Diary of a Detour最新文献

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What Do You Expect? 你想要什么?

Diary of a Detour

Pub Date : 2020-08-10 DOI: 10.2307/j.ctv153k6rm.83

P. Roy

(NSDC, 2003) A n essential role for central office staff related to the Equity standard is to communicate the district’s high expectations for each student, teacher, and administrator (Roy & Hord, 2003, p. 153.) High expectations means more than setting high goals and rigorous standards of performance; high expectations also means building systems of support so that district personnel have the capacity to attain those high standards. In part, it also means that central office staff believe that when principals and teachers develop the requisite skills and knowledge they will make a difference in the lives of students who have not typically been successful in school. First, central office staff create an ongoing system of staff learning to enhance teacher and administrator knowledge of and skills to teach struggling students. A systemwide approach to improving instruction was one of the actions taken by high-poverty districts that were improving student achievement (Togneri & Anderson, 2003). These districts knew they would have to fundamentally change instructional practice to impact student learning and achievement. Second, district staff accept no excuses for a lack of achievement by subgroups of students. The no-excuses attitude, according to Johnson (1999), means assuming that joint, collegial efforts can result in high levels of student achievement; knowing that there will be barriers but refusing to allow barriers to become excuses; and ensuring that high expectations are held for educators as well as students. One strategy that can help schools target learning and close the achievement gap is having central office assist schools in analyzing disaggregated student learning data to determine the impact of programs on student learning — especially with struggling students. The system helps schools identify whether their actions have made a difference. District office staff also share school data with the whole district in order to identify effective practices. Assume the existence of positive deviance: namely that a search of schools and classrooms will result in identifying teachers and students who are thriving and successful even if the school that surrounds them is not. Once these good examples have been identified, learn what they are doing that makes their results different. Finally, district office staff challenge colleagues’ underlying assumptions concerning student learning and the role of parents, SES, race, and background. Central office staff begin by reflecting on their own beliefs and assumptions about what has a stronger influence on learning — external factors, such as SES or race, or highquality instruction. Then, central office staff no longer accept statements like, What do you expect? Do you see where these kids live? They can counter with stories and research about schools and teachers who have beat the odds and accomplished high levels of learning for all students. Working on equity issues has to be one of the hardest ta

(NSDC, 2003)与公平标准相关的中央办公室工作人员的一个重要角色是传达该地区对每个学生、教师和管理人员的高期望(Roy & Hord, 2003，第153页)。高期望不仅仅意味着设定高目标和严格的绩效标准;高期望还意味着建立支助制度，使地区工作人员有能力达到这些高标准。在某种程度上，这也意味着中央办公室的工作人员相信，当校长和老师掌握了必要的技能和知识时，他们将为那些在学校里通常不成功的学生的生活带来改变。首先，中央办公室工作人员创建一个持续的员工学习系统，以提高教师和管理人员的知识和技能，以教育困难的学生。一种改善教学的全系统方法是高贫困地区为提高学生成绩而采取的行动之一(Togneri & Anderson, 2003)。这些地区知道，他们必须从根本上改变教学实践，以影响学生的学习和成就。第二，学区工作人员不接受学生小组缺乏成就的借口。根据Johnson(1999)的观点，“不找借口”的态度意味着假定共同的、集体的努力可以带来高水平的学生成就;知道会有困难，但不让困难成为借口;并确保对教育工作者和学生抱有很高的期望。一个可以帮助学校确定学习目标和缩小成绩差距的策略是让中央办公室协助学校分析学生学习数据的分类，以确定项目对学生学习的影响，尤其是对那些学习困难的学生。该系统帮助学校确定他们的行动是否产生了影响。区办公室的工作人员还与整个地区共享学校数据，以确定有效的做法。假设积极偏差的存在:也就是说，对学校和教室的搜索将导致识别出茁壮成长和成功的教师和学生，即使他们周围的学校不是。一旦确定了这些好的例子，了解他们做了什么使他们的结果不同。最后，地区办事处的工作人员挑战了同事们对学生学习和父母、社会经济地位、种族和背景的作用的潜在假设。中心办公室的工作人员首先反思他们自己的信念和假设，什么对学习有更大的影响——外部因素，如社会地位或种族，还是高质量的教学。然后，中央办公室的工作人员不再接受这样的陈述:“你期望什么?”你看到这些孩子住的地方了吗?他们可以用学校和老师的故事和研究来反驳，这些学校和老师克服了困难，为所有学生实现了高水平的学习。处理公平问题对任何地区行政人员来说都是最困难的任务之一。但是，如果地区一级的工作人员开始询问教育者对他们自己和学生的期望，他们就可以开始将对话转变为探索可能性，而不是停留在障碍上。股票:

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82 The Last Chicken Standing 最后一只站着的鸡

Diary of a Detour

Pub Date : 2020-08-10 DOI: 10.1515/9781478012290-083

引用次数: 0

41 All along the Highway 沿着高速公路

Diary of a Detour

Pub Date : 2020-08-10 DOI: 10.1515/9781478012290-042

引用次数: 0

43 The Ecology of Cancer, and What Do Ants Have to Do with It? 癌症的生态学，蚂蚁与它有什么关系?

Diary of a Detour

Pub Date : 2020-08-10 DOI: 10.2307/j.ctv153k6rm.46

引用次数: 0

51 All Natural 51纯天然

Diary of a Detour

Pub Date : 2020-08-10 DOI: 10.1515/9781478012290-052

引用次数: 0

So Unctuous and So Tender 如此油滑，如此温柔

Diary of a Detour

Pub Date : 2020-08-10 DOI: 10.2307/j.ctv153k6rm.48

引用次数: 0

77 The Structure That a Life Has 77生命的结构

Diary of a Detour

Pub Date : 2020-08-10 DOI: 10.1515/9781478012290-078

引用次数: 0

Arrivederci 再见

Diary of a Detour

Pub Date : 2020-08-10 DOI: 10.2307/j.ctv153k6rm.86

Arrivederci, Linda M. Dengle

HE SAT on the sidewalk, a compact little unit; legs crossed and his head down between his knees. Danny’s forehead pressed against the sidewalk. His back stuck u p into the air, and I could see the bones of his vertebrae in a straight row marching up to his neck and down again even through the thickness of his jeans. Also, I thought, like the spines on the back of a dinosaur...

他坐在人行道上，一个紧凑的小人儿;双腿交叉，头埋在两膝之间。丹尼的额头贴在人行道上。他的背翘在空中，我可以看到他的椎骨排成一排，向上延伸到脖子，然后再向下延伸，甚至穿过他的牛仔裤。而且，我想，就像恐龙背上的脊椎……

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58 Walking Meditation 58行走冥想

Diary of a Detour

Pub Date : 2020-08-10 DOI: 10.1515/9781478012290-059

引用次数: 0

Spheres of Glass 玻璃球

Diary of a Detour

Pub Date : 2020-08-10 DOI: 10.2307/j.ctv153k6rm.36

引用次数: 0

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