摘要
数据使用是校长教学领导力中重要的一方面。然而,目前对于校长教学领导力以测量为主的研究取向和量化为主的研究方法,可能导致无法回答“中小学校长是如何以提升教学的方式实施数据使用”这一重要问题。美国的相关研究发现,中小学校长通过留出专门的时间来为数据使用提供结构上的支持。这些校长还在与教师的互动中将数据使用构建为提升教学的途径,并且引导以了解学生、改进教学为目的的数据使用。这些研究结果说明将教学领导力定义为一种促进教学的“工作实践”,并以质性研究的方法对其进行研究,有利于研究结论直接作用于支持校长的工作和校长的专业发展。
Recently,the definition of the role of Chinese principals has changed from administrators with an emphasis on school management to instructional leaders with a focus on teaching and learning.Chinese research suggests that engaging in data use is an important aspect of instructional leadership.However,it is unclear how school leaders engage in and support the use of data in a way that contributes to teaching improvement.In this study,using evidence from the U.S.academic research papers,we found that K-12 principals take three kinds of actions to support teachers'data use in a way that is promising to contribute to teaching improvement:Setting up time specific for teachers'data use;Framing data use as an mechanism for improving teaching;Interacting with teachers in a way that supports that kind of data use.These findings inspire researchers to redefine instructional leadership as work practice and to use qualitiatve researches to study instructional leadership,which will inform principals'instructional leadership work and principals'professional development.
作者
张文琪
朱志勇
ZHANG Wenqi;ZHU Zhiyong(College of Education,Univeristy of Washington,Seattle 98105,U.S.A;Faculty of Education College of Educaational Administration,Beijing Normal University,Beijing 100875,China)
出处
《外国教育研究》
北大核心
2025年第3期90-99,共10页
Studies in Foreign Education
基金
教育部政策法规司2023年度资助课题“基于育人方式改革需求的学校制度变革研究”(课题编号:JYBZFGS2023408)。
