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首页> 外文学位 >Developing a student's sense of self: A constructivist evaluation of the first four years of the International School of the Americas.
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Developing a student's sense of self: A constructivist evaluation of the first four years of the International School of the Americas.

机译：培养学生的自我意识：对美洲国际学校头四年的建构主义评估。

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摘要

The purpose of this study was twofold: to determine stakeholders' perceptions of what occurred during the first four years at the International School of the Americas (ISA), and to determine stakeholders' perceptions regarding the strengths and weaknesses of what occurred. The school began in 1994 with only ninth grade and added a new grade level each year. Having completed the first cycle of seniors, an evaluation of ISA was necessary to make recommendations for its future.; This inquiry utilized two panels to collect data: a twenty-six member school panel comprised of students and teachers from ISA, and a fifteen member business and university panel comprised of business and university professionals. The ISA sample consisted of junior and senior students and the ISA faculty. These two groups and the business and university panel had to use electronic mail (e-mail) more than three times a week to be included in the study, which limited the ISA population due to the inaccessibility of e-mail at school. These groups dialogued with the researcher through e-mail. The school panel discussed what occurred at ISA and evaluated it. The business and university panel's role was to identify challenges facing public education that were then used by the researcher to determine what, if any, of these challenges impacted the phenomenon at ISA.; The researcher used constructivist epistemologies to collect and to analyze the data. The data indicated that ISA's focus was to "develop a student's sense of self" as achieved through "developing a student's social aspects" and "developing a student's academic aspects." The school adhered to the visions that its creator, Thomas Sergiovanni, developed. However, ISA's lack of technology made Sergiovanni's curriculum goals for technology virtually impossible. Developing relationships between students and between students and teachers was seen as a key to ISA's community or "family" atmosphere, facilitated by the school's size. ISA's paradigm of student empowerment needed a power structure balance for all stakeholders involved.; The researcher made the following recommendations: (1) ISA must find a way to balance the power structure concerns between students and teachers. (2) Continue offering choice and opportunities for students, which are the strongest elements in "developing a student's sense of self."
机译：这项研究的目的是双重的：确定利益相关者对美洲国际学校（ISA）在头四年中发生的事情的看法，并确定利益相关者对所发生事情的优点和缺点的看法。该学校始于1994年，当时只有9年级，并且每年增加一个新的年级。完成了老年人的第一轮培训后，有必要对ISA进行评估，以为其未来提出建议。该调查利用两个小组来收集数据：一个由ISA的学生和教师组成的26个成员学校小组，以及一个由商业和大学专业人士组成的15个商业和大学成员小组。 ISA样本由初中和高年级学生以及ISA教师组成。这两个小组以及企业和大学小组必须每周使用电子邮件（e-mail）超过三次，才能纳入研究范围，这由于学校无法访问电子邮件而限制了ISA的使用。这些小组通过电子邮件与研究人员进行了对话。学校小组讨论了ISA发生的情况并对其进行了评估。商业和大学小组的职责是确定公共教育面临的挑战，然后研究人员将其用于确定这些挑战中的哪些因素（如果有的话）影响了ISA的现象。研究人员使用建构主义的认识论来收集和分析数据。数据表明，ISA的重点是通过“发展学生的社会方面”和“发展学生的学术方面”实现“发展学生的自我意识”。该学校坚持其创建者Thomas Sergiovanni提出的愿景。但是，由于ISA缺乏技术，因此Sergiovanni的技术课程目标几乎是不可能的。在学校规模的推动下，发展学生之间以及学生与老师之间的关系被视为ISA社区或“家庭”氛围的关键。 ISA的学生赋权范式需要平衡所有参与方的权力结构。研究人员提出以下建议：（1）ISA必须找到一种方法来平衡学生和教师之间的权力结构问题。 （2）继续为学生提供选择和机会，这是“培养学生的自我意识”中最重要的要素。

著录项

  • 作者

    Isbell, Kelly Jeanne.;

  • 作者单位

    Texas A&M University.;

  • 授予单位 Texas A&M University.;
  • 学科 Education Administration.
  • 学位 Ph.D.
  • 年度 1999
  • 页码 236 p.
  • 总页数 236
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 教育;
  • 关键词

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