Розвиток теорії освітніх змін у педагогічній думці США (остання чверть ХХ – початок ХХІ століття)
Вантажиться...
Дата
2015
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
Дисертація є комплексним дослідженням у галузі компаративної педагогіки щодо розвитку теорії освітніх змін у педагогічній думці США останньої чверті ХХ – початку ХХІ століття.
У роботі охарактеризовано понятійний апарат дослідження (реформа, модернізація, трансформація, інновація, рекультурація, ефективна школа, удосконалення школи, вчитель як агент змін тощо) та визначено наукові витоки теорії освітніх змін в американській педагогічній думці останньої чверті ХХ – початку ХХІ століття.
Виокремлено етапи розвитку теорії освітніх змін в американській педагогічній думці досліджуваного періоду.
Окреслено змістові характеристики теорій ефективної школи та удосконалення школи, розкрито сутність теорії підготовки агентів освітніх змін, що отримали розвиток в американській педагогічній думці досліджуваного періоду.
Обґрунтовано перспективи використання інноваційного потенціалу теорії і практики освітніх змін США у процесі модернізації загальної середньої освіти України.
This thesis is a complex research in the field of comparative pedagogy of the educational change theory development in the USA pedagogical science in the last quarter of the XX – the beginning of the XXI century. General scientific principles and historical stages of education change theory as a system of theoretical benchmarks for school reforms realization in the USA are investigated. Definitions of the educational change theory core concepts (such as reform, school effectiveness, school improvement, change process, change capacity, modernization, transformation, innovation, reculturing, leadership etc.) are specified. The special features of the school effectiveness and school improvement theories as the main directions of the educational change theory development are generalized. The factors that contribute to the school effectiveness as well as criteria for successful school organizational development, and models of effective schools are analyzed. Theoretical and methodological study of the implementation of main trends and principles of changes in school education is presented in this thesis. The conceptual foundations of the educational change agents’ training theory as well as the role and function of school professional learning communities as positive cultural environment for change agents’ training are defined. The main school reform strategies based on theoretical findings about the change process in education (standard-based reforms, decentralization, whole-school reforms, structural differentiation of schools) are studied. The role of standard-based approach in school improvement programs and their focus on learning process as the functional aspect of school work is investigated. The basics of whole-school reforms as a strategy that relies on a combination of methods (both structural and cultural changes) to improve school quality and performance are studied. It is also emphasized that magnet schools, small schools, charter schools have become alternative effective ways to improve the quality of education in the context of educational choice policy and structural differentiation of schools. Practical recommendations for Ukrainian educators concerning the application of innovative potential of the educational change theory findings for modernizing secondary education in Ukraine at the national, regional, school and classroom levels are worked out. At the state level, educational legislative base should be upgraded taking into account modern studies in the field of the educational change theory concerning the factors and criteria of school effectiveness as well as successful strategies and principles of school improvement. The government should ensure by law opportunities for school institutions to determine the best ways of their self-development, and should support research on educational change theories and technologies, promote the integration of Ukrainian educators into the world educational environment. At the regional level, the development of regional educational programs using the best international experience in the field of educational changes should be promoted. Establishing partnerships with regional research and education centers, innovative networks in developed countries with a positive experience in school reforms to share knowledge and implement best practices is considered important. At the school level, the school should be transformed into learning organization, functioning as a professional learning community that shares common values and vision, providing system efforts to form all of its members as educational change agents. At the class level it is practically useful to implement innovative practices of personalizing students’ educational trajectories and formative assessment that are developed in the context of current school reform programs.
This thesis is a complex research in the field of comparative pedagogy of the educational change theory development in the USA pedagogical science in the last quarter of the XX – the beginning of the XXI century. General scientific principles and historical stages of education change theory as a system of theoretical benchmarks for school reforms realization in the USA are investigated. Definitions of the educational change theory core concepts (such as reform, school effectiveness, school improvement, change process, change capacity, modernization, transformation, innovation, reculturing, leadership etc.) are specified. The special features of the school effectiveness and school improvement theories as the main directions of the educational change theory development are generalized. The factors that contribute to the school effectiveness as well as criteria for successful school organizational development, and models of effective schools are analyzed. Theoretical and methodological study of the implementation of main trends and principles of changes in school education is presented in this thesis. The conceptual foundations of the educational change agents’ training theory as well as the role and function of school professional learning communities as positive cultural environment for change agents’ training are defined. The main school reform strategies based on theoretical findings about the change process in education (standard-based reforms, decentralization, whole-school reforms, structural differentiation of schools) are studied. The role of standard-based approach in school improvement programs and their focus on learning process as the functional aspect of school work is investigated. The basics of whole-school reforms as a strategy that relies on a combination of methods (both structural and cultural changes) to improve school quality and performance are studied. It is also emphasized that magnet schools, small schools, charter schools have become alternative effective ways to improve the quality of education in the context of educational choice policy and structural differentiation of schools. Practical recommendations for Ukrainian educators concerning the application of innovative potential of the educational change theory findings for modernizing secondary education in Ukraine at the national, regional, school and classroom levels are worked out. At the state level, educational legislative base should be upgraded taking into account modern studies in the field of the educational change theory concerning the factors and criteria of school effectiveness as well as successful strategies and principles of school improvement. The government should ensure by law opportunities for school institutions to determine the best ways of their self-development, and should support research on educational change theories and technologies, promote the integration of Ukrainian educators into the world educational environment. At the regional level, the development of regional educational programs using the best international experience in the field of educational changes should be promoted. Establishing partnerships with regional research and education centers, innovative networks in developed countries with a positive experience in school reforms to share knowledge and implement best practices is considered important. At the school level, the school should be transformed into learning organization, functioning as a professional learning community that shares common values and vision, providing system efforts to form all of its members as educational change agents. At the class level it is practically useful to implement innovative practices of personalizing students’ educational trajectories and formative assessment that are developed in the context of current school reform programs.
Опис
Ключові слова
теорія освітніх змін, педагогічна думка США, реформа, інновація, розвиток, ефективна школа, удосконалення школи, професійна шкільна громада, учитель як агент змін, educational change theory, pedagogy of the USA, reform, innovation, development, effective school, school improvement, professional learning community, teacher as change agent
Бібліографічний опис
Шихненко, К. І. Розвиток теорії освітніх змін у педагогічній думці США (кінець XX - початок XXI століття) [Текст] : автореф. дис. ... канд. пед. наук : спец. 13.00.01 – загальна педагогіка та історія педагогіки / К. І. Шихненко ; МОН України, Сумський держ. пед. ун-т ім. А. С. Макаренка. – Суми, 2015. – 20 с.