英语翻译Factors Affecting the Use of MIS as a Tool forInforming and Evaluating Teaching and Learningin SchoolsAlan StrIckley (Education and Information Technologies 9:1,47–66,2004.)1.IntroductionThis study looks at the way in which Management I

英语翻译Factors Affecting the Use of MIS as a Tool forInforming and Evaluating Teaching and Learningin SchoolsAlan StrIckley (Education and Information Technologies 9:1,47–66,2004.)1.IntroductionThis study looks at the way in which Management I
英语翻译
Factors Affecting the Use of MIS as a Tool for
Informing and Evaluating Teaching and Learning
in Schools
Alan StrIckley
(Education and Information Technologies 9:1,47–66,2004.)
1.Introduction
This study looks at the way in which Management Information Systems (MISs) are being used in Primary Schoolsin Birmingham.Analysis was from data collected through a questionnaire,to a 50% sample of schools in May1999 and semi structured interviews with a cross section of staff at 20 schools,conducted during the periodSeptember 1999 until September 2001.
The theme I am going to explore,together with the evidence that supports it,is the premise
that despite all of the technology available to schools,in terms of hardware and despite
it’s limitations,software,schools are still using their MIS as a tool for routine administrative
functions.This is as opposed to using it as a constant monitoring device for selfevaluation,
performance management,alerting and feedback to inform the teaching and
learning process.Schools are utilising their MIS for everyday administrative tasks such as
form lists and simple list reports,are holding Standard Assessment Tests (SATs) and Key
Stage (KS) results and are recording attendance data.In most cases however,data is what it
remains,there for presentation in a variety of formats to parents,governors and the Office
for Standards in Education (OFSTED),examined on an annual basis for teaching staff and
presented as evidence for where extra funding or other advantages may be gained.
None of the interviewees disputed the advantages and necessity of an MIS,with many
of them considering it to be an exceptionalmanagement tool.Despite this the way
theMIS
is being used is not developing it to utilise its full potential,as supported by the evidence
that I have collected.This is in part illustrated by the way that schools are reluctant to
integrate their management and curriculum networks,thus opening up the use of MIS to
the staff as a whole (Ayres et al.,1998).However there is also the perception of most senior
staff regarding the usefulness of the MIS and the difficulties that would be associated with
extending access to staff throughout the school.Indeed it is important to note that it is very
much in the hands of the senior management and in particular the head (and to some extent
the office administrator),(Ayres et al.,1998) as to what happens with the MIS.As such,
their perceptions and misgivings are critical.

英语翻译Factors Affecting the Use of MIS as a Tool forInforming and Evaluating Teaching and Learningin SchoolsAlan StrIckley (Education and Information Technologies 9:1,47–66,2004.)1.IntroductionThis study looks at the way in which Management I
Factors Affecting the Use of MIS as a Tool for
Informing and Evaluating Teaching and Learning
in Schools
Alan StrIckley
(Education and Information Technologies 9:1,47–66,2004.)
影响因素使用的管理信息系统作为一种工具来
宣传和评价教学和学习
学校
艾伦StrIckley
（教育和信息技术9:1 ,47-66 ,2004 .）
1.Introduction
This study looks at the way in which Management Information Systems (MISs) are being used in Primary Schoolsin Birmingham.Analysis was from data collected through a questionnaire,to a 50% sample of schools in May1999 and semi structured interviews with a cross section of staff at 20 schools,conducted during the periodSeptember 1999 until September 2001.
The theme I am going to explore,together with the evidence that supports it,is the premise
that despite all of the technology available to schools,in terms of hardware and despite
it’s limitations,software,schools are still using their MIS as a tool for routine administrative
functions.This is as opposed to using it as a constant monitoring device for selfevaluation,
1 .导言
本研究着眼于以何种方式管理信息系统（小姐）正在使用的小学Schoolsin伯明翰.从分析收集的数据通过问卷调查,50 ％样本的学校May1999和半结构式访谈与截面的工作人员在20所学校,期间进行periodSeptember 1999年到2001年9月.
主题我要探索,连同证据支持它,是前提
尽管所有的技术提供给学校,在硬件方面,尽管
它的局限性,软件,学校仍在使用自己的管理信息系统作为一种工具,日常管理
职能.这是不是用它作为一个经常监测装置selfevaluation ,
performance management,alerting and feedback to inform the teaching and
learning process.Schools are utilising their MIS for everyday administrative tasks such as
form lists and simple list reports,are holding Standard Assessment Tests (SATs) and Key
Stage (KS) results and are recording attendance data.In most cases however,data is what it
remains,there for presentation in a variety of formats to parents,governors and the Office
for Standards in Education (OFSTED),examined on an annual basis for teaching staff and
presented as evidence for where extra funding or other advantages may be gained.
None of the interviewees disputed the advantages and necessity of an MIS,with many
of them considering it to be an exceptionalmanagement tool.Despite this the way
绩效管理,提醒和反馈通知教学和
学习的过程.学校利用他们的管理信息系统的日常行政工作,如
简单的表格清单和清单的报告,举行标准考核（ SATS公司）及关键
第一阶段（堪萨斯州）的结果,并记录考勤数据.在大多数情况下,然而,数据是什么
仍然存在,那里介绍了各种格式的父母,省长和办公室
教育标准（ OFSTED ） ,审查在年度基础上的教学人员和
作为证据提出额外的资金或其他优势,可能会上涨.
无争议的受访者的优点和必要性的MIS系统,许多
他们认为这是一个exceptionalmanagement工具.尽管这样的方式