——以欧盟LISA为例

摘  要：以PIRLS，TIMSS和PISA为代表的国际大规模教育评估项目对当今世界教育产生重要而深远的影响。通过跨国比较研究，国际大规模教育评估项目检视每个参与国家与地区教育优劣势，同时为各国制定教育政策、改革学校课程与教学以及提高学生学习成就提供导向。PISA2009上海学子夺冠使中国教育科学界首次认识到国际大规模教育评估项目的影响力，面对荣誉之际也面对无所适从的海量数据。国际大规模教育评估及其制造的数据在多大程度上对学校发展具有何种价值，成为校长领导力研究函待应对的问题。

    本论文是一项元研究，采用文献法和比较法，以欧洲七国联合开展的“改进校长工作，提高学生学业成就”（LISA）为例，把校长领导力研究视作研究对象，通过梳理LISA与国际大规模教育评估项目之间的关联，探究LISA利用国际大规模教育评估数据开展校长领导力研究的路径，为中国校长领导力研究提供启示：第一，LISA真实检验七国校长有效领导的行为与实践；第二，LISA体现校长领导力研究的异质性；第三，校长领导行为取决于学校情境，校长领导力是多种领导方式的组合；第四，重视教育研究设计成为当今教育研究新趋向；第五，挖掘大规模评估数据的价值，在行动研究中提升校长领导力。

关键词：校长领导力研究；大规模教育评估；LISA

总  结：

1、LISA所要研究的是校长对学生成绩的影响，而这种影响是经由一系列中间变量来实现，如教师专业发展机会、学生的期望和参与程度、教师工作满意度等。

2、校长领导力研究一方面服务于学科建设与理论探索，另一方面服务于教育实践与专业发展，而校长专业发展的终极指向是教育家。

3、中国也应该利用大规模评估保存并开发海量数据，开展中国自己的或中外合作的“LISA项目”，以促进中国校长领导力研究的发展，并推动中国校长领导力研究的国际化。

Abstract：At present, international large-scale educational assessment  projects are welcomed by the educational experts and many governments, because they can provide information for decision-making and policy formulation, such as PIRLS TIMSS  and  PISA.  International  large-scale  educational  assessments  can policy-makers check out the educational characteristics who participated the projects, help them improve the school effectiveness, as well as the national education policy, school curriculum, supporting the teachers' teaching and student learning through cross-comparative Study. China actively participated in international large-scale educational assessment project. Shanghai students won the highest scores in PISA2009.  People in the world are very surprised Shanghai students' good performance. Lots of educational researchers in China begin to find the reasons for the success in PISA2009. The research question as follows: how to make use of the data from educational assessments  to improve  school effectiveness  and  school leadership study.

    This paper is a meta-study based on the LISA-project. Document analysising and questionnaires surveying are used in the paper to find out the relationship between LISA and large-scale educational assessment projects and promote the research and development of school leadership in China. The final conclusions of LISA are presented. First, the LISA-project is checking the effective leadership behaviors and practices in seven countries. Second, the study heterogeneity is very important and the research value should be pay attention. Leadership styles are different according to the context within which school leaders are operating. Third, the entrepreneurial leadership the most predominant leadership styles practiced across the EU. Fourth, Background factors and time factors are very important in the new educational research design and we should pay attention to cultural differences in international comparative study on education. Fifth, exploiting the value of large-scale assessment data improves principals' leadership through educational action research.

Key words: Study on School Leadership; International Large-Scale Assessment in Education; LISA

（赵帅  上海师范大学硕士研究生学位论文）