校长成为教学领导者:美国浪潮及其中国意义  

To Be an Effective Instructional Leader: the Trend in the US and localization in China

作　　者：李刚[1] 

机构地区：[1]北京师范大学,北京100875

出　　处：《现代教育管理》2015年第11期86-91,共6页Modern Education Management

基　　金：国家社会科学基金教育学重点课题"以科学发展为主题转变教育发展方式研究"(AFA110001)

摘　　要："校长成为教学领导者"是美国教育领导研究与实践中的重要浪潮,其确定了校长应该聚焦的领域,突出校长领导为教与学服务,要求校长基于学生表现标准进行领导,挖掘教学氛围的作用,重视授权与共同参与。虽然校长教学领导在中国的本土化仍存在困境,但结合这一浪潮,人们可以进一步审视我国教育教学改革背景下校长的领导变革。＂To be an effective instructional leader＂ is an important trend in educational leadership research and practice in the US. It identifies principals＇ key duties on instructional leadership, insists principals serve for teaching-learning, lead based on student academic performance standards and pay more attention to instructional climate and empowering. Though researchers and practitioners still have difficulties to localize the trend in China, they can rethink principal leadership change under the current education reforms with the insights from it.

关 键 词：校长 教学领导 美国 本土化 

分 类 号：G451.2[文化科学—教育学]