3-1The Yin and Yang of Learning: Educators Seek Solutions in Single-Sex Education

In some subject areas, girls appear to benefit greatly from single-gender classrooms. A widely publicized 1992 study by the American Association of University Women reported that girls were being shortchanged in public schools, particularly in science and math, and since then, single-sex classes on these subjects have been on the rise.

在某些學科領域裡，女孩似乎在單一性別的教室中更有優勢。在1992年的一篇美國大學婦女協會報告指出，有一些女孩受限於公立學校中，特別是科學和數學。在那之後，單一性別的教室中，有關這類的主題已漸漸被探討。

One modern pioneer in single-sex education, Presque Isle High School in Maine, has been offering a section of all-girls Algebra I since 1989. After noticing a vast difference in 11th-grade boys' and girls' math scores on statewide tests, with girls scoring a significant 72 points lower, administrators investigated the problem by first turning to its students (Bulletin, February 1996). The girls repeatedly said they felt intimidated by the boys' presence; they didn't want to speak up in front of the boys and be labeled "brains," nor did they want to ask questions that boys might think were "dumb."

在單一性別教育中一個現代化的先驅，於1989年，在緬因州的普雷斯克島中學提供了女孩代數領域。在注意到就讀十一年級的男生和女生的一次州數學成績的一個巨大差異後，女生得分明顯低於72分，管理者調查的第一個問題就是問這些女生為什麼。女孩說他們對男孩的存在感到威脅，他們不想在被標記成有大腦的男孩前面發言，他們不想要問問題時，被男孩們覺得很愚笨。

The teachers' classroom observations corroborated findings about girls' and boys' learning styles: The boys were talkative, more aggressive and competitive in class, while the girls tended to be better listeners, were more cooperative and preferred small-group situations. "While we encourage all teachers to accommodate students' different learning styles, the boys' aggressive learning styles often interfered with the girls' preferred styles," says Richard Durost, principal of Presque Isle High School.

在教師課堂教學中觀察到男孩和女孩學習的方式：男孩較善於發言，具侵略性和競爭力。而女孩則傾向聆聽、合作及小團體。普雷斯克島中學的校長Richard Durost說道：「雖然我們鼓勵所有老師接納學生不同學習型態的差異，但往往男孩的侵略性學習方式會干擾女孩的學習方式」

The results of establishing a single-sex algebra section are no less than remarkable: The earlier test-score gap of 72 points decreased to a 16-point difference.

建立單一性別代數領域顯著的結果，早期的測試成績差距從72點降到16點。

 

For schools considering single-gender classes, Durost offers this advice: Ensure that such a class is being established for the right reasons. "There should be proof that one sex is not succeeding compared to the other. Also, no student should be forced to participate, and there must be ample opportunities for all students so that no individuals or groups are discriminated against."

學校考慮到單一性別化，Durost提供一些建議：確保這樣的班級是建立在對的理由上。“應該去證明某一性別是沒有辦法成功地與其他相比的，同時，也不應強迫學生去參加，而必須提供充足的機會給所有的學生，以免讓個人或團體受到歧視。”

參考文獻：http://www.educationworld.com/a_curr/curr024.shtml

2-2Mistakes Educational Leaders Make.

Mistakes Educational Leaders Make.

教育的領導者所做之錯誤

Most administrator training programs focus on what educational leaders "should" do rather than on mistakes or what they "should not" do. We believe knowing what not to do is as important if not more important than knowing what to do.

大部分的管理訓練計畫都把焦點放在教育領導者應該做什麼，而不是他們不應做什麼或犯什麼錯誤。我們相信，知道不該做何事是重要的，而知道應該做何事則為次之。

This belief is based on the premise that the behaviors a person should avoid are far fewer than the behaviors a person should exhibit. It is also based on awareness that the negative fallout of one mistake may be far-reaching, offsetting the beneficial effects of a number of positive actions.

這個信念是基於一個前提，一個人應該避免他的行為少於展現他的行為。這也是基於認識到，一個錯誤的消極影響可能是深遠的，抵銷了一個有利影響的積極行動。

According to Davis (1997), approximately one in three principals leave their positions involuntarily. Most states provide limited due process protection for principals who are at risk of losing their positions. In the absence of administrative tenure, principals legally become "teachers on special assignment" who can be demoted without cause (Davis). Considering these factors, Davis asserts there is a need for understanding the kinds of leadership behaviors that create problems for principals and those they are responsible for leading.

根據Davis在1997年的研究發現，大約有1/3的校長非自願地離開自己的工作崗位，大多數的國家提供有限的合法訴訟程序之保護給即將失去工作崗位的校長。在沒有行政權之下，校長合法變成“教師特別任務”，可以沒有理由地被降級。考慮這些因素，Davis聲稱需要瞭解各種領導行為，包括校長造成的問題。

Hogan, Raskin, and Fazzini (1990) investigated three types of flawed leadership. They found individuals can possess well-developed social skills and an attractive interpersonal style yet still exhibit flawed leadership behaviors.

Hogan, Raskin, and Fazzini 在1990年的研究調查發現，有三種有缺陷、缺點的領導。他們發現個人可以擁有發達的社會技能以及具有吸引力的人際風格，但仍表現出具有缺陷的領導行為。

WHAT TYPES OF MISTAKES DO LEADERS TEND TO MAKE?

什麼樣的錯誤是領導者往往會做的呢？

Most of the shortcomings and mistakes school administrators make fall into the category of poor human relations. Bulach, Boothe, and Pickett (1997) asked 375 Georgia educators who were enrolled in graduate programs to list and rank the types of mistakes their administrators made.

Bulach, Boothe, and Pickett 在1997年的研究問了375個有登記在教育計畫中的Georgia教育工作者，請他們列出並排名什麼樣的錯誤是他們管理者會犯的。

Fifteen categories of mistakes were identified: poor human-relations skills, poor interpersonal-communication skills, a lack of vision, failure to lead, avoidance of conflict, lack of knowledge about instruction/curriculum, a control orientation, lack of ethics or character, forgetting what it is like to be a teacher, inconsistency, showing favoritism, failure to hold staff accountable, failure to follow through, snap judgments, and interrupting instruction with public- address-system announcements.

15個類型的錯誤被定義：貧乏的人際關係技巧、沒有人際溝通能力，缺乏遠見、未能領導、避免衝突、缺乏課程知識、一個能控制的方向、缺乏道德或性格，忘了想要成為怎麼樣的老師、不一致地、偏袒的、不追究成員責任、未能跟進、臨時判斷和中斷公共傳遞系統公告的指令等。

Mistakes that can be subsumed under the category of poor human-relations skills occurred most often, Bulach and his colleagues found. Lack of trust and an uncaring attitude were the two behaviors most frequently associated with this category of mistakes. These two behaviors tend to go together. That is, if a person perceives that the supervisor does not care, it is likely that trust will be absent. After all, why trust others when you believe they do not care about you?

Bulach和他的同事發現，錯誤是被歸納在貧乏的人類關係技巧之下常常發生的。缺乏信任和漠不關心的這兩種態度和此種錯誤的關連是最常見。這兩種行為往往是一起的。也就是說，如果一個人感覺到，主管不關心他，信任很可能將消失。畢竟，當你相信他們不關心妳的時候，為什麼還要相信別人呢？

參考文獻：

http://www.ericdigests.org/1999-2/mistakes.htm

New Leaders Trains New Principals

New Leaders Trains New Principals

（新領導者訓練新校長）

Hoping to change urban education one school at a time, Jonathan Schnur and some colleagues founded New Leaders for New Schools, a training program for principals. By meshing coursework, on-the-job training, and mentoring from administrators and executives, New Leaders hopes to produce principals who can turn schools around. Included: Program participants share their perspectives.

As a member of the U.S. Department of Education’s staff a few years ago, Jonathan Schnur said he found a common denominator among great schools: they had great principals. So, after leaving the Department of Education, Schnur and some colleagues came up with a plan to train people -- both from inside and outside the field of education -- to staff the principals’ offices of America’s schools.

摘要：希望改變城市教育一次一校，Jonathan Schnur（強納生施努爾）和他的一些同事為新學校建立一個新領導者的校長培訓方案。透過嚙合的課程、在職訓練以及行政人員及主管的指導下，新領導者希望能產生使學校轉變的校長。

Jonathan Schnur幾年前作為一名美國教育部人員的成員，他說他發現了在大型學校間發現了共同的因素；他們皆有偉大的校長。再離開教育部之後，他也和他的同事共同提出一個計畫去訓練人。

We wanted to create an urban principals’ corps, said Schnur, co-founder and chief executive officer of the two-and-a-half-year-old New Leaders for New Schools. We developed a business plan, and three out of five of us decided to do this full-time.New Leaders recruits, trains, and mentors individuals to serve as administrators in urban schools. Mentors come from both the education and business world; among New Leaders’ newest and most prominent corporate mentors is Boeing Company chief executive officer Phil Condit.

身為已經成立兩年半的新學校新領導者的共同創辦人及主管，Schunur說他想要創立一個校長團隊。我們發展一個商業計畫，決定全心投入。新領導者之招聘，培訓和師傅當作為都市學校管理者。師傅來自教育界和商業界;而最新和最突出的企業師傅是波音公司首席執行官菲爾•康迪特。

New Leader programs operate in Chicago, New York City, and California. Participants, or "fellows," begin their training with a summer of intensive coursework, followed by an academic-year-long residency at a school. Each resident works with the school's principal and meets with his or her corporate mentor. The mentoring continues for two years after the residency ends. Currently, the principal corps has 48 fellows; 15 working as assistant principals or principals and 33 as residents. Most participants have an educational background, although people with no education training can apply.

New Leaders’ hopes to recruit 65 people for the program that will begin in the summer of 2003, said. Last year, 600 people completed applications for 48 openings. [The response] demonstrates that a lot of talented people are interested in changing schools, given the right opportunities, Schnur told Education World. We think this [program] has significant implications

新訓練計畫在芝加哥、紐約及加州運行。參加者或跟隨者開始一個密集課程的訓練，並且居住在學校一年，每個居住者都要與校長工作且和他的合作師傅見面。並在居住結束後，持續受指導兩年。目前，校長團隊有48個人，15個工作的副校長或校長以及33個居民。雖然沒有教育訓練人員可以使用，但大部分的參與者都有教育背景。Schnur希望在2003年的夏天為這個計畫招募65人。去年600人完成了申請。這證明了許多有才能的人都有興趣去改變學校，只要給予對的機會就可以。Schnur告訴教育界，這個計畫是有重大影響的。

         LOOKING FOR A FEW GOOD PRINCIPALS

               （尋找一些好的校長）

      New Leaders aims to improve urban schools by selecting for their program people who have the potential to be strong leaders in the areas of instruction, management, and school change; by providing them with intensive training and support; and then by helping to place them in urban schools where they will have extensive decision-making power, Schnur said. Participants receive a stipend of at least $40,000 during their year of study and residency, so they don't have to worry about surviving without a salary. Fellows receive full administrators’ certification at the end of the program.

Schnur說新領導者的目的是希望透過挑選他們計畫的人來改善都市學校，而這些計畫的人是有潛力成為指導、管理以及改變學校的有力領導者。藉著提供他們密集訓練和支持以及將他們安排在有廣泛決策權都市學校。參與者在研究和住宿期間可以至少得到40，000 美元的俸薪，因此他們不用單新生活沒有收入。跟隨者在計畫結束後可得到主管的認證。

心得省思：

在組織最重要且核心的人物莫過於是校長。本文談到在訓練學校領導者實務方面，Schnur主要是透過一個新的訓練計畫，內容包含一些密集課程，且參與者能不斷地與校長師傅交流，並接受指導，目的就是要培養一位能改變學校、創新學校發展的領導者。陳木金（2004）在學校領導人才實務知識方面，歸納出師傅校長教導模式的四大項目，包括Better reward、Better training、Better support以及Better leadership，從幫助領導人才設定的個人學習目標、協助領導人才發展一對一的特殊目標、給予領導人才省思所學，傾聽與支持，到幫助領導人才獲得成功，顯示師傅校長教導學校新領導者的核心價值。

一個優質學校，必定有一位偉大的校長。而師傅校長便是訓練成功新領導者的背後推手，如同Schnur想告訴教育界的，這個訓練計畫對我們是有重大影響的。

參考文獻：

http://nccur.lib.nccu.edu.tw/bitstream/140.119/38148/1/4-26.pdf

http://www.educationworld.com/a_admin/admin287.shtml

陳木金(2004)。學校領導人才培訓課程計畫之研究。國立教育研究院籌備處專題研究計畫成果報告（NAER-93-07-C-2-01-00-02-02）。