谁拥有这些知识?将知识建设作为学校改进过程的一部分

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH
Lena Glaés-Coutts, Henrik Nilsson
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引用次数: 6

摘要

当瑞典PISA和TIMMS的学生成绩开始稳步下降时,瑞典国家教育局启动了与瑞典大学的合作模式,旨在为学生成绩下降的学校提供支持。在这篇文章中,我们考察了这些项目如何在当地学校层面发挥作用。我们主要关注如何为教师和校长实现知识建设;我们反思了谁的知识受到重视,并探讨了研究文本在学校改进中的作用。在社会和文化进程的框架内,我们研究了教师和校长如何有机会发展和定义他们自己对学校改进的专业理解。我们发现,学校改进的知识建设既是一个政治过程,也是一个文化过程,需要基于当地的需求。只有当当地需求和历史是这一过程的一部分时,知识渊博的另一方在解释学校改进研究文献时的指导才能支持这种知识建设。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Who owns the knowledge? Knowledge construction as part of the school improvement process
When Sweden began to experience a steady decline in student achievement results in PISA and TIMMS, the Swedish National Agency of Education initiated a model of collaboration with Swedish universities aimed at providing support to schools with falling student achievement scores. In this article, we examine how such projects can work at the local school level. Our focus is mainly on how knowledge construction can be realized for teachers and principals; we reflect on whose knowledge is valued, and we explore what role research texts play in school improvement. Working within the frames of both social and cultural processes, we looked at how teachers and principals are provided opportunities to develop and define their own professional understanding of school improvement. We found that knowledge construction of school improvement, as both a political and cultural process, needed to be based on local needs. The guidance of a knowledgeable other in interpreting research literature on school improvement can support such knowledge construction only when the local needs and history are part of the process.
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来源期刊
Improving Schools
Improving Schools EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.50
自引率
0.00%
发文量
4
期刊介绍: Improving Schools is for all those engaged in school development, whether improving schools in difficulty or making successful schools even better. The journal includes contributions from across the world with an increasingly international readership including teachers, heads, academics, education authority staff, inspectors and consultants. Improving Schools has created a forum for the exchange of ideas and experiences. Major national policies and initiatives have been evaluated, to share good practice and to highlight problems. The journal also reports on visits to successful schools in diverse contexts, and includes book reviews on a wide range of developmental issues.
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