coping strategies which are often poor practice will be adopted.
The CBAM: A Model of the People Development Process - 1 views
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learning has always had to compete (usually unsuccessfully) with the time for work and ìproductivityî.
Margaret J. Wheatley: Goodbye, Command and Control - 0 views
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We sought prediction and control, and also charged leaders with providing everything that was absent from the machine: vision, inspiration, intelligence, and courage
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productivity gains in truly self-managed work environments are at minimum thirty-five percent higher than in traditionally managed organizations
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There is both a need to have more autonomy in one’s work, and strong evidence that such participation leads to the effectiveness and productivity we crave.
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Apple - ACOT2 - Understanding of 21st Century Skills and Outcomes - 0 views
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The Partnership for 21st Century Skills developed a complete framework for articulating these skills
edweek.org: Technology Counts 2006: Delving Into Data - 0 views
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from the students' first years in school right up to that very day.
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student identifiers,
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Without links to other data, the usefulness of student identifiers is diminished,
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Leadership Characteristics that Facilitate School Change: Characteristics of Leaders of... - 0 views
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While administrators' visions tend to focus on district- or school- wide instructional issues, teachers' visions tend to address teacher roles and student outcomes
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Teachers' vision also included school changes that would result in more participatory and decision- making roles for teachers.
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Vision, a critical leadership characteristic, is also a trait of successful executive educators
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SEDL - School Context: Bridge or Barrier to Change - 0 views
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Discipline is the overwhelming obstacle to school success.
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Educational bureaucracy obstructs
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According to Gault and Murphy (1987), many American schools claim to practice cultural pluralism, but in reality all students are expected to fit into the white middle class culture. Students with different cultural backgrounds, values, and skills than those generally valued by American schools may be perceived as incapable of performing according to the school's standards.
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SEDL - School Context: Bridge or Barrier to Change - 0 views
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There is typically no documentation of how a school got to be "effective," that is, how it instituted changes or used research findings in ways that ultimately affected children's learning (p. 3).
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The context in which those seeking to improve schools find themselves creates a set of conditions that may present bridges or barriers to change.
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By encouraging the development of those factors that facilitate change or nurturing them if they already exist, leaders increase the opportunity for change to become a permanent part of the school environment.
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