教師天地投稿

教師天地》係臺北市教師研習中心出版之雙月刊，於71年9月創刊，原名教師研習通訊，75年8月更名為教師研習簡訊，77年10月改為教師天地，為國內少數針對教師社群，探究教育相關議題且理論與實務兼具徵稿審查發表的刊物，本刊每年依據臺北市重要教育政策進行主題企劃與邀稿，內容涵蓋人物專訪、專論、焦點話題、教育論壇、教學手札及教育有愛等專欄，提供教師及家長對教育議題有更進一步的認識。

School fashions: What’s hot, what’s not

學校中的潮流：有那些是熱門的？而那些不是？

追求有價值、提昇自己時髦、選擇名牌衣服是當今校園文化最熱門的！也是回學校上課季節必備的行頭，而往往都會透過知名的入口網站進行網路購物，而購物的方向與目標則以聞名的演員明星所流行的時尚意識及具有價值導向的品牌為他們購物的目標。

從學生校園生活中的行為、服裝、言語表達方式也反應出學生的次級文化及當今社會流行的方向，在進行課程安排與師生互動時也必須適時調整及導正正確的價值觀。

全文來源http://today.msnbc.msn.com/id/14232292

WHAT WE KNOW ABOUT SUCCESSFUL

全文來源自http://eric.uoregon.edu/pdf/whatweknow103.pdf

依據本文第三頁所述，成功的學校領導可以歸納為以下五個主張：

一、領導能力對學生的學習已有顯著影響，其次是影響課程的品質和教師的教學。

二、校長發揮領導能力，憑藉著不同領導能力的『模式』，包括轉型、教學、道德或參與式領導等，其重要的是對抗社會潛規則的領導能力。

三、領導者運用領導的知識論為基礎，才能合乎他的價值性與合認知性。

      成功的領導在所有的設置和組織，依他們設定的方向，帶領組織與成員一同朝願景目標發展，目標包括領導實踐的行動要旨和激勵他人具有未來的遠見。而訂定方向需掌握以下六項原則

1、確定和闡明一個願景

2、創建共享的意義

3、創建高性能的期望

4、培養群體共識的目標

5、監控組織績效

6、溝通。

心得分享：

學校組織成員較為複雜，是屬於雙系統組織，校長之工作特性異於一般企業領導人，其工作充滿許多例行工作，也常被突如其來的工作打斷，校長被要求的認知與情感層面就極為複雜，與內外環境之關係也存有高度的不確定性，校長領導角色被祈以成為堅強的教學領導者、成為建構學校文化者及成為賦權與增能者等領導角色，如此，才能創建一定之績效。

Multilevel exploratory factor analysis: illustrating its surplus value

This paper illustrates the surplus value of multilevel exploratory factor analysis in
educational effectiveness research. Educational researchers often use measures for
process variables at the class or school level to explain differences in student
outcomes. Recently, van de Vijver and Poortinga (2002) have developed a
procedure for multilevel exploratory factor analysis which can be extremely useful
in this kind of application. Their procedure, which is based on the ‘‘multilevel
confirmatory factor analysis’’ framework of Muthe´n (1994), is demonstrated by
means of constructing measures for school process variables based on teacher
data. Every step of the procedure is nicely illustrated and commented on using
these data. Furthermore, the meaning of the findings and challenges when using
multilevel exploratory factor analysis are emphasized.

Keywords: multilevel exploratory factor analysis; school process variables;
educational effectiveness research

How Principals and Peers Influence Teaching and Learning

Abstract

This paper examines the effects of principal leadership and peer teacher influence on teachers’ instructional practice and student learning. Using teacher survey and student achievement data from a mid-sized urban southeastern school district in the United States in 2006-2007, the study employs multilevel structural equation modeling to examine the structural relationships between student learning and theorized dimensions of principal leadership,teacher peer influence, and change in teachers’ instructional practice. The findings confirm previous empirical work and provide new contributions to research on the chain of hypothesized relationships between leadership practice and student learning. Both principal leadership and teacher peer influence were significantly associated with teachers’ instructional practices and English language arts (ELA) student learning. A major contribution of this research is the strong and significant indirect relationships which mediate education leadership and student learning. The results indicate the importance of principals work for student learning because of their indirect influence on teachers’ practices through the fostering of collaboration and communication around instruction.

Keywords

leadership impacts, distributed leadership, instructional improvement, student learning, multilevel structural modeling

1University of Pennsylvania, Philadelphia, PA

Corresponding Author:

Jonathan Supovitz, University of Pennsylvania, Graduate School of Education, 3700 Walnut

Street #404, Philadelphia, PA 19104

Email: jons@gse.upenn.edu

 

Can Instructional Leaders Be Facilitative Leaders? ERIC Digest, Number 98

原文全文http://www.ericdigests.org/1996-1/leaders.htm



本段重點：

依本文首段摘要整理的重點摘要如下：

1.      教學領導在學校組織系統裡是可以促進學校效能的領導方式。

2.      在80年代初，教學領導的概念改變了學校行政管理人員的思維。

3.      教學領導是賦予校長的一個專業學術的能力，可作為管理學校較務實的一個領導能力，且可提升學校效能與效率。

4.      主流觀點認為，校長行使教學領導應創造是一個共同決策的學校文化。

5.      經研究發現，高成就的學校是校長運用教學領導引領學校教師制定學術研究方案的目標、課程的審查及教師專業發展評鑑等，並可評估成果以作為日後修正及朝精進卓越的目標邁進。

 

個人心得：

學校是一個雙系統的組織，一為行政系統、另一為專業系統，行政系統採科層體制的管理方式，因行政系統的科層體制具有法令規章的力量，賦予某一職位具有某種的法定權威，故成員服從的是規範此職位的法規，而不完全是他個人，故校長領導只要依法行事，組織也較為穩定也較容易達成既定的目標。

另一個屬於教學部分的專業系統，屬鬆散結合系統，領導的方式就比行政系統的領導方式複雜的多，其需給予成員更多的專業自主，因此校長甚至行政管理人員在教學部分的專業系統的領導方面必須具備教學領導的能力，才可以促進領導效能。

校長需協助教師發現與發展專業知識與技能，直接協助教師教學、促進教師專業發展、進行課程發展與行動研究等。因此，校長必須具備教學領導的知能包括：教學領導、公共關係、行政管理等等，若要落實教學領導，校長本身必須具備優良教學知能，以便瞭解教師教學問題及給予專業協助。

Schools as living, Empowering Places

Schools should be places that empower their occupants to learn and live, by means of the kind of teaching offered and through the design of the buildings themselves. They should be places with a very special charisma, making a positive impact on enjoying learning and life itself.

There are places in buildings and towns that are especially captivating, impressive or stimulating. Unfortunately, such places are not usually to be found among the products of so-called modern architecture. Looking at any architecture magazine on the subject of building schools will horrify any real educationalist. A Swedish proverb says that the children are the first teacher, the teachers the second, and the school building the third. In other words, the school is the very place that should be designed to have those powerful qualities.