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Core Values, Student Learning and School Transformation - with special reference to the teaching of the arts and humanities

核心价值观、学生学习和学校转型——特别是艺术和人文学科的教学

基本信息

批准号：
AH/J003794/1
负责人：
Mark Pike
金额：
$ 3.05万
依托单位：
University of Leeds
依托单位国家：
英国
项目类别：
Research Grant
财政年份：
2011
资助国家：
英国
起止时间：
2011 至无数据
项目状态：
已结题

来源：
https://gtr.ukri.org/projects?ref=AH%2FJ003794%2F1
关键词：
Core Values Student Learning Transformation

项目摘要

This project will disseminate findings from the original case study of the significance of whole school values at Trinity Academy, Doncaster, a school serving a social priority area that was designated the 'most academically improved academy in England' in 2008, raising the proportion of its students gaining 5+ GCSEs at A*-C from from 28% to 95%. The focus of the case study was on whole school values as a justification for activities and investigated how well the school prepared children to be good citizens in a liberal, plural democracy. In particular, innovative approaches to the exploration of its values (Honourable Purpose, Humility, Compassion, Integrity, Accountability, Courage, Determination) in English, History, Geography and RE were reported. These values underpinned: 1) the school ethos intended by leaders 2) arts and humanities teachers' pedagogy, from lesson planning to assessment, and 3) students' aspirations and learning through the arts and humanities. Although the original findings were published in the Oxford Review of Education (Pike, 2010) and have generated debate (ORE, August, 2011) dissemination to a wider public and professional audience would significantly increase the value and impact of the original research. The case study of Trinity Academy is directly relevant to significant shifts in several areas of education policy under the Coalition Government. The introduction of the English Baccalaureate ('EBacc') that assigns greater importance to humanities subjects, especially history, marks a shift towards an emphasis on these more 'academic' subjects at a time when the importance of 'citizenship' as a subject appears to be in decline. Yet the need to foster good citizens remains and the case study demonstrates how 'citizenship' can be addressed through value-laden arts and humanities subjects. Trinity Academy's approaches to fostering responsibility, community and good citizenship have been so successful that knowledge transfer could have significant impact. The project would allow us to gauge the degree to which the emphasis upon selected core values, documented in the original research, might inform practice in other schools, especially in challenging contexts. Knowledge exchange and active dissemination will be achieved through hosting and events and producing resources for different end users. By the end of the award we would provide school leaders, teachers and parents with events and resources relevant to their needs. We will host events at Trinity Academy near Doncaster which is accessible for those travelling to the events, being just off Jct 6 of the M18. We will also produce DVDs and resources to support leaders, teachers and parents. The focus will be on how whole school values inform leadership, teaching and parenting with special reference to learning in the arts and humanities and the role of these especially value-laden subjects in mediating school ethos. Students at the Trinity Academy will address visiting school leaders, teachers and parents about their perceptions of school leadership, teaching and parenting and what they believe best supports their learning. We anticipate wide and positive coverage of our events which will be innovative and newsworthy as 14-19-year-old students will play a key role in teaching school leaders, teachers and parents. Headlines along the lines of 'Children Teach Parents' or 'Pupils Teach Head Teachers' are envisaged. Trinity Academy now belongs to the ULT family of academies, the largest in the country, and the resources and national profile of the ULT will undoubtedly facilitate impact as will the active support and channels of the Chair of the IAA which represents 600 academies. The focus in this dissemination and impact project is upon the religious sources of inclusive values which are endorsed by students and teachers alike and which support good citizenship and high expectations for young people in a liberal society regardless of background.

这个项目将传播唐卡斯特三一学院整个学校价值观重要性的原始案例研究的结果，这是一所服务于社会优先领域的学校，该学校在2008年被指定为“英国学业成绩最好的学院”，将其学生在A*-C获得5+GCSE的比例从28%提高到95%。案例研究的重点是将整个学校的价值观作为活动的理由，并调查学校在多大程度上培养孩子们在一个自由、多元的民主制度下成为好公民。特别是，报告了用英语、历史、地理和RE探索其价值观(崇高的宗旨、谦逊、同情心、正直、责任、勇气、决心)的创新方法。这些价值观支撑着：1)领导者想要的学校风气；2)艺术和人文学科教师的教学方法，从课程计划到评估；3)学生通过艺术和人文学科的抱负和学习。虽然最初的研究结果发表在《牛津教育评论》(Pike，2010)上，并引起了争论(ORE，2011年8月)，但向更广泛的公众和专业受众传播将显著增加原始研究的价值和影响。三一学院的案例研究与联合政府几个教育政策领域的重大转变直接相关。英国文凭课程的引入更重视人文学科，尤其是历史，这标志着在公民身份作为一门学科的重要性似乎正在下降的时候，对这些更具学术性的学科的重视程度发生了转变。然而，培养好公民的必要性依然存在，该案例研究展示了如何通过具有价值的艺术和人文学科来解决“公民身份”问题。三一学院在培养责任、社区和良好公民意识方面的方法非常成功，知识转让可能会产生重大影响。该项目将使我们能够衡量最初研究中记录的对选定核心价值观的强调可能在多大程度上影响其他学校的实践，特别是在具有挑战性的背景下。将通过主办和活动以及为不同的最终用户制作资源来实现知识交流和积极传播。到颁奖结束时，我们将为学校领导、教师和家长提供与他们需求相关的活动和资源。我们将在唐卡斯特附近的三一学院举办活动，该学院对那些前往活动的人来说很方便，就在M18 JCT 6号公路附近。我们还将制作DVD和资源，以支持领导、教师和家长。重点将放在整个学校价值观如何影响领导力、教学和为人父母的方面，特别是艺术和人文学科的学习，以及这些特别有价值的学科在调解校风方面的作用。三一学院的学生将向来访的学校领导、教师和家长发表讲话，了解他们对学校领导、教学和育儿的看法，以及他们认为最能支持他们学习的东西。我们期待对我们的活动进行广泛和积极的报道，这些报道将具有创新性和新闻价值，因为14-19岁的学生将在教育学校领导、教师和家长方面发挥关键作用。标题类似于“儿童教育家长”或“学生教育班主任”。三一学院现在属于该国最大的ULT学院家族，该学院的资源和国家形象无疑将促进影响，代表600个学院的IAA主席的积极支持和渠道也是如此。这一传播和影响项目的重点是包容性价值观的宗教来源，这些价值观得到学生和教师的共同认可，在自由社会中支持良好的公民身份和对年轻人的高期望，无论其背景如何。