Teachers Make a Difference, What is the research evidence?
Teachers Make a Difference, What is the research evidence?
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发表时间：
2003
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通讯作者：
J. Hattie
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作者：
J. Hattie
我今天上午的旅程从确定教师的相对力量，到反思教师的优秀品质，主要是在美国最好的教师的课堂上进行的一项研究。我的搜索是由确定的目标的属性卓越——因为如果我们能发现这些目标岗位的位置,如果我们能理解的高度酒吧的目标职位,然后我们有开发适当的专业发展的基础,教师教育项目的基础强调真正的区别,赞美的基础,我们的职业真正有知名的卓越,可以确定在防御方面,这也是我们重新关注教师成功的基础。正如近年来在美国所注意到的那样，正是通过对优秀教师属性的关注，人们对公立学校系统的信心得到了更多的恢复，而公立学校系统曾遭受过重大打击。典型的补救措施是设计所谓的“白痴防护”解决方案，在这种解决方案中，证明是将白痴限制在严格的脚本中——更严格的课程规范、规定的教科书、有限的教室结构、教学行为的脚本，所有这些都以问责制的结构为基础。国家考试运动的引入是为了确保教师教授正确的内容，专注于正确的过程（通过纸笔测试的过程），然后使用最好的教学活动来最大化这种狭隘的成就形式（即，大量的模拟多项选择考试的工作表）。
My journey this morning takes me from identifying the relative power of the teacher, to a reflection on the qualities of excellence among teachers, and dwells mainly on a study undertaken in the classroom of America’s very best teachers. My search is driven by the goal of ascertaining the attributes of excellence – because if we can discover the location of these goal posts, if we can understand the height of the bar of the goal posts, we then have the basis for developing appropriate professional development, the basis for teacher education programs to highlight that which truly makes the difference, the basis for extolling that our profession truly does have recognisable excellence which can be identified in defensible ways, and the basis for a renewed focus on the success of our teachers to make the difference. As has been noted in the USA in recent years, it is by such a focus on the attributes of excellent teachers that more faith is being restored in the public school system – which has taken a major bashing. The typical redress has been to devise so-called “idiot-proof” solutions where the proofing has been to restrain the idiots to tight scripts – tighter curricula specification, prescribed textbooks, bounded structures of classrooms, scripts of the teaching act, and all this underpinned by a structure of accountability. The national testing movements have been introduced to ensure teachers teach the right stuff, concentrate on the right set of processes (those to pass pencil and paper tests), and then use the best set of teaching activities to maximise this narrow form of achievement (i.e., lots of worksheets of mock multiple choice exams).