教学效能及其相关因素研究
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摘要
目前我国已基本实现了普及九年义务教育的重要目标,基础教育改革的发展从注重数量的普及进入到巩固与提高并重的新阶段,注重效能成为当前教育发展及研究方面的重要课题。在新课程全面推进过程中,三级课程管理体制为学校的自我改进和发展创造了条件,学校如何通过有效管理为教师适应多样化的角色需求和持续性的专业发展提供保障和支持,校长如何转变领导方式提高教师队伍的专业性程度并构建合作分享的学校文化,教师如何改变传统教学方式提高学生学习的主动性,促进学生全面发展等都是教学效能研究中不可忽略的问题。就课堂教学活动而言,学校组织情境是教学活动得以展开的背景,两者存在不可分割的关系。
有鉴于此,本研究尝试整合以往学校效能研究和教师效能研究两条线索,以组织系统论和行为科学理论为基础,通过借鉴国内外相关研究文献,构建融合“管理”和“教学”过程在内的教学效能综合框架。在理论研究部分,主要分析教学效能的涵义、结构与层次以及主要的构成要素,并发展了教学效能的组织系统研究模式,为后期的教学效能实证研究奠定基础。实证部分的研究主题集中在“教师特征与班级教学效果之间的关系”以及“学校组织系统中多层面多因素的关系”两个方面:第一,在班级层面主要分析教师个人特征,如职业能力特征、情境知觉特征、行为表现特征间的关系以及它们与班级教学效果(班级气氛、学生学习需要与心理需要)间的关系。第二,在学校组织系统研究中,依次分析校长“转型领导”、组织文化与组织气氛、组织效能、组织管理与教学管理和学校多层面特征间的关系。
研究采用随机抽样的方法选取兰州市18所小学作为研究对象,通过教师(班主任)教学工作情况问卷调查表和学生学习生活情况问卷调查表收集班级教学活动方面的信息,并结合学校组织发展情况问卷调查表和学校教学工作情况问卷调查表获得整个学校组织系统内各方面的信息。通过数据分析结果在每个主题内得到多项结论。“教师特征与班级教学效果之间的关系”分析结果表明:
1.情境知觉与教师的职业能力及个人表现之间存在显著正相关。情境知觉与职业能力及个人表现存在显著的典型相关,说明教师情境知觉的积极变化会带来教师职业能力和教师表现的积极变化。
2.教师个人的职业能力与整体行为表现之间有显著正相关存在;职业能力与教师表现存在显著的典型相关。
3.情境知觉和教师职业能力对教师表现有一定的预测性。在情境知觉和职业能力的各构成要素中,“内部激励”、“课堂管理能力”和“班级情境知觉”对教师表现具有显著的预测作用。
4.路径分析证明预期的研究模型是成立的,教师表现主要受到个人情境知觉以及个人职业能力水平的直接影响。此外,情境知觉还能通过教师的职业能力间接作用于教师表现。
5.不同的教师职业能力水平未在班级气氛、学习需要和心理需要上表现出显著差异,而教师职业能力与这些方面没有显著的相关关系存在。
6.教师行为表现不同,则其所执教班级内的学生对班级气氛、学习需要和心理需要三方面的感受存在显著差异。教师表现与班级气氛有显著的正相关关系存在。
7.班级气氛与学生学习需要及心理需要存在显著的正相关。团结层面对学生学习需要、心理需要及整体需要的预测力最佳。
此外,“学校组织系统中多层面多因素的关系”的分析结果表明:
1.校长在“转型领导”四个维度上的表现与学校多层面的各种特征的相关程度都较高。相对而言,校长领导与“教学管理”的相关程度相对要低于其它组织层面的特征,而校长领导与班级气氛之间亦有显著相关。
2.学校组织文化与学校组织内部多层面及多种要素间关系密切。校长和教师之间的互动与教师间的互动(组织气氛所包含的两组特征)存在不同程度的显著相关。
3.组织效能与学校的教学管理及教师的工作满意度密切相关;组织效能与学校文化、校长的转型领导和行政管理、学校内的社会互动以及教师个人的“内部激励”感受存在不同程度的显著正相关;组织效能与班级层面的各种特征(教师表现、班级气氛、学生的学习需要和心理需要)之间没有显著相关。
4.学校行政管理工作与教师群体间的社会互动、教师个人的工作态度、班级行为表现、班级气氛、学生的需要几乎都有不同程度的显著相关存在,并且与教师感受和表现等的关系更为紧密。
5.学校教学管理的四个构成要素只是与教师团体的工作士气和亲密程度以及教师个人的满意度普遍存在显著相关。
除了上面所列出的部分研究结果,论文在汇总所有研究结论的基础上,发现校长的“转型领导”、对教师“体谅”、“组织文化”、“行政管理”、“工作士气”、“班级气氛”、学生的“学习需要”和“心理需要”是一组存在密切关系的变量,而另一组关系密切的变量则是校长“强调工作成果”、“教学管理”、“组织效能”和教师的“工作满足感”。从这两组变量可以辨别出两类“优质”学校,一种是以人性取向治校的学校,而另一种则是以任务取向治校的学校,两种学校有明显差异。最后,根据目前学校管理对班级教学影响不大、校长对教师体谅不足,教师工作投入度较低、忽视学生需要、班级气氛有待加强等问题提出了相应的改进建议。
After our country has realized the important target of popularized nine year compulsory education basically, the elementary education reform development enter to the new stage which focus changed form the popularization quantity to the education quality enhancement. Therefore, pay attention to the effectiveness become the important topic in the education development and the research. In the new curriculum comprehensive advancement process, the third-level curriculum management system creates the condition for the school self-improvement and the development. The teaching effectiveness related different parts of school works, such as how the school adapted the effective management to provide the safeguard and the support for making teacher achieve different kinds of role demand and the long-enduring career development, how does principal transform the leadership way to enhance specialized degree of the teacher troop and constructs the cooperation school culture, how does the teacher change the traditional teaching way to enhance the student initiation and promote the student comprehensive development and so on. In fact, as classroom teaching activities are concerned, school organization situation is the background in doing all kinds of teaching activities. The two aspects exists inevitably indivisible relationship.
Taking the above into consideration, this study tries to integrate past school organization effectiveness and teacher effectiveness studies based on the theory of organization system theory and the behavioral science and also borrow national and international relative researches to construct and fuse “management”and“teaching”process to form a integrated teaching and learning framework. In theoretical part, we mainly analyze the meaning, structure, level, and components of teaching and learning effectiveness. We develop a research model of organization system in teaching and learning effectiveness and make a preparation for later experimental research of teaching and learning effectiveness. The theme of experimental research focuses on“the relationship between teacher’s characteristic and classroom teaching effects”, and“the relationship between many levels and many factors in school organization system. These two aspects include: first, classroom level is mainly to analyzing teacher’s personal features, such as the relationship among professional ability, situational perception, performance and the relationship of classroom effect such as classroom atmosphere, student learning needs and psychological needs ; second, in school organization system study, we analyze the relationships among headmaster’s”transformational leadership”, organization culture and organization atmosphere, organization effectiveness, organization management and teaching and learning management, and the school different features.
The study uses the random sampling method to select 18 primary schools in Lanzhou City as the study object. Use the teacher’s teaching activity questionnaire and the student’s study and living conditions questionnaire to collect class information in the teaching process. In addition, unifies the school organization development questionnaire and the school teaching questionnaire obtains various aspects information about the entire school system and obtains many conclusions through the data analysis result in each subject. The analysis results of "the relationship between teacher’s characteristics and teaching effect in class”show that:
1. There are most significant positive correlations and the significant canonical correlation among teacher situation perception、the professional capacity and individual performance, which show that teacher situation consciousness changes positively can bring the positive change of teacher professional ability and the teacher performance.
2. The teacher’s personal professional capacity has significant positive relevance to the whole performance; and professional capacity has significant canonical correlation with teacher performance.
3. Situational consciousness and the teacher’s professional capacity can predict the teacher performance to some extent. Among the elements of the situational consciousness and the teacher’s professional capacity,“internal incentiveness”,“class management ability”and“class situational consciousness”can significantly predict teacher performance.
4. Path Analysis suggests that the previous research model is right, that is, the teacher performance is mainly affected by personal situational consciousness and professional capacity. In addition, situational consciousness affects teacher performance indirectly through teacher’s professional capacity.
5. Different levels of teacher’s professional capacity do not show significance differences in class climate, learner needs and psychological needs. And teacher’s professional capacity has no significant relevance to these factors.
6. Different teacher performance makes the students in his class feel different in class climate, learner needs and psychological needs significantly. Teacher performance has significant positive relevance to class climate.
Besides, the analysis result of the relation among the multiple levels and elements within the school organizational system suggests:
1. The headmaster’s performance on the four dimensions has high relevance to various levels of characteristics of school. Relatively, the relevance degree of headmaster leadership to“teaching management”is lower than other features of organizational levels, while headmaster leadership has significant relevance to class climate.
2. School organizational culture is closely related to multiple levels and elements within school. The interaction between the headmaster and the teachers has significant relevance to the interaction between teachers and teachers.
3. Organizational effectiveness has close relation to teaching management and the teacher’s degree of satisfaction with his work; organizational effectiveness has various significant positive relevance to school culture, the headmaster’s changing leading and organizational management, social interaction within the school and the teacher’s feeling of personal“internal incentive”; organizational effectiveness has no significant relevance to characteristics at class level, such as teacher performance, class climate, learner needs and Psychological needs.
4. The school management has varying degrees of significant correlation with the social interaction between the groups, individual teachers working attitude, class performance, class climate, and learner needs, and has more closely the relationship with teacher’s feeling and performance.
5. The four composing elements of school teaching management only has significant relevance to work enthusiasm and degree of intimacy of the teacher team and the teacher’s degree of satisfaction with his work.
In addition to the research results listed above, on the basis of summarize the research conclusion, the thesis finds out the headmaster’s“transformational leadership”, "appreciate" to teachers,“organizational culture”,“organizational management”,“work enthusiasm”,“class climate”,“learning needs”and“psychological needs”are a group of closely related variables. Another group of closely related variables are the headmaster’s“emphasis on work achievement”,“teaching management”,“and organizational effectiveness”, and the teacher’s“feeling of satisfaction with work”. From the two groups of variables, two kinds of good quality school can be identified: one is human-oriented school; the other is task-oriented school. There is obvious difference between them. Finally, put forward the corresponding improvement proposal according to the present school administration having little influence to the class teaching, principal having insufficiency pardon to the teacher, the low level of the teacher motivation, neglecting the student’s requirement, the class atmosphere to wait for strengthening and so on.
有鉴于此,本研究尝试整合以往学校效能研究和教师效能研究两条线索,以组织系统论和行为科学理论为基础,通过借鉴国内外相关研究文献,构建融合“管理”和“教学”过程在内的教学效能综合框架。在理论研究部分,主要分析教学效能的涵义、结构与层次以及主要的构成要素,并发展了教学效能的组织系统研究模式,为后期的教学效能实证研究奠定基础。实证部分的研究主题集中在“教师特征与班级教学效果之间的关系”以及“学校组织系统中多层面多因素的关系”两个方面:第一,在班级层面主要分析教师个人特征,如职业能力特征、情境知觉特征、行为表现特征间的关系以及它们与班级教学效果(班级气氛、学生学习需要与心理需要)间的关系。第二,在学校组织系统研究中,依次分析校长“转型领导”、组织文化与组织气氛、组织效能、组织管理与教学管理和学校多层面特征间的关系。
研究采用随机抽样的方法选取兰州市18所小学作为研究对象,通过教师(班主任)教学工作情况问卷调查表和学生学习生活情况问卷调查表收集班级教学活动方面的信息,并结合学校组织发展情况问卷调查表和学校教学工作情况问卷调查表获得整个学校组织系统内各方面的信息。通过数据分析结果在每个主题内得到多项结论。“教师特征与班级教学效果之间的关系”分析结果表明:
1.情境知觉与教师的职业能力及个人表现之间存在显著正相关。情境知觉与职业能力及个人表现存在显著的典型相关,说明教师情境知觉的积极变化会带来教师职业能力和教师表现的积极变化。
2.教师个人的职业能力与整体行为表现之间有显著正相关存在;职业能力与教师表现存在显著的典型相关。
3.情境知觉和教师职业能力对教师表现有一定的预测性。在情境知觉和职业能力的各构成要素中,“内部激励”、“课堂管理能力”和“班级情境知觉”对教师表现具有显著的预测作用。
4.路径分析证明预期的研究模型是成立的,教师表现主要受到个人情境知觉以及个人职业能力水平的直接影响。此外,情境知觉还能通过教师的职业能力间接作用于教师表现。
5.不同的教师职业能力水平未在班级气氛、学习需要和心理需要上表现出显著差异,而教师职业能力与这些方面没有显著的相关关系存在。
6.教师行为表现不同,则其所执教班级内的学生对班级气氛、学习需要和心理需要三方面的感受存在显著差异。教师表现与班级气氛有显著的正相关关系存在。
7.班级气氛与学生学习需要及心理需要存在显著的正相关。团结层面对学生学习需要、心理需要及整体需要的预测力最佳。
此外,“学校组织系统中多层面多因素的关系”的分析结果表明:
1.校长在“转型领导”四个维度上的表现与学校多层面的各种特征的相关程度都较高。相对而言,校长领导与“教学管理”的相关程度相对要低于其它组织层面的特征,而校长领导与班级气氛之间亦有显著相关。
2.学校组织文化与学校组织内部多层面及多种要素间关系密切。校长和教师之间的互动与教师间的互动(组织气氛所包含的两组特征)存在不同程度的显著相关。
3.组织效能与学校的教学管理及教师的工作满意度密切相关;组织效能与学校文化、校长的转型领导和行政管理、学校内的社会互动以及教师个人的“内部激励”感受存在不同程度的显著正相关;组织效能与班级层面的各种特征(教师表现、班级气氛、学生的学习需要和心理需要)之间没有显著相关。
4.学校行政管理工作与教师群体间的社会互动、教师个人的工作态度、班级行为表现、班级气氛、学生的需要几乎都有不同程度的显著相关存在,并且与教师感受和表现等的关系更为紧密。
5.学校教学管理的四个构成要素只是与教师团体的工作士气和亲密程度以及教师个人的满意度普遍存在显著相关。
除了上面所列出的部分研究结果,论文在汇总所有研究结论的基础上,发现校长的“转型领导”、对教师“体谅”、“组织文化”、“行政管理”、“工作士气”、“班级气氛”、学生的“学习需要”和“心理需要”是一组存在密切关系的变量,而另一组关系密切的变量则是校长“强调工作成果”、“教学管理”、“组织效能”和教师的“工作满足感”。从这两组变量可以辨别出两类“优质”学校,一种是以人性取向治校的学校,而另一种则是以任务取向治校的学校,两种学校有明显差异。最后,根据目前学校管理对班级教学影响不大、校长对教师体谅不足,教师工作投入度较低、忽视学生需要、班级气氛有待加强等问题提出了相应的改进建议。
After our country has realized the important target of popularized nine year compulsory education basically, the elementary education reform development enter to the new stage which focus changed form the popularization quantity to the education quality enhancement. Therefore, pay attention to the effectiveness become the important topic in the education development and the research. In the new curriculum comprehensive advancement process, the third-level curriculum management system creates the condition for the school self-improvement and the development. The teaching effectiveness related different parts of school works, such as how the school adapted the effective management to provide the safeguard and the support for making teacher achieve different kinds of role demand and the long-enduring career development, how does principal transform the leadership way to enhance specialized degree of the teacher troop and constructs the cooperation school culture, how does the teacher change the traditional teaching way to enhance the student initiation and promote the student comprehensive development and so on. In fact, as classroom teaching activities are concerned, school organization situation is the background in doing all kinds of teaching activities. The two aspects exists inevitably indivisible relationship.
Taking the above into consideration, this study tries to integrate past school organization effectiveness and teacher effectiveness studies based on the theory of organization system theory and the behavioral science and also borrow national and international relative researches to construct and fuse “management”and“teaching”process to form a integrated teaching and learning framework. In theoretical part, we mainly analyze the meaning, structure, level, and components of teaching and learning effectiveness. We develop a research model of organization system in teaching and learning effectiveness and make a preparation for later experimental research of teaching and learning effectiveness. The theme of experimental research focuses on“the relationship between teacher’s characteristic and classroom teaching effects”, and“the relationship between many levels and many factors in school organization system. These two aspects include: first, classroom level is mainly to analyzing teacher’s personal features, such as the relationship among professional ability, situational perception, performance and the relationship of classroom effect such as classroom atmosphere, student learning needs and psychological needs ; second, in school organization system study, we analyze the relationships among headmaster’s”transformational leadership”, organization culture and organization atmosphere, organization effectiveness, organization management and teaching and learning management, and the school different features.
The study uses the random sampling method to select 18 primary schools in Lanzhou City as the study object. Use the teacher’s teaching activity questionnaire and the student’s study and living conditions questionnaire to collect class information in the teaching process. In addition, unifies the school organization development questionnaire and the school teaching questionnaire obtains various aspects information about the entire school system and obtains many conclusions through the data analysis result in each subject. The analysis results of "the relationship between teacher’s characteristics and teaching effect in class”show that:
1. There are most significant positive correlations and the significant canonical correlation among teacher situation perception、the professional capacity and individual performance, which show that teacher situation consciousness changes positively can bring the positive change of teacher professional ability and the teacher performance.
2. The teacher’s personal professional capacity has significant positive relevance to the whole performance; and professional capacity has significant canonical correlation with teacher performance.
3. Situational consciousness and the teacher’s professional capacity can predict the teacher performance to some extent. Among the elements of the situational consciousness and the teacher’s professional capacity,“internal incentiveness”,“class management ability”and“class situational consciousness”can significantly predict teacher performance.
4. Path Analysis suggests that the previous research model is right, that is, the teacher performance is mainly affected by personal situational consciousness and professional capacity. In addition, situational consciousness affects teacher performance indirectly through teacher’s professional capacity.
5. Different levels of teacher’s professional capacity do not show significance differences in class climate, learner needs and psychological needs. And teacher’s professional capacity has no significant relevance to these factors.
6. Different teacher performance makes the students in his class feel different in class climate, learner needs and psychological needs significantly. Teacher performance has significant positive relevance to class climate.
Besides, the analysis result of the relation among the multiple levels and elements within the school organizational system suggests:
1. The headmaster’s performance on the four dimensions has high relevance to various levels of characteristics of school. Relatively, the relevance degree of headmaster leadership to“teaching management”is lower than other features of organizational levels, while headmaster leadership has significant relevance to class climate.
2. School organizational culture is closely related to multiple levels and elements within school. The interaction between the headmaster and the teachers has significant relevance to the interaction between teachers and teachers.
3. Organizational effectiveness has close relation to teaching management and the teacher’s degree of satisfaction with his work; organizational effectiveness has various significant positive relevance to school culture, the headmaster’s changing leading and organizational management, social interaction within the school and the teacher’s feeling of personal“internal incentive”; organizational effectiveness has no significant relevance to characteristics at class level, such as teacher performance, class climate, learner needs and Psychological needs.
4. The school management has varying degrees of significant correlation with the social interaction between the groups, individual teachers working attitude, class performance, class climate, and learner needs, and has more closely the relationship with teacher’s feeling and performance.
5. The four composing elements of school teaching management only has significant relevance to work enthusiasm and degree of intimacy of the teacher team and the teacher’s degree of satisfaction with his work.
In addition to the research results listed above, on the basis of summarize the research conclusion, the thesis finds out the headmaster’s“transformational leadership”, "appreciate" to teachers,“organizational culture”,“organizational management”,“work enthusiasm”,“class climate”,“learning needs”and“psychological needs”are a group of closely related variables. Another group of closely related variables are the headmaster’s“emphasis on work achievement”,“teaching management”,“and organizational effectiveness”, and the teacher’s“feeling of satisfaction with work”. From the two groups of variables, two kinds of good quality school can be identified: one is human-oriented school; the other is task-oriented school. There is obvious difference between them. Finally, put forward the corresponding improvement proposal according to the present school administration having little influence to the class teaching, principal having insufficiency pardon to the teacher, the low level of the teacher motivation, neglecting the student’s requirement, the class atmosphere to wait for strengthening and so on.
引文
①朱慕菊.走进新课程——与课程实施者的对话[M].北京:北京师范大学出版社,2002:230-231.
②周浩波.试论高水平、高质量普及九年义务教育[J].教育科学,2004(5).
①孟繁华.教育管理决策新论——教育组织决策机制的系统分析[M].北京:教育科学出版社,2002:25.
②郭晓明.课程知识与个体精神自由——课程知识问题的哲学审思[M].北京:教育科学出版社,2005:55.
③Michael Fullan, The new meaning of educational change (3rd edition), Teachers College, Columbia University, New York and London, 2001, p32.
④Cheng, et al, Teaching effectiveness and teacher development: towards a new knowledge base, The Hong Kong Institute of Education and Kluwer Academic Publishers, 2001, p5.
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②参见[英]雷诺兹等著,孙河川译.世界顶尖级学校——学校效能国际风景线[M].北京:高等教育出版社,2005:12.
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①Jaap Scheerens, Improving school effectiveness, UNESCO: Institute for Education Planning, Paris, 2000, p45.
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③参见莫琳·T·哈里南主编,傅松涛,孙岳,谭斌等译,教育社会学手册[M].上海:华东师范大学出版社,2004:53-59.
④朱科蓉,李景春.学校效能研究的历史、现状与趋势[J].教学与管理,2003(1).
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⑥Hopkins, D., School improvement for real, London: Farmer Press, 1994, p21.
⑦Fullan, M., Successful school improvement, Buckingham: Open University Press, 1992, p6.
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②转引自许景辉,李伟成编.领袖教师与教师专业发展[M].香港:汇智出版有限公司,2005:177.
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③转引自郑燕祥.教育的功能与效能[M].香港:广角镜出版社有限公司,1986:71.
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⑥Kyriacou, C., Effective teaching in schools, Oxford: Basil Blackwell, 1986; Medley, D. M., Teacher competence and teacher effectiveness: A review of process-product research. Washington, DC: American Association of Colleges for Teacher Education, 1977.
⑦转引自郑燕祥.教育的功能与效能[M].香港:广角镜出版社有限公司,1986:74.
⑧Berliner, D C et al., Handbook of Educational Psychology, Simon & Schuster Macmillan, 1996, p735.
①Good, T. L., Ebmeier, H., & Beckerman, T., Teaching mathematics in high and low SES classrooms: an empirical comparison, Journal of Teacher Education, Vol.29, No.5, 1978.参见许景辉,李伟成编.领袖教师与教师专业发展[M].香港:汇智出版有限公司,2005:178.
②Rosenshine, B. V. &, Furst, N., Research in teacher performance criteria, In B. O. Smith (Ed.), Research in teacher education: A symposium, Englewood Cliffs, NJ: Prentice-Hall, 1971; Medley, D. M., Teacher competence and teacher effectiveness: A review of process-product research. Washington, DC: American Association of Colleges for Teacher Education, 1977.
①Darling-Hammond,L.,& Hudson, L., Evaluating and encouraging teacher effectiveness, Educational Research Journal, No.3,1988.
②Horwitz, R. A. (1979), Peterson, P. L. (1979),参见许景辉,李伟成编.领袖教师与教师专业发展[M].香港:汇智出版有限公司,2005:179.
③Fitz-Gibbon, C. T., & Clark, K. S., Time variables in classroom research: A study of eight urban secondary school mathematics classes , British Journal Educational Psychology, Vol.52, 1982, pp.301-316.
④转引自许景辉,李伟成编.领袖教师与教师专业发展[M].香港:汇智出版有限公司,2005:179.
①Good, T. L., Teacher effectiveness in elementary school: what we know it, Journal of Teacher Education, Vol.30, 1979, pp.52-64.
②Berliner, D. C., In pursuit of the expert pedagogue, Educational Research,Vol.15, No.7, 1986, pp. 5-13.
①Brophy, J., & Everston, L., Learning from teaching: A developmental perspective,Boston, MA: Allyn and Bacon, 1986.
②同①.
③Brophy, J., & Good, T. L., Teacher behavior and student achievement, In M. C. Wittrock (Ed.), Handbook of research on teaching, New York: MacMillan, 1986, pp. 328-375.
④Creemers, B. P. M., & Reezigt, G. J., School level conditions affecting the effectiveness of instruction, School Effectiveness and School Improvement, No.7, 1996, pp.197-228.
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⑥Cazden, C. B., Classroom discourse. In M.C. Wittrock (Ed.), Handbook of Research on Teaching, New York: MacMillan. 1986. pp. 432-463.
①Rosenshine, B. V. Teaching functions in instructional programs. Elementary School Journal, Vol.83, 1983, pp. 335-351.
②Rosenshine, B., & Stevens, R., Teaching functions, In M.C. Wittrock (Ed.), Handbook of Research on Teaching, New York: MacMillan, 1986. pp. 376-391.
③Redfield & Rousseau., A meta-analysis of experimental research on teacher questioning behavior, Review of Educational Research, Vol.51, 1981, pp. 237-245.
④Everston, C. M., Anderson, C., Anderson, L., & Brophy, J., Relationships between classroom behavior and student outcomes in junior high math and English classes. American Educational Research Journal, No.17, 1980, pp.43-60.
⑤Rosenshine, B. V. Teaching functions in instructional programs. Elementary School Journal, Vol.83, 1983, pp. 335-351.
⑥Brophy, J., & Good, T. L., Teacher behavior and student achievement, In M. C. Wittrock (Ed.), Handbook of research on teaching, New York: MacMillan, 1986, pp. 328-375.
①Muijs, D., & Reynolds, D., School effectiveness and teacher effectiveness in mathematics: Some preliminary findings from the evaluation of the mathematics enhancement program. School Effectiveness and School Improvement, No.11, 2000.
②Walberg, H. J., Syntheses of research on teaching. In M. C. Wittrock (Ed.), Handbook of Research on Teaching, New York: MacMillan, 1986, pp.214-229
③同①.
④Medley, D.M., Teacher competence and teacher effectiveness: A revises of process-product research. Paper presented at American Educational Research Association. Washington, DC. 1997, pp.186-187
⑤Thompson, A. G., Teacher’s beliefs and conceptions: A synthesis of the research, In D. A. Grouws (Ed.), Handbook of research on mathematics learning and teaching, New York: Macmillan, 1992, pp. 127-146
⑥L. Kyriakides, R.J. Campbell, and E. Christofidou, Generating Criteria for Measuring Teacher Effectiveness through a Self-Evaluation Approach: A Complementary Way of Measuring Teacher Effectiveness, School Effectiveness and School Improvement, No.3, 2002.
①Shulman, L. S., Those who understand: Knowledge growth in teaching, Educational Researcher, Vol.15, No.2, 1986, pp.4-14.参见叶澜,白益民,王彤等著.教师角色与教师发展新探[M].北京:教育科学出版社,2005:233.
②Berliner, D.C., Expert knowledge in the pedagogical domain, Paper presented at the meeting of the American educational psychological association, New Orleans, LA., August12, 1989.参见叶澜,白益民,王彤等著.教师角色与教师发展新探[M].北京:教育科学出版社,2005:234.
③Askew, M., Rhodes, V. Brown, M., William, D., & Johnson, D., Effective teachers of numeracy: report of a study carried out for the teacher training agency. London: King’s College London, School of Education, 1997, pp. 86-89.
④Medwell, J., Wray, D., Poulson, L., & Fox, R., Effective teachers of literacy: a report of a research project commissioned by the Teacher Training Agency, Exeter, UK: University of Exeter, 1998, pp56-78.
⑤Medwell, J., Wray, D., Poulson, L., & Fox, R., Effective teachers of literacy: a report of a research project commissioned by the Teacher Training Agency, Exeter, UK: University of Exeter, 1998, pp56-78.
⑥Philipoou, G. & Christou, C, Teachers’conceptions of mathematics and students’achievement: A cross-cultural study based on results from TIMSS. Studies in educational evaluation, 1999, 25, 379-398; Stevenson, H. W., Chen, C., & Lee, S. Y., Mathematics achievement of Chinese, Japanese and American children: ten years later, Science, Vol.259, 1993, pp.53-38.
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①Rose, J. A., Cousins, B. J., & Gadalla, T., Internal-teacher predictors of teacher efficacy. Teaching and Teacher Education, Vol.12, No.4, 1996, pp.385-400; Thompson, A. G., Teacher’s beliefs and conceptions: A synthesis of the research, In D. A. Grouws (Ed.), Handbook of research on mathematics learning and teaching, New York: Macmillan, 1992, pp.127-146.
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③Dempo, M., & Gibson, S., Teachers’sense of efficacy: an important factor in school achievement, The Elementary School Journal, Vol.86, 1985, pp.173-184.
④Philippou, G., & Christou, C., Teachers’conceptions of mathematics and students’achievement: A cross-cultural study based on results from TIMSS, Studies in Educational Evaluation, Vol.25, 1999, pp.379-398.
①吴清山.学校效能研究[M].台北:五南图书出版公司,1996.参见林进材.有效教学—理论与策略[M].台北:五南图书出版公司,2000:23.
②McCormick, W. J., Teacher can learn to teach more effectively, Educational Leadership, Vol.39, No.1, 1979, pp.59-62.
①Medley, D. M., The effectiveness of teacher, In P. Perterson and H. Walberg (Eds.), Research on teaching: Concepts, finding and implication, Berkeley, CA: McCutchan, 1977.
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③Rosenshine, B. V. Teaching functions in instructional programs. Elementary School Journal, Vol.83, 1983.
④Emmer, E. T., Evertson, C. M., & Clement, B., Classroom management for secondary teacher, Englewood Cliffs, NJ: Prentice Hall, 1984, pp67-78.
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⑥单文经.班级经营策略研究[M].台北:师大书苑,1995:36.
⑦Haigh, N., & Katterns, B., Teacher effectiveness: problem or goal for teacher education, Journal of Teacher Education, Vol.34, 1984, pp.23-25.
⑧黄政杰.课程与教学之变迁[M].台北:师大书苑,1993.转引自林进材.有效教学—理论与策略[M].台北:五南图书出版公司,2000:25.
①转引自林进材.有效教学—理论与策略[M].台北:五南图书出版公司,2000:26.
②Good, T. L., Teacher effectiveness in elementary school: what we know it,Journal of Teacher Education, Vol.30, 1979.
③转引自林进材.有效教学—理论与策略[M].台北:五南图书出版公司,2000:28.
④转引自林进材.有效教学—理论与策略[M].台北:五南图书出版公司,2000:26.
⑤郑燕祥.教育的功能与效能[M].香港:广角镜出版社有限公司,1985:190.
⑥Ryan, D. W., Developing a new model of teacher effectiveness. Ontario: Ministry of Education, 1986, p13.
⑦同⑥.
⑧同⑥.
⑨Marsh, H. W., Multidimensional students’evaluations of teaching effectiveness: A profile analysis. Australia, New South Wales: Geographic srec./ country of publication, 1991.
①Ornstein, A. C. Strategies for effective teaching, New York: Harper Collins, 1990, p56.
②Yin Cheong CHENG et al., Teaching effectiveness and teacher development: towards a new knowledge base, The Hong Kong Institute of Education, Kluwer Academic Publishers, 2001: 58.
③同②.
④Cheng, Y. C. Function and Effectiveness of Education (3rd ed.), Hong Kong: Wide Angle Press, 1995; Ryan, D. W., Developing a new model of teacher effectiveness. Ontario: Ministry of Education, 1986.
①Porter, A. C., & Brophy, J., Synthesis of research on good teaching: Insight from the work of the Institute for Research on Teaching, Educational Leadership, Vol.45, 1988, pp.74-85.
②方彤.全球性“教育重构”运动中基础教育改革的价值取向及启示[J].教育研究与实验,2006(4).
①裴娣娜主编.现代教学论(第一卷)[M].北京:人民教育出版社,2005:327.
①转引自[美]马尔扎诺著,杨宁,卢杨译.学校如何运用——从研究到实践[M].北京:中国轻工业出版社,2005:46.
①参见Lorin, W. Anderson., Increasing teaching effectiveness, UNESCO:International Institute for Educational Planning, 2000, p.23.
②熊川武,江玲.理解教育[M].北京:教育科学出版社,2005:146.
①冯大鸣主编.沟通与分享:中西教育管理领衔学者世纪汇谈[M].上海:上海教育出版社,2002:65.
①注:对教学效能层次与结构的分析借鉴并综合了郑燕祥1989年在《教育的功能与效能》以及1991年在《学校效能与校本管理——一种发展的机制》中的观点。
②谢维和.教育活动的社会学分析——一种教育社会学的研究[M].北京:教育科学出版社,2001:60-63,80.
①参见冯大鸣主编.沟通与分享:中西教育管理领衔学者世纪汇谈[M].上海:上海教育出版社,2002:83.
②同①.
③Stoops, E. & Johnson, R. E. Elementary School Administration, Mc Graw-Hill Book Co., N. Y., 1967; Jones, J. J., Salisbury, C. J. & Specer, R. L. Secondary School Administration, McGraw-Hill Book Co., 1973.参见郑燕祥.教育的功能与效能[M].香港:广角镜出版有限公司. 1986:239.
①参见郑燕祥.教育的功能与效能[M]. 1986.广角镜出版有限公司:238-240.
②肖川等著.办好学校的策略[M].南京:南京师范大学出版社,2005:56.
①参见郑燕祥.教育的功能与效能[M]. 1986.广角镜出版有限公司:246.
②参见郑燕祥.教育的功能与效能[M]. 1986.广角镜出版有限公司:246-249.
③参见冯大鸣主编.沟通与分享:中西教育管理领衔学者世纪汇谈[M].上海:上海教育出版社,2002:304.
④参见林明地.校长学——工作分析与角色研究[M].台湾:五南图书出版公司,2002:50.
⑤林明地.校长学——工作分析与角色研究[M].台湾:五南图书出版公司,2002:106.
①参见林明地.校长学——工作分析与角色研究[M].台湾:五南图书出版公司,2002:119.
①参见赵勇,大卫·拉斯提克(David Lustick)等主编,杨文中等译.好学校好学生:美国优质教育之借鉴[M].上海:华东师范大学出版社,2006:96-110.
①Lunenburg, F. C., The principalship: Concepts and applications, Englewood Cliffs, NJ: Merrill, 1995; Tursman, C., & The National School Public Relations Association, Good schools: what makes them work, Arlington, VA: National School Public Relations Association, 1981.参见赵勇,大卫·拉斯提克(David Lustick)等主编,杨文中等译.好学校好学生:美国优质教育之借鉴[M].上海:华东师范大学出版社,2006:97.
②McEwan, E. K. 10 traits of highly effective principals: from good to great performance. Thousand Oaks, Calif., Corwin Press, 2003.参见赵勇,大卫·拉斯提克(David Lustick)等主编,杨文中等译.好学校好学生:美国优质教育之借鉴[M].上海:华东师范大学出版社,2006:108.
①Livingston, C. (Ed.)Teachers as leaders: Evolving roles. Wachington, DC: National Education Association of the United States, 1992.参见赵勇,大卫·拉斯提克(David Lustick)等主编,杨文中等译.好学校好学生:美国优质教育之借鉴[M].上海:华东师范大学出版社,2006:105.
②Stone M., Horejs, J., & Lomas, A., Commonalities and differences in teacher leadership at the elementary, middle, and high school levels, Action in Teacher Education, Vol.19, 1997, pp49-64.参见赵勇,大卫·拉斯提克(David Lustick)等主编,杨文中等译.好学校好学生:美国优质教育之借鉴[M].上海:华东师范大学出版社,2006:108.
①参见冯大鸣主编.沟通与分享:中西教育管理领衔学者世纪汇谈[M].上海:上海教育出版社,2002:305-307.
②吴金香.学校组织行为与管理[M].台北:五南图书出版公司,2000:145.
①参见郑燕祥.教育的功能与效能[M]. 1986.广角镜出版有限公司:261-263.
①参见吴金香.学校组织行为与管理[M].台北:五南图书出版公司,2000:150-153;郑燕祥.教育的功能与效能[M]. 1986.广角镜出版有限公司:263-264.
②注:这种理论也被称为“生命周期理论”(Life Cycle Theory of Leadership).
①[美]罗伯特·G·欧文斯著,寇文霖,温建平等译.教育组织行为学[M].上海:华东师范大学出版社,2004:139.
①参见郑燕祥.学校效能与校本管理:一种发展的机制[M].上海:上海教育出版社,2002:128.
②Burns, J. M., Leadership, New York, Harper and Row, 1978, p4.
③彼得·诺思豪斯著,吴荣先译.领导学:理论与实践[M].南京:江苏教育出版社,2002:57-60.
①Bass, B. M., Leadership and performance beyond expectations: theory, research and managerial applications (3rd ed.), New York, Free Press, 1985, p33.
②Sergiovanni, T. J. What really counts in improving schools? In Sergiovanni, T. J. & Moore, J. H. (eds.), Schooling for Tomorrow: directing reform to the issues that count, Boston: Allyn & Bacon, 1989, pp.1-7.
③[美]罗伯特·G·欧文斯著,寇文霖,温建平等译.教育组织行为学[M].上海:华东师范大学出版社,2004:247.
④Leithwood, K., Leadership for school restructuring, Educational Administration Quarterly, Vol.40, No.4, 1994, pp. 498-518.
⑤彼得·诺思豪斯著,吴荣先译.领导学:理论与实践[M].南京:江苏教育出版社,2002:13.
⑥参见姜飞月.学校变革中的教师效能——基于小学的研究[D].南京师范大学2005年博士学位论文.
①参见D·赫尔雷格尔,J·W·斯洛克姆等著,俞文钊,丁彪等译.组织行为学(下册)[M].上海:华东师范大学出版社. 2001:570.
②参见郑燕祥.学校效能与校本管理:一种发展的机制[M].上海:上海教育出版社,2002:136-138;郑燕祥.教育领导与改革新范式[M].上海:上海教育出版社,2005:192-204.
①参见郑燕祥.学校效能与校本管理:一种发展的机制[M].上海:上海教育出版社,2002:135.
②参见冯大鸣主编.沟通与分享:中西教育管理领衔学者世纪汇谈[M].上海:上海教育出版社,2002:142.
①王嘉毅主编.课程与教学设计[M].北京:高等教育出版社,2007:13.
①王嘉毅主编.课程与教学设计[M].北京:高等教育出版社,2007:13.
②[日]筑波大学教育学研究汇编,钟启泉译.现代教育学基础[M].上海:上海教育出版社,1980:198-200.
③顾明远.教育大辞典(增订合编本)。上海:上海教育出版社,1998:718.
④马信行.教育社会学[M].台湾:桂冠图书股份有限公司,1993:146.
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①钟启泉.教师“专业化”:理念、制度、课题[J].教育研究,2001(1).
②Lorin W. Anderson., Increasing teacher effectiveness, UNESCO: International Institute for Educational Planning, 2000, pp. 20.
③李瑾瑜.论教师专业精神及其培养[J].教育研究信息,1996(12).
④叶澜,白益民,王彤等著.教师角色与教师发展新探[M].北京:教育科学出版社,2005:230-241.
⑤王嘉毅主编.课程与教学设计[M].北京:高等教育出版社,2007:14-18.
①陈向明.实践性知识:教师专业发展的知识基础[J].北京大学教育评论,2003(1)
①林崇德,申继亮,辛涛.教师素质的构成及其培养途径[J].中国教育学刊,1996(5).
①朱超华.教师核心能力发展与教师管理模式变革的研究[D].华东师范大学博士论文,2006:32.
①王嘉毅主编.课程与教学设计[M].北京:高等教育出版社,2007:15.
②参见教育部师范司.中小学教师教育技术能力标准(试行). 2004-12-15.
①叶澜.新世纪教师专业素养初探[J].教育研究与实验,1998(1);叶澜,白益民,王彤等著.教师角色与教师发展新探[M].北京:教育科学出版社,2005:23-26.
②参见高慎英,刘良华.有效教学论[M].广州:广东教育出版社,2004:53-60.
③Cruickshank,D. Bainer, D. Metcalf, K.著,时绮等译.教学行为指导[M].北京:中国轻工业出版社,2003:301-303.
①参见柳斌主编.中国教师新百科(小学教育卷)[M].北京:中国大百科全书出版社,2003:199-200.
②Darling-Hammond, L., Berry, B. & Thoreson, A., Does teacher certification matter? Evaluating the evidence, Educational Evolutional and Policy Analysis, 2001, 23 (1).
③张德锐,蔡秀媛,许藤继等.发展性教学辅导系统——理论与事务[M].台北:五南图书出版公司,2000:59-60.
①[美]鲍里奇著,易东平译.有效教学方法[M].南京:江苏教育出版社,2002:8-23.
②吴明隆.班级经营与教学新趋势[M].台湾:五南图书出版公司,2000:183.
①参见郑燕祥.教育的功能与效能[M]. 1986.广角镜出版有限公司:138-139,152.
①郭民德.班级经营[M].台北:五南图书出版公司,2000:48-51.
①注:根据吴明隆在《班级经营与教学新趋势》一书中的观点整理而成.
②参见郑燕祥.教育领导与改革新范式[M].上海:上海教育出版社,2005:393.
①参见理查德·I·阿兰兹著,丛立新译.学会教学[M].上海:华东师范大学出版社,2007:400-416.
①参见郑燕祥.教育的功能与效能[M]. 1986.广角镜出版有限公司:128-133.
②参见Yin Cheong CHENG et al., Teaching effectiveness and teacher development: towards a new knowledge base, The Hong Kong Institute of Education, Kluwer Academic Publishers, 2001, p 28.
③参见Yin Cheong CHENG et al., Teaching effectiveness and teacher development: towards a new knowledge base, The Hong Kong Institute of Education, Kluwer Academic Publishers, 2001, p29.
①参见Yin Cheng CHENG et al., Teaching effectiveness and teacher development: towards a new knowledge base, The Hong Kong Institute of Education, Kluwer Academic Publishers, 2001, p. 8.
①参见Yin Cheng CHENG et al., Teaching effectiveness and teacher development: towards a new knowledge base, The Hong Kong Institute of Education, Kluwer Academic Publishers, 2001, pp. 61-66.
②参见Yin Cheng CHENG et al., Teaching effectiveness and teacher development: towards a new knowledge base, The Hong Kong Institute of Education, Kluwer Academic Publishers, 2001, p. 62.
①Newman, F. & Wehlage, G. Successful school restructuring, Madison, WI, Center on organization and restructuring of schools, 1995, pp.30-32.
①郑燕祥.教育的功能与效能[M].香港:广角镜出版社有限公司,1986:344.
②转引自弗农·琼斯,路易斯·琼斯著,方彤,罗曼宁等译.全面课堂管理——创建一个共同的班级体[M].北京:中国轻工业出版社,2002:42.
①转引自弗农·琼斯,路易斯·琼斯著,方彤,罗曼宁等译.全面课堂管理——创建一个共同的班级体[M].北京:中国轻工业出版社,2002:39.
②弗农·琼斯,路易斯·琼斯著,方彤,罗曼宁等译.全面课堂管理——创建一个共同的班级体[M].北京:中国轻工业出版社,2002,39-56.
①鲁洁主编.教育社会学[M].北京:人民教育出版社,2002:385-386.
①左藤学著.李季湄译.静悄悄的革命——创造活动的、合作的、综合的综合学习课程[M].长春:长春出版社,2003:43
①田慧生.教学环境论[M].江西教育出版社,1996:48
①参见赵勇,大卫·拉斯提克等主编,杨文中等译.好学校好学生:美国优质教育之借鉴[M].上海:华东师范大学出版社,2006:40.
①参见钟启泉主编.班级管理论[M].上海:2004:39
②参见钟启泉主编.班级管理论[M].上海:2004:24-38;谢维和.教育活动的社会学分析——一种教育社会学的研究[M].北京:教育科学出版社,2001:135;单文经.班级经营策略研究[M].台湾:师大书苑有限公司,1993:109-112;郑燕祥.教育的功能与效能[M]. 1986.广角镜出版有限公司:324-326.
①参见单文经.班级经营策略研究[M].台湾:师大书苑有限公司,1993:111-112.
②单文经.班级经营策略研究[M].台湾:师大书苑有限公司,1993:126-127.
③参见[美]罗伯特·G·欧文斯著,寇文霖,温建平等译.教育组织行为学[M].上海:华东师范大学出版社,2004:226.
①D.A.雷恩.管理思想的演变[M].中国社会科学出版社,1990:68-73.
②孟繁华.教育管理决策新论——教育组织决策机制的系统分析[M].北京:教育科学出版社,2002:15.
③[美]罗伯特·欧文斯著,林明地,杨振升译.教育组织行为[M].台北:杨智文化,2000:345.
①吴金香.学校组织行为与管理[M].台北:五南图书出版社,2000:57.
②D·赫尔雷格尔,J·W·斯洛克姆等著.组织行为学(上)[M].上海:华东师范大学出版社,2001:221.
①参见郭明德.班级经营——理论、实务、策略和研究[M].台北:五南图书出版公司,2001:223-224.
②弗农·琼斯,路易斯·琼斯著著,方彤,罗曼宁等译.全面课堂管理——创建一个共同的班级体[M].北京:中国轻工业出版社,2002,166.
①Conger, J. A. et al. Carismatic Leadership, San Francisco: Jossey-Bass., 1988; Schein, E. H., Organizational Culture and Leadership, San Francisco: Jossey-Bass, 1985; Yuke, C. A., Leadership in Organizations (2nd ed.) NJ: Prentice-Hall.参见郑燕祥.教育领导与改革新范式[M].上海:上海教育出版社,2005:255.
①参见郑燕祥.教育领导与改革新范式[M].上海:上海教育出版社,2005:255.
②[美]马尔扎诺著,杨宁,卢杨译.学校如何运用——从研究到实践[M].北京:中国轻工业出版社,2005:112.
③同①.
④参见郑燕祥.教育领导与改革新范式[M].上海:上海教育出版社,2005:202-204.
⑤[美]罗伯特·欧文斯著,窦卫霖,温建平等译.教育组织行为学[M].上海:华东师范大学出版社,2004:195.
①Cameron, K.S., The effectiveness of ineffectiveness, Research in Organizational Behavior, Vol.23, 1984, pp604-632.
②Cheng, Y. C. Organizational culture: Development of a theoretical framework for organizational research. Education Journal, Vol.17, 1989, 128-147.
①[美].威廉·G.坎宁安等著,赵中建等译.教育管理:基于问题的方法[M].南京:江苏教育出版社,2002:183
①吴金香.学校组织行为与管理[M].台湾:五南图书出版公司,2000:57.
①参见于海.西方社会思想史[M].上海:复旦大学出版社,2005:393-394.
②转引自郑燕祥.教育的功能与效能[M].香港:广角镜出版社有限公司,1986:229.
③同②.
④谢维和.教育活动的社会学分析——一种教育社会学的研究[M].北京:教育科学出版社,2001.
①郑燕祥.教育的功能与效能[M].香港:广角镜出版社有限公司,1986:224-225.
②Robert Owens著,窦卫霖,温建平等译.教育组织行为学[M].上海:华东师范大学出版社,2004:261.
③参见罗伯特·G·欧文斯著,寇文霖,温建平等译.教育组织行为学[M].上海:华东师范大学出版社,2004:208,226.
①参见吴金香.学校组织行为与管理[M].台湾:五南图书出版公司,2000:248.
②参见罗伯特·G·欧文斯著,寇文霖,温建平等译.教育组织行为学[M].上海:华东师范大学出版社,2004:216.
③[美]马尔扎诺著,杨宁,卢杨译.学校如何运作——从研究到实践[M].北京:中国轻工业出版社,23-48.
②参见吴明隆. SPSS统计应用实务[M].北京:中国铁道出版社,2000:94.
①Scheerens, J., Improving school effectiveness, Fundamentals of Educational Planning, 2000, p68.
①2007中国教育研究前沿与热点问题年度报告.教育研究[J]. 2008(3)
①Corrales, J., The politics of education reform implementation: bolstering the supply and demand, overcoming institutional blocs. http: // www. worldbank. org/ education/ global education reform/ PDF
①转引自[加拿大]迈克尔·富兰著,中央教育科学研究所、加拿大多伦多国际学院译.变革的力量——透视教育改革[M].北京:教育科学出版社,2001:237.
②参见[加拿大]迈克尔·富兰著,中央教育科学研究所、加拿大多伦多国际学院译.变革的力量——透视教育改革[M].北京:教育科学出版社,2001:237-238.
①参见吴明隆.班级经营与教学新趋势[M].台湾:五南图书出版公司,2000.
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①Darling-Hammond,L.,& Hudson, L., Evaluating and encouraging teacher effectiveness, Educational Research Journal, No.3,1988.
②Horwitz, R. A. (1979), Peterson, P. L. (1979),参见许景辉,李伟成编.领袖教师与教师专业发展[M].香港:汇智出版有限公司,2005:179.
③Fitz-Gibbon, C. T., & Clark, K. S., Time variables in classroom research: A study of eight urban secondary school mathematics classes , British Journal Educational Psychology, Vol.52, 1982, pp.301-316.
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①Brophy, J., & Everston, L., Learning from teaching: A developmental perspective,Boston, MA: Allyn and Bacon, 1986.
②同①.
③Brophy, J., & Good, T. L., Teacher behavior and student achievement, In M. C. Wittrock (Ed.), Handbook of research on teaching, New York: MacMillan, 1986, pp. 328-375.
④Creemers, B. P. M., & Reezigt, G. J., School level conditions affecting the effectiveness of instruction, School Effectiveness and School Improvement, No.7, 1996, pp.197-228.
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②Rosenshine, B., & Stevens, R., Teaching functions, In M.C. Wittrock (Ed.), Handbook of Research on Teaching, New York: MacMillan, 1986. pp. 376-391.
③Redfield & Rousseau., A meta-analysis of experimental research on teacher questioning behavior, Review of Educational Research, Vol.51, 1981, pp. 237-245.
④Everston, C. M., Anderson, C., Anderson, L., & Brophy, J., Relationships between classroom behavior and student outcomes in junior high math and English classes. American Educational Research Journal, No.17, 1980, pp.43-60.
⑤Rosenshine, B. V. Teaching functions in instructional programs. Elementary School Journal, Vol.83, 1983, pp. 335-351.
⑥Brophy, J., & Good, T. L., Teacher behavior and student achievement, In M. C. Wittrock (Ed.), Handbook of research on teaching, New York: MacMillan, 1986, pp. 328-375.
①Muijs, D., & Reynolds, D., School effectiveness and teacher effectiveness in mathematics: Some preliminary findings from the evaluation of the mathematics enhancement program. School Effectiveness and School Improvement, No.11, 2000.
②Walberg, H. J., Syntheses of research on teaching. In M. C. Wittrock (Ed.), Handbook of Research on Teaching, New York: MacMillan, 1986, pp.214-229
③同①.
④Medley, D.M., Teacher competence and teacher effectiveness: A revises of process-product research. Paper presented at American Educational Research Association. Washington, DC. 1997, pp.186-187
⑤Thompson, A. G., Teacher’s beliefs and conceptions: A synthesis of the research, In D. A. Grouws (Ed.), Handbook of research on mathematics learning and teaching, New York: Macmillan, 1992, pp. 127-146
⑥L. Kyriakides, R.J. Campbell, and E. Christofidou, Generating Criteria for Measuring Teacher Effectiveness through a Self-Evaluation Approach: A Complementary Way of Measuring Teacher Effectiveness, School Effectiveness and School Improvement, No.3, 2002.
①Shulman, L. S., Those who understand: Knowledge growth in teaching, Educational Researcher, Vol.15, No.2, 1986, pp.4-14.参见叶澜,白益民,王彤等著.教师角色与教师发展新探[M].北京:教育科学出版社,2005:233.
②Berliner, D.C., Expert knowledge in the pedagogical domain, Paper presented at the meeting of the American educational psychological association, New Orleans, LA., August12, 1989.参见叶澜,白益民,王彤等著.教师角色与教师发展新探[M].北京:教育科学出版社,2005:234.
③Askew, M., Rhodes, V. Brown, M., William, D., & Johnson, D., Effective teachers of numeracy: report of a study carried out for the teacher training agency. London: King’s College London, School of Education, 1997, pp. 86-89.
④Medwell, J., Wray, D., Poulson, L., & Fox, R., Effective teachers of literacy: a report of a research project commissioned by the Teacher Training Agency, Exeter, UK: University of Exeter, 1998, pp56-78.
⑤Medwell, J., Wray, D., Poulson, L., & Fox, R., Effective teachers of literacy: a report of a research project commissioned by the Teacher Training Agency, Exeter, UK: University of Exeter, 1998, pp56-78.
⑥Philipoou, G. & Christou, C, Teachers’conceptions of mathematics and students’achievement: A cross-cultural study based on results from TIMSS. Studies in educational evaluation, 1999, 25, 379-398; Stevenson, H. W., Chen, C., & Lee, S. Y., Mathematics achievement of Chinese, Japanese and American children: ten years later, Science, Vol.259, 1993, pp.53-38.
⑦Richardson, V., The role of attitudes and beliefs in learning to teach, In J. Sikula (Ed.), Handbook of research on teacher education (2nd ed.), New York: Macmillan, 1996, pp.102-119.
①Rose, J. A., Cousins, B. J., & Gadalla, T., Internal-teacher predictors of teacher efficacy. Teaching and Teacher Education, Vol.12, No.4, 1996, pp.385-400; Thompson, A. G., Teacher’s beliefs and conceptions: A synthesis of the research, In D. A. Grouws (Ed.), Handbook of research on mathematics learning and teaching, New York: Macmillan, 1992, pp.127-146.
②Schunk, D. H., Self-efficacy and academic motivation, Educational Psychologist, Vol.26, No.3, 1991, pp.207-231.
③Dempo, M., & Gibson, S., Teachers’sense of efficacy: an important factor in school achievement, The Elementary School Journal, Vol.86, 1985, pp.173-184.
④Philippou, G., & Christou, C., Teachers’conceptions of mathematics and students’achievement: A cross-cultural study based on results from TIMSS, Studies in Educational Evaluation, Vol.25, 1999, pp.379-398.
①吴清山.学校效能研究[M].台北:五南图书出版公司,1996.参见林进材.有效教学—理论与策略[M].台北:五南图书出版公司,2000:23.
②McCormick, W. J., Teacher can learn to teach more effectively, Educational Leadership, Vol.39, No.1, 1979, pp.59-62.
①Medley, D. M., The effectiveness of teacher, In P. Perterson and H. Walberg (Eds.), Research on teaching: Concepts, finding and implication, Berkeley, CA: McCutchan, 1977.
②Moneys, S. M., What is teaching effectiveness? A survey of student and teacher perceptions of teacher effectiveness, Humber Coll. of Applied Arts and Technology, Etobicoke, Ontario: Geographic srce./ country of publication, 1992.
③Rosenshine, B. V. Teaching functions in instructional programs. Elementary School Journal, Vol.83, 1983.
④Emmer, E. T., Evertson, C. M., & Clement, B., Classroom management for secondary teacher, Englewood Cliffs, NJ: Prentice Hall, 1984, pp67-78.
⑤Tang, L. P., Teaching evaluation in the college of business: factors related to the overall teaching effectiveness. U. S. Tennessee: Geographic srce. / country of publication, 1994.
⑥单文经.班级经营策略研究[M].台北:师大书苑,1995:36.
⑦Haigh, N., & Katterns, B., Teacher effectiveness: problem or goal for teacher education, Journal of Teacher Education, Vol.34, 1984, pp.23-25.
⑧黄政杰.课程与教学之变迁[M].台北:师大书苑,1993.转引自林进材.有效教学—理论与策略[M].台北:五南图书出版公司,2000:25.
①转引自林进材.有效教学—理论与策略[M].台北:五南图书出版公司,2000:26.
②Good, T. L., Teacher effectiveness in elementary school: what we know it,Journal of Teacher Education, Vol.30, 1979.
③转引自林进材.有效教学—理论与策略[M].台北:五南图书出版公司,2000:28.
④转引自林进材.有效教学—理论与策略[M].台北:五南图书出版公司,2000:26.
⑤郑燕祥.教育的功能与效能[M].香港:广角镜出版社有限公司,1985:190.
⑥Ryan, D. W., Developing a new model of teacher effectiveness. Ontario: Ministry of Education, 1986, p13.
⑦同⑥.
⑧同⑥.
⑨Marsh, H. W., Multidimensional students’evaluations of teaching effectiveness: A profile analysis. Australia, New South Wales: Geographic srec./ country of publication, 1991.
①Ornstein, A. C. Strategies for effective teaching, New York: Harper Collins, 1990, p56.
②Yin Cheong CHENG et al., Teaching effectiveness and teacher development: towards a new knowledge base, The Hong Kong Institute of Education, Kluwer Academic Publishers, 2001: 58.
③同②.
④Cheng, Y. C. Function and Effectiveness of Education (3rd ed.), Hong Kong: Wide Angle Press, 1995; Ryan, D. W., Developing a new model of teacher effectiveness. Ontario: Ministry of Education, 1986.
①Porter, A. C., & Brophy, J., Synthesis of research on good teaching: Insight from the work of the Institute for Research on Teaching, Educational Leadership, Vol.45, 1988, pp.74-85.
②方彤.全球性“教育重构”运动中基础教育改革的价值取向及启示[J].教育研究与实验,2006(4).
①裴娣娜主编.现代教学论(第一卷)[M].北京:人民教育出版社,2005:327.
①转引自[美]马尔扎诺著,杨宁,卢杨译.学校如何运用——从研究到实践[M].北京:中国轻工业出版社,2005:46.
①参见Lorin, W. Anderson., Increasing teaching effectiveness, UNESCO:International Institute for Educational Planning, 2000, p.23.
②熊川武,江玲.理解教育[M].北京:教育科学出版社,2005:146.
①冯大鸣主编.沟通与分享:中西教育管理领衔学者世纪汇谈[M].上海:上海教育出版社,2002:65.
①注:对教学效能层次与结构的分析借鉴并综合了郑燕祥1989年在《教育的功能与效能》以及1991年在《学校效能与校本管理——一种发展的机制》中的观点。
②谢维和.教育活动的社会学分析——一种教育社会学的研究[M].北京:教育科学出版社,2001:60-63,80.
①参见冯大鸣主编.沟通与分享:中西教育管理领衔学者世纪汇谈[M].上海:上海教育出版社,2002:83.
②同①.
③Stoops, E. & Johnson, R. E. Elementary School Administration, Mc Graw-Hill Book Co., N. Y., 1967; Jones, J. J., Salisbury, C. J. & Specer, R. L. Secondary School Administration, McGraw-Hill Book Co., 1973.参见郑燕祥.教育的功能与效能[M].香港:广角镜出版有限公司. 1986:239.
①参见郑燕祥.教育的功能与效能[M]. 1986.广角镜出版有限公司:238-240.
②肖川等著.办好学校的策略[M].南京:南京师范大学出版社,2005:56.
①参见郑燕祥.教育的功能与效能[M]. 1986.广角镜出版有限公司:246.
②参见郑燕祥.教育的功能与效能[M]. 1986.广角镜出版有限公司:246-249.
③参见冯大鸣主编.沟通与分享:中西教育管理领衔学者世纪汇谈[M].上海:上海教育出版社,2002:304.
④参见林明地.校长学——工作分析与角色研究[M].台湾:五南图书出版公司,2002:50.
⑤林明地.校长学——工作分析与角色研究[M].台湾:五南图书出版公司,2002:106.
①参见林明地.校长学——工作分析与角色研究[M].台湾:五南图书出版公司,2002:119.
①参见赵勇,大卫·拉斯提克(David Lustick)等主编,杨文中等译.好学校好学生:美国优质教育之借鉴[M].上海:华东师范大学出版社,2006:96-110.
①Lunenburg, F. C., The principalship: Concepts and applications, Englewood Cliffs, NJ: Merrill, 1995; Tursman, C., & The National School Public Relations Association, Good schools: what makes them work, Arlington, VA: National School Public Relations Association, 1981.参见赵勇,大卫·拉斯提克(David Lustick)等主编,杨文中等译.好学校好学生:美国优质教育之借鉴[M].上海:华东师范大学出版社,2006:97.
②McEwan, E. K. 10 traits of highly effective principals: from good to great performance. Thousand Oaks, Calif., Corwin Press, 2003.参见赵勇,大卫·拉斯提克(David Lustick)等主编,杨文中等译.好学校好学生:美国优质教育之借鉴[M].上海:华东师范大学出版社,2006:108.
①Livingston, C. (Ed.)Teachers as leaders: Evolving roles. Wachington, DC: National Education Association of the United States, 1992.参见赵勇,大卫·拉斯提克(David Lustick)等主编,杨文中等译.好学校好学生:美国优质教育之借鉴[M].上海:华东师范大学出版社,2006:105.
②Stone M., Horejs, J., & Lomas, A., Commonalities and differences in teacher leadership at the elementary, middle, and high school levels, Action in Teacher Education, Vol.19, 1997, pp49-64.参见赵勇,大卫·拉斯提克(David Lustick)等主编,杨文中等译.好学校好学生:美国优质教育之借鉴[M].上海:华东师范大学出版社,2006:108.
①参见冯大鸣主编.沟通与分享:中西教育管理领衔学者世纪汇谈[M].上海:上海教育出版社,2002:305-307.
②吴金香.学校组织行为与管理[M].台北:五南图书出版公司,2000:145.
①参见郑燕祥.教育的功能与效能[M]. 1986.广角镜出版有限公司:261-263.
①参见吴金香.学校组织行为与管理[M].台北:五南图书出版公司,2000:150-153;郑燕祥.教育的功能与效能[M]. 1986.广角镜出版有限公司:263-264.
②注:这种理论也被称为“生命周期理论”(Life Cycle Theory of Leadership).
①[美]罗伯特·G·欧文斯著,寇文霖,温建平等译.教育组织行为学[M].上海:华东师范大学出版社,2004:139.
①参见郑燕祥.学校效能与校本管理:一种发展的机制[M].上海:上海教育出版社,2002:128.
②Burns, J. M., Leadership, New York, Harper and Row, 1978, p4.
③彼得·诺思豪斯著,吴荣先译.领导学:理论与实践[M].南京:江苏教育出版社,2002:57-60.
①Bass, B. M., Leadership and performance beyond expectations: theory, research and managerial applications (3rd ed.), New York, Free Press, 1985, p33.
②Sergiovanni, T. J. What really counts in improving schools? In Sergiovanni, T. J. & Moore, J. H. (eds.), Schooling for Tomorrow: directing reform to the issues that count, Boston: Allyn & Bacon, 1989, pp.1-7.
③[美]罗伯特·G·欧文斯著,寇文霖,温建平等译.教育组织行为学[M].上海:华东师范大学出版社,2004:247.
④Leithwood, K., Leadership for school restructuring, Educational Administration Quarterly, Vol.40, No.4, 1994, pp. 498-518.
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⑥参见姜飞月.学校变革中的教师效能——基于小学的研究[D].南京师范大学2005年博士学位论文.
①参见D·赫尔雷格尔,J·W·斯洛克姆等著,俞文钊,丁彪等译.组织行为学(下册)[M].上海:华东师范大学出版社. 2001:570.
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①参见郑燕祥.学校效能与校本管理:一种发展的机制[M].上海:上海教育出版社,2002:135.
②参见冯大鸣主编.沟通与分享:中西教育管理领衔学者世纪汇谈[M].上海:上海教育出版社,2002:142.
①王嘉毅主编.课程与教学设计[M].北京:高等教育出版社,2007:13.
①王嘉毅主编.课程与教学设计[M].北京:高等教育出版社,2007:13.
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①钟启泉.教师“专业化”:理念、制度、课题[J].教育研究,2001(1).
②Lorin W. Anderson., Increasing teacher effectiveness, UNESCO: International Institute for Educational Planning, 2000, pp. 20.
③李瑾瑜.论教师专业精神及其培养[J].教育研究信息,1996(12).
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⑤王嘉毅主编.课程与教学设计[M].北京:高等教育出版社,2007:14-18.
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①朱超华.教师核心能力发展与教师管理模式变革的研究[D].华东师范大学博士论文,2006:32.
①王嘉毅主编.课程与教学设计[M].北京:高等教育出版社,2007:15.
②参见教育部师范司.中小学教师教育技术能力标准(试行). 2004-12-15.
①叶澜.新世纪教师专业素养初探[J].教育研究与实验,1998(1);叶澜,白益民,王彤等著.教师角色与教师发展新探[M].北京:教育科学出版社,2005:23-26.
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②Darling-Hammond, L., Berry, B. & Thoreson, A., Does teacher certification matter? Evaluating the evidence, Educational Evolutional and Policy Analysis, 2001, 23 (1).
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②吴明隆.班级经营与教学新趋势[M].台湾:五南图书出版公司,2000:183.
①参见郑燕祥.教育的功能与效能[M]. 1986.广角镜出版有限公司:138-139,152.
①郭民德.班级经营[M].台北:五南图书出版公司,2000:48-51.
①注:根据吴明隆在《班级经营与教学新趋势》一书中的观点整理而成.
②参见郑燕祥.教育领导与改革新范式[M].上海:上海教育出版社,2005:393.
①参见理查德·I·阿兰兹著,丛立新译.学会教学[M].上海:华东师范大学出版社,2007:400-416.
①参见郑燕祥.教育的功能与效能[M]. 1986.广角镜出版有限公司:128-133.
②参见Yin Cheong CHENG et al., Teaching effectiveness and teacher development: towards a new knowledge base, The Hong Kong Institute of Education, Kluwer Academic Publishers, 2001, p 28.
③参见Yin Cheong CHENG et al., Teaching effectiveness and teacher development: towards a new knowledge base, The Hong Kong Institute of Education, Kluwer Academic Publishers, 2001, p29.
①参见Yin Cheng CHENG et al., Teaching effectiveness and teacher development: towards a new knowledge base, The Hong Kong Institute of Education, Kluwer Academic Publishers, 2001, p. 8.
①参见Yin Cheng CHENG et al., Teaching effectiveness and teacher development: towards a new knowledge base, The Hong Kong Institute of Education, Kluwer Academic Publishers, 2001, pp. 61-66.
②参见Yin Cheng CHENG et al., Teaching effectiveness and teacher development: towards a new knowledge base, The Hong Kong Institute of Education, Kluwer Academic Publishers, 2001, p. 62.
①Newman, F. & Wehlage, G. Successful school restructuring, Madison, WI, Center on organization and restructuring of schools, 1995, pp.30-32.
①郑燕祥.教育的功能与效能[M].香港:广角镜出版社有限公司,1986:344.
②转引自弗农·琼斯,路易斯·琼斯著,方彤,罗曼宁等译.全面课堂管理——创建一个共同的班级体[M].北京:中国轻工业出版社,2002:42.
①转引自弗农·琼斯,路易斯·琼斯著,方彤,罗曼宁等译.全面课堂管理——创建一个共同的班级体[M].北京:中国轻工业出版社,2002:39.
②弗农·琼斯,路易斯·琼斯著,方彤,罗曼宁等译.全面课堂管理——创建一个共同的班级体[M].北京:中国轻工业出版社,2002,39-56.
①鲁洁主编.教育社会学[M].北京:人民教育出版社,2002:385-386.
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①田慧生.教学环境论[M].江西教育出版社,1996:48
①参见赵勇,大卫·拉斯提克等主编,杨文中等译.好学校好学生:美国优质教育之借鉴[M].上海:华东师范大学出版社,2006:40.
①参见钟启泉主编.班级管理论[M].上海:2004:39
②参见钟启泉主编.班级管理论[M].上海:2004:24-38;谢维和.教育活动的社会学分析——一种教育社会学的研究[M].北京:教育科学出版社,2001:135;单文经.班级经营策略研究[M].台湾:师大书苑有限公司,1993:109-112;郑燕祥.教育的功能与效能[M]. 1986.广角镜出版有限公司:324-326.
①参见单文经.班级经营策略研究[M].台湾:师大书苑有限公司,1993:111-112.
②单文经.班级经营策略研究[M].台湾:师大书苑有限公司,1993:126-127.
③参见[美]罗伯特·G·欧文斯著,寇文霖,温建平等译.教育组织行为学[M].上海:华东师范大学出版社,2004:226.
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②弗农·琼斯,路易斯·琼斯著著,方彤,罗曼宁等译.全面课堂管理——创建一个共同的班级体[M].北京:中国轻工业出版社,2002,166.
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①参见郑燕祥.教育领导与改革新范式[M].上海:上海教育出版社,2005:255.
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①参见于海.西方社会思想史[M].上海:复旦大学出版社,2005:393-394.
②转引自郑燕祥.教育的功能与效能[M].香港:广角镜出版社有限公司,1986:229.
③同②.
④谢维和.教育活动的社会学分析——一种教育社会学的研究[M].北京:教育科学出版社,2001.
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②参见罗伯特·G·欧文斯著,寇文霖,温建平等译.教育组织行为学[M].上海:华东师范大学出版社,2004:216.
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①转引自[加拿大]迈克尔·富兰著,中央教育科学研究所、加拿大多伦多国际学院译.变革的力量——透视教育改革[M].北京:教育科学出版社,2001:237.
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