教师专业发展学校：教师教育的双赢模式

由美国教师教育改革兴起的专业发展学校，融教师职前培养：在职培训和学校改革为一体，为大学教师和中小学教师提高自身素质、改善自身专业发展提供了一条有效可行的途径。在专业发展学校的创建和发展中，中小学和大学合作的核心理念，极大地丰富了教师专业发展策略。     

Stepping stones: Principal career paths and school outcomes

More than one out of every five principals leaves their school each year. In some cases, these career changes are driven by the choices of district leadership. In other cases, principals initiate the move, often demonstrating preferences to work in schools with higher achieving students from more advantaged socioeconomic backgrounds. Principals often use schools with many poor or low-achieving students as stepping stones to what they view as more desirable assignments. We use longitudinal data from one large urban school district to study the relationship between principal turnover and school outcomes. We find that principal turnover is, on average, detrimental to school performance. Frequent turnover of school leadership results in lower teacher retention and lower student achievement gains. Leadership changes are particularly harmful for high poverty schools, low-achieving schools, and schools with many inexperienced teachers. These schools not only suffer from high rates of principal turnover but are also unable to attract experienced successors. The negative effect of leadership changes can be mitigated when vacancies are filled by individuals with prior experience leading other schools. However, the majority of new principals in high poverty and low-performing schools lack prior leadership experience and leave when more attractive positions become available in other schools.     

混沌中的秩序:人际冲突视域下的教师合作

校本教研是基础教育课程改革重要的驱动力。学校积极构建校本教研制度,聚焦于教师教学经验交流,促进教师专业发展。校本教研以政府政策文件为导向,处于学校领导和专家的干预下,具有专业协作和评价考核的双重定位。校本教研实践采取冲突规避态度,受制于权力和人情关系,教师能动性受到制约。建立自然合作形态下的校本教研,需要打破权力和文化对教师的束缚,给争议以存在空间,将冲突转化为建设性争议。     

美国教师专业发展学校对我国教育发展的经验与启示

产生于20世纪80年代末期的美国教师专业发展学校(Professional Development School,简称PDS)是由大学与中小学合作,以中小学为基地,融职前教师培养、在职教师培训和学校改革为一体的教师教育新模式,强调学校是教师专业发展的场所,关注大学与中小学的有效合作。本文主要新解美国教师专业发展学校(PDS)的成功经验并反思其教育性启示。     

云南省“国培计划”培训需求分析

在新课程改革的背景之下,教师专业发展已经成为人们关注的焦点,与此同时,对教师教育的有效培训也逐渐被人们所重视。为提高培训效果,如何设置最符合教师发展的课程内容、如何设置教师最需要的专业知识等成为所有培训机构考虑的重点。因此,本文以云南省“国培计划农村中小学教师置换脱产研修”培训需求分析为基础,以培训需求和培训实效为重点来说明如何实施有效的教师教育培训。     

论教师专业的内涵发展

当代教师专业发展应该由学科知识学习和技能发展转向内涵发展,教师专业的内涵发展包括提炼个人教育思想,形成个人的教育哲学;凝练个人课程哲学,生成个体课程意识;反思个体知识理解,建构教育学立场的知识观。关注内涵的教师专业发展,能够将教师专业发展由教师的知识养成、职业技能训练提升到教师个人哲学的形成、课程意识的生成及教育学立场知识观的建构,期待对我国教师专业发展的现状有所改善。     

教学专长发展与教师教育

教师的专业发展是一个教师经历由新手型向专家型逐步转变的过程。透过对专家—新手教师的比较及教师特质的分析,本文探讨了教师教学专长的原型观和发展模式,并指出教师专长发展的特点,希冀能对专家型教师的培养以及教师教育有指导意义和参考价值。     

关于中学教师职业态度的现状调查与对策分析

通过对包头市四所中学教师的抽样调查,中学教师的职业角色意识参差不齐,职业态度和角色认知也不很令人满意。需要转变教师职业意识,优化教师外部环境,制定完善的管理制度,加强教师自身修养。     

对历史名校的师资培养方法探讨

高素质、高质量教师队伍的建设，可为学生的学习提供专业的教师队伍，所以，为加快各校师资力量的培养，可参考历史名校师资培养的策略，找到培养优秀教师的渠道，从而提高青年教师的教学水平，丰富其经验，为学生提供高质量的教学服务。     

“Value in diversity”: School racial and ethnic composition,teacher diversity,and school punishment

American schools have become increasingly punitive and characterized by racial and ethnic disparities in punishment outcomes. Scholarship on the causes and consequences of this shift has highlighted the potential salience of school context. The current study extends this work by exploring the potential effect of an underexplored factor, teacher diversity, on suspension disparities. To date, explorations of the role of teacher diversity have been limited to its impact on academic outcomes, teacher perceptions, and behavioral outcomes. The current study fills a void in the existing literature by examining (1) whether greater teacher diversity is associated with reductions in racial and ethnic suspension disparities and (2) whether greater teacher diversity interacts with the size of the racial and ethnic student population to influence suspension disparities. This study contributes to the existing literature by extending the “value in diversity” perspective to the school setting. Additionally, the findings suggest that racial and ethnic diversity in positions of authority in the school setting fosters a more equitable approach to the administration of student punishment.     

基础教育课改目标与小学教师的培养

本文论述小学教师培养首先要整合小学教师教育课程，培养现代全科型师范生；其次要变革传统教学方式，提高师范生教学改革实践能力。     

The role of exchange and emotion on commitment: A study of teachers

Recent experimental work in social exchange offers keen insight into factors that enhance commitment to individuals, groups, and relationships. In this article we explore the relevance of this work to school settings. Specifically, we use structural equation modeling and data from the 2004 Schools and Staffing Survey (SASS) to test whether the commitment-enhancing processes laid out in Lawler’s affect theory of social exchange might reduce teacher turnover, an issue plaguing school districts across the country. Our results support such a model and demonstrate the importance of interdependence for fostering commitment among teachers, with interaction, affect, and cohesion as intervening factors.     

教师资格证书考试制度改革与教师教育专业的培养模式改革

为了突出育人导向、能力导向、实践导向、专业导向,教育部2011年开始中小学和幼儿园教师资格考试改革试点,推进中小学教师资格考试与定期注册制度改革,规定非师范专业毕业生可以参加教师资格证书考试,师范专业毕业生必须通过考试才能获得资格证书。这项改革是一把双刃剑,师范专业按照培养方案开展教师培养,要经过教育实习,而非师范专业只经过心理学、教育学考试和教育教学能力测试,就可以获得资格证书。这种政策隐含着对教师教育的否定。特别是各省、市、自治区的教师资格证书考试科目和内容与教育部印发的《教师教育课程标准(试行)》之间缺少契合。这可能会导致高等学校取消教师教育专业,开办教师资格证书课程中心,不再为学生提供实习。因此,建议实行四年学科专业教育加一至二年教师职业教育的制度,培养更高水平的基础教育教师。     

论小学教师全科综合培养模式及建构

大力提高教师专业化水平与教师教育质量下降之间,继承教师教育成功经验与创新教师教育培养模式之间,基础教育课程改革深入发展与教师教育院校关注之间出现了矛盾。从小学课程改革的综合性要求、小学教育专业的综合性特点、小学教师专业标准的内在要求和教师教育培养模式的实践比较看,实行小学教师全科综合培养有着重要的现实意义。     

中小学教师职业认同现状调查与分析

采用均值比较、方差分析等方法对797名中小学教师的职业认同现状的调研数据进行数据分析，结果表明：我国中小学教师职业认同水平较高；在中小学教师职业认同的各个维度上，职业价值观得分最高而角色价值观最低，教师职业认同存在显著的性别和学校类别差异。指出在注重教师职业的外在工具价值以外，还应关注教师自我价值的实现和教师个体的生存状态；在教师培训的过程中，注重提高教师职业认同的水平。     

优秀大学英语教师课堂话语语料库的建设与应用

作为教师在课堂上为组织和从事教学所使用的语言,教师话语很大程度上决定了课堂教学的成功与否。建设优秀大学英语教师课堂话语语料库能有效开展优秀教师话语研究,揭示其共性和特点,为其他教师的教学提供借鉴。     

试论“国考”教师资格证书制度改革的问题与出路

相较于"省考"教师资格证书制度而言,"国考"教师资格证书制度体现出对报考者学历条件要求更高,考试内容和科目增加,难度增大以及取消师范生免试资格和打破教师资格终身制等特点。国考教师资格证书制度的出台及实行,提高了对教师职业资格准入的要求,有利于教师整体素质的提升;打破了教师资格终身制,有利于树立教师职业危机意识,促使其实现自我蝶化发展和专业化成长。但在其试点过程中,仍然存在国家统考与地方适用的矛盾、教师教育体系的开放性与准入难度大造成对优秀教师资源排斥的矛盾以及师范生因取消免试资格所带来的师范院校招生被动等诸多问题。立足问题,思考相应的解决办法,对于教师资格证书制度的完善、教师整体职业素质的提升具有重要意义。     

Selling students short: Racial differences in teachers’ evaluations of high,average, and low performing students

Education scholars document notable racial differences in teachers’ perceptions of students’ academic skills. Using data from the Early Childhood Longitudinal Study-Kindergarten Cohort, this study advances research on teacher perceptions by investigating whether racial differences in teachers’ evaluations of first grade students’ overall literacy skills vary for high, average, and low performing students. Results highlight both the overall accuracy of teachers’ perceptions, and the extent and nature of possible inaccuracies, as demonstrated by remaining racial gaps net literacy test performance. Racial differences in teachers’ perceptions of Black, non-White Latino, and Asian students (compared to White students) exist net teacher and school characteristics and vary considerably across literacy skill levels. Skill specific literacy assessments appear to explain the remaining racial gap for Asian students, but not for Black and non-White Latino students. Implications of these findings for education scholarship, gifted education, and the achievement gap are discussed.     

高师音乐教育实习新模式的构建

高校的扩招，实习人数的猛增使得高师传统的音乐教育实习面临难以安排的尴尬局面，探索合理的音乐教育实习新模式非常必要。分类集中实习与单独实习结合的新模式，既保留了集中实习与单独实习模式的特点，又可以充分发挥音乐教育实习独特的优势，有利于解决现阶段高师音乐教育实习安排困难等问题，有利于培养适应不同中小学需求的音乐师资。     

教师文化与课堂教学

教师文化是民族文化的表征之一、学校文化的主体,影响着新课程改革的实效和进程。在梳理教师文化与民族文化和学校文化的关系基础上,剖析教师文化通过课堂教学对新课程理念的转变、新课程课堂教学规范的形成和有效课堂教学构建的负面影响;提出加强学校文化建设、促进教师个体文化重塑、注重教师培训、转变课堂行为方式和树立正确的师生观等课堂教学策略。