that entails new patterns of interpersonal relations in the classroom, is contingent upon similar changes being made at the level of the school as an organization. Lack of attention to school organizational change may explain why efforts at changing instruction at the classroom level frequently fail to yield results.     

Theme and variations: one middle school’s interpretation of mandated action research

In the current climate of accountability, action research is one way for teachers to evaluate instructional changes designed to improve assessment results. It may become increasingly common for administrators to mandate teacher involvement in action research, yet few studies have been conducted in such settings. This article focuses on one middle school where the principal mandated action research for all teachers. Projects were carried out within academic departments, and department chairs were given latitude in how to organize and implement projects. This study explores project implementation and teacher perceptions of the action research. Interviews were used as an appropriate tool to explore teacher perceptions, with document analysis providing triangulation. Results from interviews of administrators, department chairs, and department members suggest an overall positive attitude toward action research, as well as variation in how action research projects were carried out. Differences occurred across several dimensions of action research, including context, motivation/ purpose, definition of action research, and organization of projects. Variations appeared to be influenced by each department chair’s experience with action research and approach to departmental work, and each department’s history of working together on instructional improvement efforts. This study suggests that administrators who mandate teacher participation in action research projects need to think about both the positive (providing teacher ownership and interest within the mandated context) and problematic (possibly leading to variation in the instructional impact of projects) aspects of project variation.     

A study of the quality of practitioner research in secondary education: impact on teacher and school development

This study provides insight into the quality of practitioner research and the impact of this on the professional development of the individual teacher and the school as a whole. We examined the quality of practitioner research in relation to the goals of the research. We operationalized the quality of the research in terms of the validities outlined by Anderson and Herr. In our study we apply this way of thinking to 11 cases of teacher research in secondary education. We found at least some evidence of outcome validity and catalytic validity for the teachers’ practitioner research. However, evidence of process validity and democratic validity was only found in some of the projects. We conclude that the approach adopted in this study can be more generally used to increase the quality and thereby the impact of practitioner research.