范德堡校长领导行为评价体系在中国的适用性研究

发布时间：2018-03-19 21:03

本文选题：以学习为中心的校长领导　切入点：中国学校　出处：《南京师大学报(社会科学版)》2012年03期 　论文类型：期刊论文

【摘要】：对世界教育政策中是否存在着共同因素的提问,引发了对理论框架和成功模式是否适合于跨文化引进和改进的研究。而这一探索所面对的挑战是引进外来理论在认知理解层面上必须经历的复杂过程,以及测试该理论的实践工具是否有跨文化适用性的运作难度。该文以一个源于美国的教育领导力理论框架为例,从理论和实证的角度调查它的跨文化信度和效度。通过运用定量和定性两种方式,研究结果显示中美两国教育体制虽然不同,在校长领导行为的核心内容和关键环节方面有诸多共同要素,尤其在促进学生学习和发展这一中心目标上存在着很强的一致性。但是,引进的理论框架和校长领导行为评价量表需要加以修改才能反映出中国教育改革对平衡学业成绩和社会能力的要求。
[Abstract]:The question of whether there are common elements in world education policy, The challenge of this exploration is the complex process of introducing foreign theories at the cognitive understanding level, which leads to the study of whether the theoretical framework and successful models are suitable for cross-cultural introduction and improvement. And how difficult it is to test the practical tools of the theory for cross-cultural applicability. This paper takes an example of an educational leadership theory framework from the United States. This paper investigates its cross-cultural reliability and validity from both theoretical and empirical perspectives. By using quantitative and qualitative methods, the results show that the educational systems of China and the United States are different. There are many common elements in the core content and key links of principals' leadership behavior, especially in the central goal of promoting students' learning and development. The introduced theoretical framework and the principal leadership behavior evaluation scale need to be revised in order to reflect the requirements of China's educational reform to balance academic achievement and social ability.
【作者单位】：范德堡大学皮博迪教育与人类发展学院;贵州师范大学教育科学学院;
【分类号】：G471.2

【相似文献】