非常时期

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH
Terry Wrigley
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引用次数: 3

摘要

这篇社论是在一些国家的学校关闭数月之后写的。大流行对教师提出了前所未有的要求,需要进行许多创造性的适应,包括在家中进行远程学习。首先,这篇社论向所有的教师和学校领导致敬,他们的奉献和智慧使他们度过了这一挑战,并使他们能够维持孩子的教育。孩子们受教育的质量参差不齐,这一点也不奇怪。在一些国家,冗长乏味的拼写和算术商业在线软件包(最初是免费试用的)很容易获得,这强化了已经过度强调所谓“基础”的应试课程。对于许多在贫困中长大的孩子来说,我们社会的经济分化已经加剧,他们突然期望在家里学习,没有书,没有电脑,也没有互联网,而且父母往往没有能力提供帮助。危机还没有结束。对一些政治家来说,推动学校重新开学比从整体上考虑孩子们更广泛的需求更容易。然而,这场危机和恢复期可以为重新思考21世纪学校教育的目标和方法提供一个机会。这包括教师和家长之间关系的复杂性,这是本期杂志的一个主要主题。虽然这些文章都是在大流行爆发之前写的,但它们为未来带来了重要的教训和挑战。来自美国伊利诺斯州的Marlon Cummings和Jennifer Olson研究了社区伙伴关系,特别是社区伙伴关系可以为受到问责制驱动的关闭或“周转”威胁的弱势社区的学校提供的支持。在这种情况下,教师可能会感到不知所措,并且有一种倾向,即依靠学生的缺陷观点,并依赖于不吸引学生的基本惯例——这被称为“贫困教学法”。在这篇探索性论文中,作者概述了教师和社区成员之间的合作伙伴关系可以支持变革的一些方法。来自坎塔布里亚大学(西班牙)的卡门Álvarez-Álvarez研究了一个相关的主题,即父母协会的作用。这项研究是与36所公立学校的家长协会合作进行的一项定性研究,研究发现,尽管在西班牙,家长团体拥有发表意见的合法权利,但在实践中,沟通渠道往往有限。家长很少参与决策,通常只在学校需要的时候才与他们联系。这项研究发现,人们对更多地参与社会和课程事务有着强烈的愿望。德国埃尔福特大学的Tanja Lindacher研究了普通教师和特殊教育教师之间的合作教学伙伴关系。她的文章指出了对有特殊教育需要的学生进行联合教学的各种模式、合作伙伴的相对优势(专业知识、诊断等)以及对教学规范的不同看法。这项研究强调了反思性专业关系的潜力,以发展对包容的更深刻理解,以及如何接触有复杂需求的年轻人。941950 imp0010.1177 /1365480220941950改善学校社论社论2020
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Extraordinary times
This editorial has been written after months of school closure in some countries. The pandemic has placed unprecedented demands on teachers and necessitated much creative adaptation including distance learning at home. First then, this editorial pays tribute to all the teachers and school leaders whose dedication and ingenuity has seen them through this challenge and enabled them to sustain children’s education. It is hardly surprising that the quality of children’s educational experience has varied. In some countries, the easy availability of tedious commercial online packages in spelling and arithmetic – offered as free tasters initially – has reinforced a test-driven curriculum which already overemphasised these so-called ‘basics’. The economic divisions of our society have become exacerbated for many children growing up in poverty and suddenly expected to learn at home without books, computers or Internet access and often with parents less equipped to help. The crisis is not over. It has been easier for some politicians to push for a reopening of schools than to think in holistic terms of the broader needs of the child. Yet this crisis and the period of recovery could provide an occasion for rethinking the aims and methods of schooling in the 21st century. This includes the complexities of relationship between teachers and parents, a major theme of this issue of the journal. Although the articles were all written before the pandemic hit, they carry important lessons and challenges for the future. Marlon Cummings and Jennifer Olson, from Illinois (United States), look at community partnerships and in particular, the support they can give to schools in disadvantaged neighbourhoods threatened by accountability-driven closure or ‘turnaround’. In this context, teachers can feel overwhelmed and there is a tendency to fall back on deficit views of students and to rely on basic routines which do not engage the students – what have been called ‘pedagogies of poverty’. In this exploratory paper, the authors outline some ways in which working partnerships between teachers and community members can support change. Carmen Álvarez-Álvarez, from the University of Cantabria (Spain), examines a related theme, the role of parents’ associations. This research, a qualitative study in collaboration with parent associations at 36 state schools, found that despite parents’ groups having a legal right to be heard in Spain, in practice, there are often limited channels of communication. Parents were rarely engaged in decision making and often contacted only when the school needed something. This study found substantial desire to be more involved in social and curricular matters. Tanja Lindacher, at the University of Erfurt (Germany) examines co-teaching partnerships between regular and special education teachers. Her article identifies various patterns of co-teaching of pupils with special educational needs, the relative strengths of the partners (specialist knowledge, diagnosis, etc.) and differing perspectives on pedagogical norms. This research highlights the potential for reflective professional relationships to develop stronger understandings of inclusion and how to reach young people with complex needs. 941950 IMP0010.1177/1365480220941950Improving SchoolsEditorial editorial2020
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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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