South African Schooling: The Enigma of Inequality - A Study of the Present Situation and Future Possibilities
South African Schooling: The Enigma of Inequality - A Study of the Present Situation and Future Possibilities
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南非学校教育：不平等之谜 - 对现状和未来可能性的研究
DOI：
10.1007/978-3-030-18811-5_16
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发表时间：
2019
期刊：
影响因子：
--
通讯作者：
Wills G
中科院分区：
文献类型：
--
作者：
Wills G
本章总结了南非研究发展的三个阶段，这些阶段相继带来了更可靠的定量证据，以证明我们所知道的学校领导和管理（SLM）与学习成果之间的联系。通过这些研究出现的一个共同点是管理任务时间和课程覆盖面的教育价值，虽然最近的证据表明，这些管理做法在提高学习的效果可能是通过教师的能力调解。这些联系也只能通过纯粹的联系而不是因果证据来了解。尽管南非缺乏关于如何提高学校管理质量的严格的偶然证据，但对学校管理团队配置后的分布模式和趋势的分析反映了至少可以提高学校可持续土地管理数量和减少相关不平等现象的关键领域。虽然关于领导者和管理者的教育价值的国际证据支持对高级管理团队能力发展的呼吁，但确保高级管理团队成员被分配到学校，并从一开始就为这些工作选择最佳人选，是改善和消除学校领导和管理环境差异的第一步。
This chapter summarises three phases of research developments in South Africa that have successively brought more reliable quantitative evidence to bear on what we know about the linkages between school leadership and management (SLM) and learning outcomes. A common thread emerging through these studies is the educational value of managing time-on-task and curriculum coverage although more recent evidence suggests that the efficacy of these management practices in raising learning may be mediated through teacher capacity. These linkages are also only informed through mere associations rather than causal evidence. Notwithstanding the lack of rigorous casual evidence in South Africa on how to raise the quality of management in schools, analyses of distributional patterns and trends in school management team (SMT) post-provisioning reflect key areas that could be targeted to at least improve the quantity of SLM in schools and reduce related inequalities. While international evidence on the educational value of leaders and managers supports calls for the capacity development of SMTs, ensuring SMT members are allocated to schools and selecting the best people for these jobs at the outset are the first steps to improve and level differences in the school leadership and management landscape.