Title: Lokálnost a globálnost - nové požadavky na efektivitu a zdokonalování práce školy
Variant title:
- Local and global: new imperatives for school effectiveness and improvement
Source document: Studia paedagogica. 2010, vol. 15, iss. 2, pp. [9]-26
Extent
[9]-26
-
ISSN1803-7437 (print)2336-4521 (online)
Stable URL (handle): https://hdl.handle.net/11222.digilib/115436
Type: Article
Language
License: Not specified license
Notice: These citations are automatically created and might not follow citation rules properly.
Abstract(s)
Úsilí o efektivitu a zdokonalování práce školy mělo na školské reformy v uplynulých třiceti letech velký vliv. Byl to vliv přínosný, neboť ukázalo, že kromě rodinného zázemí může také škola hrát roli ve prospěch žákovského výkonu, ale i vliv kontroverzní, neboť v některých státech bylo koncem osmdesátých a počátkem devadesátých let vykládáno tak, že nikdo kromě školy tuto roli nehraje. Podíváme-li se ovšem na efektivitu školy z dlouhodobého a obecnějšího hlediska dějin vzdělávání, můžeme sledovat, jakou úlohu hrála v proměnách našeho chápání vzdělávání. V průběhu dějin došlo ke čtyřem zásadním posunům v chápání smyslu vzdělávání. Vše začalo silně lokalizovaným školstvím, pro něž bylo charakteristické individuální myšlení a konání a v jehož rámci se dostalo vzdělání jen lidem, kteří si jej mohli dovolit. Historie pokračovala myšlením lokálním, státním a mezinárodním, ovšem nadále při lokálním konání. Zdá se, že tyto změny přinášely i zdokonalení ve věci žákovského výkonu. Nyní však nastává čas pro nový přístup, který označujeme jako lokální i globální myšlení i konání. Tento příspěvek je zamyšlením nad tím, co tato situace znamená pro výzkum efektivity a zdokonalování práce školy. Navrhuji v něm budoucí zaměření tohoto výzkumu, aby si i nadále udržel významné místo v procesu pedagogických změn.
The school effectiveness and school improvement movement has had a great impact on educational reform over the past thirty years. It has been both influential because it has demonstrated that schools can make a difference to student achievement, beyond that which is associated with family background, but also controversial, because some governments in the late 1980s and early 1990s interpreted this as schools being the only thing that made a difference. However, if the history of school effectiveness is placed in the longer history of education in general, then we can start to see the role that it has played in reshaping how we perceive education. Over the course of history, education has had four major shifts in focus, with each shift bringing new understandings of what education means. This commenced by very localised education characterised as thinking and acting individually, where only those that could afford it were given any kind of education and this has progressed through thinking locally, nationally and internationally, but still acting locally. The evidence suggests that these changes have brought as much improvement in terms of student achievement as is likely to occur and that it is time for a new way of approaching education, which is identified as thinking and acting both locally and globally. The paper considers what this means for school effectiveness and school improvement research and makes some suggestions as to where the research might move in the future to maintain its important place in educational change.
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[29] TOWNSEND, T., CLARKE, P., AINSCOW, M. Third Millennium Schools: prospects and problems for school effectiveness and school improvement. In TOWNSEND, T., CLARKE, P., AINSCOW, M. (Eds.). Third Millennium Schools: A World of Difference in Effectiveness and Improvement. Lisse: Swets and Zeitlinger, 1999, s. 353–366. ISBN 90-2651-541-3.
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[3] BEARE, H. Enterprise: The New Metaphor for Schooling in a Post-Industrial Society. In TOWNSEND, T. (Ed.). The Primary School in Changing Times: The Australian Experience. London, New York: Routledge, 2007. ISBN 978-0-415-14656-2.
[4] BISSCHOF, T., RHODES, C., DAY, C. Good Schools for Some But Why Not Better Schools for All? Sub-Saharan Africa in Transition. In DAY, C. (Ed.). International Handbook on Teacher Education. Springer, (v tisku).
[5] CALDWELL, B. Decentralising the Management of Australia's Schools. Melbourne: National Industry Education Foundation, 1993. ISBN 0-646-14669-6.
[6] CALDWELL, B. The Victorian State School System. Part of a radio interview with Jane Figgis on Education Report. Radio National, 27. března 1996.
[7] CLINCH, R. Secret Kids' Business. Melbourne: Hawker–Brownlow, 2001.
[8] CREEMERS, B., KYRIAKIDES, L. Using Educational Effectiveness Research to Improve the Quality of Teaching Practice. In DAY, C. (Ed.). International Handbook on Teacher Education. Springer. (v tisku).
[9] DRUCKER, P. F. The ecological vision: reflections on the American condition. New Brunswick, N.J.: Transaction Publishers, 1993. ISBN 0-765-80725-4.
[10] EDMONDS, R. A. Discussion of the Literature and Issues Related to Effective Schooling. A paper presented to National Conference on Urban Education. CEMREL, St. Louis, USA, 12. června 1978.
[11] HANDY, C. The Age of Paradox. Boston: Harvard Business School Press, 1994. ISBN 0-87584-425-1.
[12] MINZEY, J. D. Community Education and Community Schools. Frankston: State College of Victoria, 1981.
[13] National Commission on Excellence in Education. A Nation At Risk: the Imperative for Educational Reform. Washington, D.C.: U.S. Government Printing Office, 1983.
[14] PHILLIPS, W. The "S" Curve. 2008 [online]. [cit. 2010-10-24]. Dostupné z: http://www.qm2.org/mbriefs/scurve.html.
[15] PISA 2006. Science Competencies for Tomorrow's World. Paris: OECD, 2006.
[16] RAMPEY, B. D., DION, G. S., DONAHUE, P. L. NAEP 2008 Trends in Academic Progress (NCES2009–479). Washington, D.C.: National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education, 2009.
[17] REYNOLDS, D. The Effective School. A revised version of an Inaugural Lecture. University of Newcastle upon Tyne, říjen 1994.
[18] REYNOLDS, D., TEDDLIE, C. Reflections on the critics, and beyond them. School Effectiveness and School Improvement, 2001, roč. 12, č. 1, s. 99–113. ISSN 0924-3453.
[19] ROGERS, E. M. Diffusion of Innovations. New York: The Free Press, 1962. ISBN 0-029-2665-05.
[20] SLEE, R., WEINER, G. Education reform and reconstruction as a challenge to research genres: Reconsidering school effectiveness research and inclusive schooling. School Effectiveness and School Improvement, 2001, roč. 12, č. 1, s. 83–98. ISSN 0924-3453.
[21] STRINGFIELD, S. Smíšené výzkumné metody [online]. Zpráva pro: TOWNSEND, T. 19. ledna 2010 [cit. 2010-10-24]. Osobní komunikace.
[22] TEDDLIE, C., REYNOLDS, D. Countering the critics: Responses to recent criticisms of school effectiveness research. School Effectiveness and School Improvement, 2001, roč. 12, č. 1, s. 41–82. ISSN 0924-3453.
[23] THRUPP, M. Sociological and political concerns about school effectiveness research: Time for a new research agenda. School Effectiveness and School Improvement, 2001, roč. 12, č. 1, s. 7–40. ISSN 0924-3453.
[24] TOFFLER, A. Future Shock. London: Pan, 1971. ISBN 0-8488-0645-X.
[25] TOWNSEND, T. (Eds.) The International Handbook of School Effectiveness and School Improvement. New York: Springer, 2007. ISBN 978-1-4020-4805-0.
[26] TOWNSEND, T. (Eds.) The Primary School in Changing Times: The Australian Experience. London, New York: Routledge, 1998. ISBN 0-415-14655-9.
[27] TOWNSEND, T. Thinking and Acting both Locally and Globally: From Sustainability to Regenerative Leadership. A keynote presentation to the International Congress for School Effectiveness and Improvement Annual Conference, Kuala Lumpur, Malaysia, 4. ledna 2010.
[28] TOWNSEND, T. Third millennium leaders: Thinking and acting both locally and globally. Leadership and Policy in Schools, 2009, roč. 8, č. 4, s. 355–379. ISSN 1570-0763.
[29] TOWNSEND, T., CLARKE, P., AINSCOW, M. Third Millennium Schools: prospects and problems for school effectiveness and school improvement. In TOWNSEND, T., CLARKE, P., AINSCOW, M. (Eds.). Third Millennium Schools: A World of Difference in Effectiveness and Improvement. Lisse: Swets and Zeitlinger, 1999, s. 353–366. ISBN 90-2651-541-3.