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題名:美國教師教育協同創新生態系統構建及其經驗--以密西西比大學教師專業發展學校為例
書刊名:比較教育研究
作者:楊思帆
出版日期:2017
卷期:2017(4)
頁次:99-105
主題關鍵詞:美國教師教育協同創新教師專業發展學校生態Teacher educationCollaborative innovationPDSEcosystem
原始連結:連回原系統網址new window
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生態系統是美國教師教育協同創新的重要支撐。教師專業發展學校是美國教師教育協同創新的典范,也是目前美國大學與中小學合作的主要形式。密西西比大學教師專業發展學校在30多年的發展過程中,以霍姆斯小組和全美教師專業發展學校協會的思想為指導,以"藍絲帶新設計委員會"為依托,以"專業學校網絡"為載體,以"6C"模型為合作框架,有效地構建起了教師專業發展學校的生態體系,促進了教師教育的協同創新。密西西比大學教師專業發展學校發展過程中有關樹立生態意識、做好基礎設計、強調教學實踐等經驗,對我國教師教育協同創新生態體系的構建具有借鑒意義。
Ecosystem is important to support collaborative innovation of teacher education in the United States of America. Professional Development School(PDS) is a model of collaborative innovation of teacher education, which is also currently the main form of American University-School cooperation. During 30 years of development, University of Mississippi-PDS base on the ideas of Holmes Group and NAPDS, the guide of BRC, the basis of NPS, the model of "6C", to effectively build the ecosystem of PDS, and promoting collaborative innovation of teacher education. There is rich experience in University of Mississippi-PDS, such as establishing ecological consciousness, planning basic design, emphasizing teaching practice and so on. All these experience are great reference to construction an ecosystem of collaborative innovation of Teacher Education in China.
期刊論文
1.劉貴華、朱小蔓(2007)。試論生態學對於教育研究的適切性。教育研究,2007(7)。  延伸查詢new window
2.Pepper, Susan Kaye、Hartman, Kimberly Jeane、Blackwell, Sarah Elizabeth(2012)。Creating an Environment of Educational Excellence: The University of Mississippi-PDS Partnership--The Evolution Continues。School-University Partnerships,5(1),78-83。  new window
3.Marlow, M.、Keyed, S.、Connors, S.(2005)。Collegiality, collaboration, and Lulena: Complexity in a professional development school。Education,124,557-568。  new window
4.楊思帆、梅儀新(2014)。高等教育協同創新的意蘊與意義。教育評論,2014(2)。  延伸查詢new window
5.Breault, D. A.、Breault, R.(2010)。Partnerships for Preparing Leaders: What Can We Learn from PDS Research?。International Journal of Leadership in Education,13(4),437-454。  new window
6.Cobb, J.(2000)。The Impact of a Professional Development School on Pre-service Teacher Preparation, In-service Teachers'Professionalism, and Children's Achievement: Perceptions of in-service teachers。Action in Teacher Education,22(3),64-76。  new window
圖書
1.The Holmes Group(1986)。Tomorrow's teachers。East Lansing. MI:The Holmes Group。  new window
2.Nath, Janice L.、Guadarrama, Irma N.、Ramsy, John(2011)。Investigating University-School Partnerships。Greenwich, CT:Information Age Publishing。  new window
3.Chrislip, D.、Larson, C.(1994)。Collaboration and leadership: How Citizens and Civic Leaders Can Make a Difference。San Francisco:Jossey-Bass。  new window
4.Putnam, J.、Burke, J.(2006)。Organizing and Managing Classroom Learning Communities。Boston:McGraw-Hill。  new window
5.Teitel, L.(2004)。How Professional Development Schools Make a Difference: A Review of Research。Washington, DC:NCATE。  new window
其他
1.黃軍(20131202)。中國高等教育學會師範教育分會年會召開: 聚焦協同創新,http://news.cqnu.edu.cn/info/1035/6017.htm。  延伸查詢new window
2.Erickson, Gaalen(2011)。Promising Research Agendas in Teacher Education,Changchun:Northeast Normal University。  new window
3.School of Education。A Introduction on School of Education,http://education.olemiss.edu/about/mission-vision.html。  new window
4.National Association of Professional Development Schools(2008)。What It means to Be A professional Development School,Columbia。,http://www.napds.org。  new window
5.Levine, Marsha(2010)。Developing Principles for Clinically Based Teacher Education,Washington, DC:National Council for the Accreditation of Teacher Education。  new window
 
 
 
 
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