• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>Journal of Education for Students Placed at Risk (JESPAR) >Expert Noticing and Principals of High-Performing Urban Schools
【24h】

Expert Noticing and Principals of High-Performing Urban Schools

机译：高性能城市学校的专家提示和负责人

获取原文
获取原文并翻译 | 示例
           
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

In this qualitative study, we applied the concept of expert noticing to instructional leadership in high-performing urban schools that attained both excellent and equitable results for the various diverse populations they served. Unlike the overwhelming majority of urban schools in the United States, in the schools we studied, the academic achievement of African American, Latino, and low-income students exceeded state averages for all students. Assuming that principals who influenced the growth of these high-performing urban schools might be considered experts, we sought to understand what these experts noticed about classroom instruction. Given the exploratory nature of this inquiry, a qualitative interview study was chosen as the method of inquiry. We interviewed 14 principals of some of the nation's highest performing urban elementary, middle, and high schools. The principals consistently reported that, as they observed classrooms, they noticed concerns related to student engagement and understanding and classroom atmosphere. In particular, principals paid attention to the extent that students were talking, explaining, and describing in ways that gave teachers an indication of each student's levels of understanding of the lesson content. Similarly, principals noticed the climate, atmosphere, or tone of the classroom. The priorities that principals claimed to notice were different from those that principals are often taught to observe through preservice and in-service training, generating important questions and opportunities for further study.View full textDownload full textRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/10824669.2011.559903
机译：在这项定性研究中，我们将专家注意的概念应用到了高性能城市学校的教学领导中，这些学校在所服务的各种人群中均获得了出色和公平的成绩。与美国绝大多数城市学校不同，在我们研究的学校中，非裔美国人，拉丁裔和低收入学生的学业成绩超过了所有学生的州平均水平。假设影响了这些高性能城市学校发展的校长可以被视为专家，我们试图了解这些专家对课堂教学的注意。考虑到这种询问的探索性，选择定性访谈研究作为询问方法。我们采访了美国一些表现最好的城市小学，初中和高中的14位校长。校长们一致报告说，在观察教室时，他们注意到与学生的参与和理解以及教室氛围有关的担忧。校长尤其要注意学生的谈话，解释和描述的程度，以使教师能够指出每个学生对课程内容的理解程度。同样，校长注意到教室的气候，气氛或语气。校长声称要注意的优先事项与在职前和在职培训中经常被教导的优先事项有所不同，从而产生了重要的问题和进一步学习的机会。查看全文下载全文相关的var addthis_config = {ui_cobrand：“泰勒和弗朗西斯在线”，services_compact：“ citeulike，netvibes，twitter，technorati，可口，linkedin，facebook，stumbleupon，digg，google，更多”，pubid：“ ra-4dff56cd6bb1830b”};添加到候选列表链接永久链接http://dx.doi.org/10.1080/10824669.2011.559903

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号