The Critical Role of Middle Leaders in Schools:Cultivating a Culture of Trust and Supporting Educational Reform

This research delves into the often-underappreciated role of middle leaders in educational organizations,highlighting their significance as the linchpins between senior leadership and classroom teachers.Utilizing qualitative research methods,the study investigates the multifaceted responsibilities,challenges,and contributions of middle leaders in schools.Findings indicate that middle leaders foster a culture of trust within the institution by providing mentorship and guidance to new teachers.They undertake substantial tasks,such as team coordination,grade direction,and student supervision,in addition to their teaching duties.Despite their pivotal role,middle leaders often face mounting pressures and heavy workloads.This research underscores the need to recognize and support middle leaders in educational settings,acknowledging their vital role in fostering cohesion and facilitating the implementation of educational reforms.

From nuclear submarines to graduate medical education: applying David Marquet's intent-based leadership model

L.David Marquet,a decorated Navy Captain,transformed an under performing submarine crew by empowering his subordinates to be leaders and reach their full potential.He called this intent-based leadership(IBL).What would happen if Marquet’s model were implemented in Graduate Medical Education(GME)?In this letter to the editor,we summarize the potential of the IBL model in graduate medical education as opposed to the traditional leaderfollower method.IBL harnesses human productivity toward the shared goals of GME,which are patient care and trainee learning.This shift in mindset could lead both teachers and trainees to focus more on the real reason that we undertake GME and change behaviors for the better.We suggest that IBL can and should be adopted in GME and propose that both patients and providers will benefit from this action.

Human-AI Cooperation in Education: Human in Loop and Teaching as leadership

Using the differences and complementarities between human intelligence and artificial intelligence(AI),a hybrid-augmented intelligence,that is both stronger than human intelligence and AI,is created through Human-AI Cooperation(HAC)for teaching and learning.Human-AI Cooperation is infiltrating into all links of education,and recent research has focused a lot on the impact of teaching,learning,management,and evaluation with Human-AI Cooperation.However,AI still has its limits of intelligence,and cannot cooperate as humans.Thus,it is critical to study the obstacles of Human-AI Cooperation in education,as AI plays a role as a partner,not a tool.This study discussed for the first time how teachers and AI cooperate based on Multiple Intelligences of AI proposed by Andrzej Cichocki and puts forward a new Human-AI Cooperation teaching mode:human in the loop and teaching as leadership.It is proposed that humans in the loop and teaching as leadership can solve the problem that AI cannot cope with complex and dynamic teaching tasks in open situations,as well as the limits of intelligence for AI.

Religious Education for Effective Ministry： Confronting Leadership Challenges in One Beloved Community

Rev. Smith has been appointed to be the pastor of First United Methodist Church （FUMC）. With the appointment, it comes a specific instruction that the church must be ＂turned around,＂ and it was Rev. Smith＇s responsibility to make it happen. FUMC has been in decline for many years under the leadership of several pastors. Rev. Smith is black and the congregation is predominately Caucasian and elderly, with longtime members who have stayed on because ＂this is their church.＂ Rev. Smith comes to the church bringing her experience, energy, and vision. This appointment is a cross-racial cross-cultural appointment, which is part of her denomination＇s mandate for the future, as it places pastors that reflect the diversity of the surrounding community in churches that do not currently look like the community around them. Currently FUMC does not interact with the community--it does ministry ＂to＂ the community but not ＂with it.＂ Therefore, from the beginning, Rev. Smith knew that her job would not be easy. She accepted the appointment believing that a ＂new wind＂ must blow through the church bringing forth spiritual revival. She now faces a crucial issue in the church, which she feels is in a make or break situation. First United Methodist is located in an urban environment. FUMC has been in this city for 133 years but has been at this site for 83 years. Originally, the neighborhood consisted of predominately white, blue-collar workers, but has since transitioned into a neighborhood community of mostly African Americans, Caribbean Blacks, and Hispanics. When the church was fwst built in this neighborhood and for many years after that, both consisted of white blue-collar workers. As the neighborhood began to change, no efforts were made to develop new programs or a more inclusive worship to include the growing diversity. The lines are drawn; Rev. Smith knows it but she is determined to turn First Church United around. As she has said before in conversations with the church, ＂God called me into ministry and the Bishop sent me here. No one is going to stop me from serving God and the church.＂ For a brief moment, she felt terribly alone, but then she remembered that she did have some support at FUMC. Rev. Smith took a deep breath, ＂I am going back to the drawing board. There is much work yet to be done, and I will not give up. But what is the next step？＂ This paper is based on a case scenario for a religious education program and as a response to Cooling of the ＂Spirits＂ by Marjorie Nunes of the Summerfield United Methodist Church Bridgeport, Connecticut. The author of this response paper analyzing the problems from the case study provides suggestions for a Religious Education ministry as a program for the church, and data on effective church growth and leadership.1

Effective Education in a College in Bangladesh: From Managerial to Transformational Leadership

This paper is a study on the compulsion of transformational leadership from the part of the principal of this era when the demography of the students are changing exponentially, when the globe is experiencing massive changes in methods and techniques in educational process but the institutions remain the same as its ethics and operational strategies. The time is eloping when an educational head earns praises due to their prominence and performance in managerial functioning. But this paper tends to focus on several persisting challenges in these educational institutions like huge gap between teacher-student ratio, students’ increasing technological oriented learning, teachers’ lack of knowledge of multimedia class operation, girls’ little rate of enrolment in higher level of education, early marriage of school going girls and ensuring quality education to girls as per the demand of SDG 4 by 2030. This paper fosters the idea that a transformational head of the institution can be successful in this chase of challenges as he involves everyone to activities in order to reach goal. He works with the other members as a team member and thus a challenge of an institution turns to be liability to all.

Design and Validation of Leadership Education Integrating Simulation and Project Based Learning

All engineering students need to develop their important skills of leadership in project management. Many students have never been leaders in their social and school lives. A leading role is unimaginable to them and hence they cannot imagine how to achieve it. The purpose of this paper is to report a result of a new leadership education program which links a variety of simulated experiences with real actions of students in project based learning （PBL） to develop their leadership ability. The first step is for graduate students to gain knowledge in the leadership arena. Then, they utilize simulation to experience leadership actions many times. Simulation provides a safe environment in which they can try out many different approaches in taking leadership in various situations. In the next step, students as a team utilize PBL, so that the above simulated experiences can help them to actually take leadership. Students can apply trained leadership to actual projects. It is highly effective to apply conscious leadership to a project aimed at a specific goal in limited circumstances. This education repeats both of the steps above, raising leadership abilities in an upward spiral. In terms of students＇ evaluation of leadership education in project management, 360-degree assessments were carried out by teachers, senior, and junior students before and after the course, and authors compare their assessments thoroughly. As a result, authors are assured that students not only gained knowledge but also raised leadership abilities in their actions after this education. Six months after the time of leadership education employing simulated experiences and PBL, follow-up interviews were conducted on its effects. Authors recognized the cyclic period that students apply simulated experiences to PBL and that they seek different approaches in simulation for solving problems found in reality. This research concludes that this cycle of simulator and PBL can produce effective leadership actions.

中国特色教育领导制度优势转化的逻辑结构与机制创新

中国特色教育领导制度是党的领导制度体系的重要组成部分,蕴含着巨大的政治优势、组织优势和功能优势,这些优势能否高效地转化为教育治理效能,关涉到教育高质量发展、办好人民满意的教育以及立德树人根本任务的落实。教育领导制度优势要更好地转化为教育治理效能,需要把握好制度、主体、效能这三个关键性要素及其互动关系。教育领导制度是优势转化的依据和保障,治理行动和治理能力是制度优势转化的中介要素,教育治理效能是制度优势转化的结果。教育领导制度优势的更好转化需要创建价值引领、能力建设、协调运行、监督制约四个机制,从而使“善制”转向“善治”。

课程思政中立德树人导向对育人绩效的作用机制研究

为了揭示立德树人导向如何作用于育人绩效,从组织战略导向出发,选取教师组织公民行为和目标导向行为作为中介变量,基于“战略导向—组织行为—战略产出”理论模式,探讨立德树人导向对育人绩效的作用机制;同时,选取变革型和交易型两种课程思政的领导风格作为调节变量,研究其对立德树人导向发挥作用的边界影响。研究表明,高校需要强化立德树人导向培养优秀大学生,形成自身的独特竞争优势;同时,高校管理者需要通过调整领导方式以更好地贯彻完成立德树人根本任务。

基于高校党建引领的产学研协同育人创新模式

根据产学研协同育人目标任务,从高校党建引领的角度,探索实践校政企“智联建”的产学研协同育人创新模式。本文深刻把握校政企“智联建”的研究背景,从高校学科发展任务需求出发,发挥高校党建引领作用,结合燕山大学机械工程学院校政企“智联建”的具体实践,提供高校党建工作与产学研协同育人的融合模式与方法,并对未来工作提出思考。

新时代干部教育培训制度解析--基于学习贯彻《干部教育培训工作条例》

2023年发布新修订的《干部教育培训工作条例》,是党中央从治党治国全局的高度对干部教育培训工作作出的重大决策部署。这是一部为建设高素质干部队伍而制定的党内法规。学习贯彻《条例》,做好新时代干部教育培训工作,必须深刻把握其全局性和战略性,助力以中国式现代化全面推进强国建设、民族复兴伟业;把握其先导性和基础性,努力培养造就高素质干部队伍;把握其规律性,建立健全干部教育培训内容体系;把握其创新性,坚持理论联系实际、学思用贯通;把握其规范性和严格性,坚持全面从严治校、治教、治学;把握其全面性和完整性,坚持培训对象分类分级、全面覆盖;把握其权威性和统一性,坚持于法周延、于事有效。深刻认识和准确把握干部教育培训在新时代的角色定位、使命责任和价值目标,是我们学习贯彻《条例》的切入点。

深化干部教育培训教学改革创新面临的关键挑战与思路举措——基于中国浦东干部学院教学实践的思考

习近平总书记针对干部教育培训工作作出的一系列重要论述以及新印发的《干部教育培训工作条例》《全国干部教育培训规划(2023—2027年)》,从政治站位、教学内容、教学形式、评估标准等方面,对干部教育培训教学改革创新提出了一系列新要求。如何使培训对学员实际工作更有启发和帮助,如何增强党性教育的代入感、时代性,如何进一步提高教学设计的科学性,如何优化教研咨一体化的路径与机制,是深化干部教育培训教学改革创新面临的关键挑战。新形势下深化干部教育培训教学改革创新,应当增强培训内容的针对性,提升党性教育的时代性,强化教学设计的系统性,提高为党献策的有效性。

“三全育人”视域下高校思政课教师在“课程思政”实施中发挥价值引领作用的路径

“三全育人”视域下,高校为贯彻落实全员全过程全方位育人,大力开展“课程思政”。专业课教师重知识教育,欠缺思想政治理论的系统知识和思想政治教育的经验;思政课教师具有系统的思想政治教育理论和丰富的思想政治教育经验的优势,但是他们侧重于一般性的思想政治理论知识的教育。很多高校的保障机制也不够健全。因此,要促使高校思政课教师在“课程思政”实施中发挥价值引领作用,思政课教师要对其他课程教师进行专业、系统的指导,帮助其他教师正确深入地理解思想政治理论,高校通过完善机制,实现“立德树人”的价值目标。

高职院校党建引领“三全育人”实施路径探析——以襄阳职业技术学院为例

“三全育人”作为新时代高校思想政治教育工作改革的主要抓手与行动指南,近年来各高校进行了丰富的实践。文章在梳理“三全育人”现实问题、分析党建引领“三全育人”价值优势的基础上,以襄阳职业技术学院为例,探索高职院校党建引领“三全育人”的实践路径,以“陪伴”为抓手,探索提出“3333”工作模式,为职业院校“三全育人”工作的有效开展提供了可供参考的实践路径。

党建引领下职业教育融入社区治理的路径探析——基于广州市花都区新街社区示范教育基地的实践

实行终身教育、推动终身学习、构建学习型社会是我国教育变革与进步的关键目标。职业教育作为终身教育体系的重要组成部分,对促进全民参与的学习型社会建设及社会治理发挥着至关重要的作用。文章理清了职业教育融入社区治理的逻辑关系,阐述了党建引领下职业教育融入社区治理的价值和路径,深入分析了职业教育在社区治理中的角色和当前融合状况,并以新街社区教育基地为例,探索了职业教育融入社区治理的具体做法,以期为我国社区治理提供新的研究方向和思考。

体育教学中教师主导与学生主体共融发展关系研究

文章运用文献资料法、访谈法、实地考察法等研究方法多方面了解体育教师在讲授体育课时如何处理教师主导性和学生主体性关系,并提出发挥学生主体性的意见和建议。体育教学乃是在体育教师的引导下学生能动地学习知识以获得个性发展的活动。“教”与“学”二者互相依存、互相促进、相得益彰、缺一不可。

智能与赋能:思想政治教育方法的新变革

人工智能技术作为面向未来的技术前沿和研究热点,为未来的思想政治教育发展尤其是方法创新提供了前瞻性的视域探索和研究方案。总的来看,人工智能的技术要素成为驱动思想政治教育方法变革的重要动力,从技术、价值等多个维度体现出极为明显的影响,有着重要的时代意义。在此情况下,智慧思政日渐成为人工智能时代思想政治教育及其方法创新发展的目标导向,通过人工智能赋能给方法创新的主体,从价值引领、技术运用和规范制度建设等方面切实实现方法变革的新突破。

思政教育融入有限元课程的教学创新与实践

有限元课程是土木工程类专业技术基础课程,在工程设计优化和建设安全分析方面发挥着重要作用。以习近平新时代中国特色社会主义思想为指导,发挥专业课思政育人特长,深入分析课程内容和培养目标,设计有限元思政体系和建设方向,重点挖掘每章节所蕴含的思政素材,并在有限元课程教学实践中创新融入思政元素,潜移默化将其贯穿到教育教学的全过程,实现价值引领,以中国古今科学家们对有限元法发展的贡献作为案例鼓舞学生爱国奉献、文化自信等。创新链条式教学模式、理实结合教学方法、编著专业思政教材,通过有限元专业知识传授与价值引领的有机融合,形成工程建设科学工具与思政教育立德树人的协同效应,为培养符合新时代要求、全面发展、具有综合素养的高水平人才夯实基础。

中国教育的诗性领导:传承与转化

高品质的诗性教育需要高品质的诗性领导。西方学者从诗学与领导学交叉融合的角度,正式提出并阐发了“诗性领导”理论。在中国文化传统和教育治理实践中,虽然还没有确切的“诗性领导”概念及其表述,但与这一概念相关的艺术的、审美的、诗意的治理主张和实践探索层出不穷,为我们提供了丰富的诗性领导资源。这些资源至少为中国教育的“诗性领导”提供了三个层面的滋养:“道德仁艺”的诗性领导人格、“兴观群怨”的诗性领导功能以及“成风化人”的诗性领导境界。随着社会生产力从“高速增长”迈向“高质量发展”,人们的精神和文化需求以及对美好生活的向往正在持续增长,教育正从“功利教育”转向“美好教育”,教育治理也迫切需要进入法治、善治、美治相得益彰的境界。这对中国教育的诗性领导提出了更高的要求。

着力建设具有强大凝聚力与引领力的社会主义意识形态——以高校思政课为重要抓手

“着力建设具有强大凝聚力和引领力的社会主义意识形态”是对当前高校意识形态工作的重要要求和明确规范。高校思想政治理论课作为传播和培育社会主义意识形态工作的主阵地、主渠道,要在课程性质、实现途径、重要抓手等三个方面发挥作用,切实提升高校思政课有效性、针对性和可亲性,从而为培育社会主义事业的建设者和接班人发挥重要作用。

论中国传统文化中的生命哲学对当代生命教育的价值引领及实现

中国传统文化中蕴含着众多深邃的生命智慧。从伦理学的角度,儒家重视生命,认为生死由命,注重人生命的社会价值;道家从“道”的视角认识生命,认为生死自然,重其“生”之个体价值;墨家则从科学理性的角度看待生命,反对“宿命论”,提倡“非命观”。这些思想对当代生命教育具有一定的借鉴意义,有助于学生更加关爱生命、珍惜生命,树立积极健康的生命观。