Download or read book An Exploratory Study of Opinions of Selected Teaching and Administrative Personnel Concerning Some Factors Associated with the Evolving Authority of the Building Principal in the Dearborn Michigan Public Schools written by John Morgan Williams and published by . This book was released on 1971 with total page 316 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Comprehensive Dissertation Index 1861 1972 Education written by Xerox University Microfilms and published by . This book was released on 1973 with total page 1202 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Michigan written by Richard J. Hathaway and published by . This book was released on 1979 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Comprehensive Dissertation Index 1861 1972 Author index written by Xerox University Microfilms and published by . This book was released on 1973 with total page 1116 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book An Exploratory Study of the Elementary School Principal s Perception of the Basis of His Authority written by Joän Roos Egner and published by . This book was released on 1965 with total page 324 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Education for Life and Work written by National Research Council and published by National Academies Press. This book was released on 2013-01-18 with total page 203 pages. Available in PDF, EPUB and Kindle. Book excerpt: Americans have long recognized that investments in public education contribute to the common good, enhancing national prosperity and supporting stable families, neighborhoods, and communities. Education is even more critical today, in the face of economic, environmental, and social challenges. Today's children can meet future challenges if their schooling and informal learning activities prepare them for adult roles as citizens, employees, managers, parents, volunteers, and entrepreneurs. To achieve their full potential as adults, young people need to develop a range of skills and knowledge that facilitate mastery and application of English, mathematics, and other school subjects. At the same time, business and political leaders are increasingly asking schools to develop skills such as problem solving, critical thinking, communication, collaboration, and self-management - often referred to as "21st century skills." Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century describes this important set of key skills that increase deeper learning, college and career readiness, student-centered learning, and higher order thinking. These labels include both cognitive and non-cognitive skills- such as critical thinking, problem solving, collaboration, effective communication, motivation, persistence, and learning to learn. 21st century skills also include creativity, innovation, and ethics that are important to later success and may be developed in formal or informal learning environments. This report also describes how these skills relate to each other and to more traditional academic skills and content in the key disciplines of reading, mathematics, and science. Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century summarizes the findings of the research that investigates the importance of such skills to success in education, work, and other areas of adult responsibility and that demonstrates the importance of developing these skills in K-16 education. In this report, features related to learning these skills are identified, which include teacher professional development, curriculum, assessment, after-school and out-of-school programs, and informal learning centers such as exhibits and museums.
Download or read book The Relationship Between Urban Principal Competence and Educational Goals and Outcomes cBrenda Pridgen written by Brenda Pridgen and published by . This book was released on 2004 with total page 674 pages. Available in PDF, EPUB and Kindle. Book excerpt: At the beginning of the 21st century, school accountability initiatives have become more evident than ever. As such, principals must be poised with competencies to ensure educational goals and outcomes are met. The purpose of this study is to investigate the relationship between principal competence and valued educational goals and objectives. The study is a quantitative correlational design with a sample of 4,273 urban principals from National Center for Education Statistics data emanating from a sampling frame of 82,802 traditional public school principals, and utilizing a stratified probability sampling research design. The Public Schools Principal Questionnaire (1993--94) was used to gather information on key study variables. The questionnaire consisted of dichotomous, structured, semi-structured and Likert scale questions. The following statistical tests were used: descriptive statistics, chi-square, crosstabulation, Pearson's Product Moment Correlation Coefficient, and one-way analysis of variance (ANOVA). Statistically significant results were revealed between principalship competence (e.g. degree, certification, educational leadership, educational administration, etc.); principalship demographics (e.g., race, gender, degree, locale, etc.) and educational goals and outcomes (e.g., school governance, teacher professional development, principal professional development, best practices, etc.) necessary for urban principals. Urban principals have definite perceptions about school governance specific to students, stakeholder influence, teacher and principal professional development, and best practices. The implications of the findings suggest that greater attention be given to the relationship of urban principal competence and valued educational goals and outcomes. With new and stringent accountability systems, principals will be required to take an active role in the management of instruction, curriculum, and assessment at their schools. Urban principals must engage in meaningful professional development to ensure optimal educational management, while ensuring teachers are held responsible for changing instructional activities and raising expectations for achievement regardless of the school's locale or the student's background. There is a need for urban principals to focus on the process of organizational change with a focus on increased collaboration with parents to improve student achievement. Further, urban principals are challenged to determine what actions are required to facilitate the transition of their schools into professional learning communities. The study has significant implications for principal preparation programs as to the qualities necessary for potential or practicing urban principals. Programs must consider the delicate balance between competencies expected, skills taught, as well as, dispositions of the potential or practicing urban administrators. The findings and implications for practice are critical for both pre-service and in-service development of administrators. Recommendations for future studies suggest research be conducted to: examine results verifying improved student achievement in the State of Maryland and Baltimore City in particular; determine specific principal professional development experiences or training that can be attributed to increased competencies for principals specific to student achievement; determine how principalship competencies of urban principals differ from that of other locales, and to what degree current principal preparation schools and the associated competencies are congruent with ISLLC standards and the degree these competencies translate to performance based systems. -- Abstract.
Download or read book Principal and Teacher Influence on School Curriculum and Instruction Policy in the Context of Multiple Accountabilities written by Jason P. Nance and published by . This book was released on 2015 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Little research has been conducted to uncover factors that potentially affect public school principal and teacher influence on curriculum and instruction policy. Employing data collected by the National Center for Education Statistics for the 1999-2000 School and Staffing Survey, the study investigates this question using survey responses of a national sample of 9,190 principals and 42,086 teachers from all 50 states and the District of Columbia. The study employs structural equation modeling to examine principal and teacher influence on curriculum and instruction policy within their schools and in relation to the influence of state departments of education, local school boards, district staffs, school councils, parents, district context, region, and gender. Two models are examined: the first based on principals' perception of teacher influence on school policy, and the second on teachers' perceptions of their own influence on school policy. The findings suggest that as state influence increases, principal and teacher influence decreases, and as district staff, school site council, and parent association influence increases, principal and teacher influence increases. The findings also suggest that principals may not be granting as much decision-making authority to teachers in their buildings as principals believe.
Download or read book Working Mother written by and published by . This book was released on 2002-10 with total page 190 pages. Available in PDF, EPUB and Kindle. Book excerpt: The magazine that helps career moms balance their personal and professional lives.
Download or read book How Teachers Taught written by Larry Cuban and published by Longman Publishing Group. This book was released on 1984 with total page 312 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Best Life written by and published by . This book was released on 2008-04 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt: Best Life magazine empowers men to continually improve their physical, emotional and financial well-being to better enjoy the most rewarding years of their life.
Download or read book Skills for Successful 21st Century School Leaders written by John R. Hoyle and published by R&L Education. This book was released on 2005 with total page 206 pages. Available in PDF, EPUB and Kindle. Book excerpt: This resource is the most important book in years focusing on the preparation and development of school leaders. Comprehensive in scope and extremely readable, Skills for Successful 21st Century School Leaders provides a complete overview of the knowledge base and skills for successful school leaders. The publication is based on the standards recently developed by the American Association of School Administrators (AASA), the Interstate School Leaders Licensure Consortium (ISLLe, the National Policy Board for Educational Administration (NPBEA), the National Council for Accreditation of Teacher Education (NCATE), and state education agencies.
Download or read book Principles of Management written by David S. Bright and published by . This book was released on 2023-05-16 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Black & white print. Principles of Management is designed to meet the scope and sequence requirements of the introductory course on management. This is a traditional approach to management using the leading, planning, organizing, and controlling approach. Management is a broad business discipline, and the Principles of Management course covers many management areas such as human resource management and strategic management, as well as behavioral areas such as motivation. No one individual can be an expert in all areas of management, so an additional benefit of this text is that specialists in a variety of areas have authored individual chapters.
Download or read book Becoming a Student Ready College written by Tia Brown McNair and published by John Wiley & Sons. This book was released on 2016-07-25 with total page 215 pages. Available in PDF, EPUB and Kindle. Book excerpt: Boost student success by reversing your perspective on college readiness The national conversation asking "Are students college-ready?" concentrates on numerous factors that are beyond higher education's control. Becoming a Student-Ready College flips the college readiness conversation to provide a new perspective on creating institutional value and facilitating student success. Instead of focusing on student preparedness for college (or lack thereof), this book asks the more pragmatic question of what are colleges and universities doing to prepare for the students who are entering their institutions? What must change in an institution's policies, practices, and culture in order to be student-ready? Clear and concise, this book is packed with insightful discussion and practical strategies for achieving your ambitious student success goals. These ideas for redesigning practices and policies provide more than food for thought—they offer a real-world framework for real institutional change. You'll learn: How educators can acknowledge their own biases and assumptions about underserved students in order to allow for change New ways to advance student learning and success How to develop and value student assets and social capital Strategies and approaches for creating a new student-focused culture of leadership at every level To truly become student-ready, educators must make difficult decisions, face the pressures of accountability, and address their preconceived notions about student success head-on. Becoming a Student-Ready College provides a reality check based on today's higher education environment.
Download or read book Workplace Solutions for Childcare written by Catherine Hein and published by International Labor Office. This book was released on 2010 with total page 480 pages. Available in PDF, EPUB and Kindle. Book excerpt: Covers childcare centres, vouchers, subsidies, out-of-school care, parental leave and flexible working.
Download or read book Finding What Works in Health Care written by Institute of Medicine and published by National Academies Press. This book was released on 2011-07-20 with total page 267 pages. Available in PDF, EPUB and Kindle. Book excerpt: Healthcare decision makers in search of reliable information that compares health interventions increasingly turn to systematic reviews for the best summary of the evidence. Systematic reviews identify, select, assess, and synthesize the findings of similar but separate studies, and can help clarify what is known and not known about the potential benefits and harms of drugs, devices, and other healthcare services. Systematic reviews can be helpful for clinicians who want to integrate research findings into their daily practices, for patients to make well-informed choices about their own care, for professional medical societies and other organizations that develop clinical practice guidelines. Too often systematic reviews are of uncertain or poor quality. There are no universally accepted standards for developing systematic reviews leading to variability in how conflicts of interest and biases are handled, how evidence is appraised, and the overall scientific rigor of the process. In Finding What Works in Health Care the Institute of Medicine (IOM) recommends 21 standards for developing high-quality systematic reviews of comparative effectiveness research. The standards address the entire systematic review process from the initial steps of formulating the topic and building the review team to producing a detailed final report that synthesizes what the evidence shows and where knowledge gaps remain. Finding What Works in Health Care also proposes a framework for improving the quality of the science underpinning systematic reviews. This book will serve as a vital resource for both sponsors and producers of systematic reviews of comparative effectiveness research.
Download or read book Reading Thinking and Writing About History written by Chauncey Monte-Sano and published by Teachers College Press. This book was released on 2014 with total page 241 pages. Available in PDF, EPUB and Kindle. Book excerpt: Although the Common Core and C3 Framework highlight literacy and inquiry as central goals for social studies, they do not offer guidelines, assessments, or curriculum resources. This practical guide presents six research-tested historical investigations along with all corresponding teaching materials and tools that have improved the historical thinking and argumentative writing of academically diverse students. Each investigation integrates reading, analysis, planning, composing, and reflection into a writing process that results in an argumentative history essay. Primary sources have been modified to allow struggling readers access to the material. Web links to original unmodified primary sources are also provided, along with other sources to extend investigations. The authors include sample student essays from each investigation to illustrate the progress of two different learners and explain how to support students’ development. Each chapter includes these helpful sections: Historical Background, Literacy Practices Students Will Learn, How to Teach This Investigation, How Might Students Respond?, Student Writing and Teacher Feedback, Lesson Plans and Materials. Book Features: Integrates literacy and inquiry with core U.S. history topics. Emphasizes argumentative writing, a key requirement of the Common Core. Offers explicit guidance for instruction with classroom-ready materials. Provides primary sources for differentiated instruction. Explains a curriculum appropriate for students who struggle with reading, as well as more advanced readers. Models how to transition over time from more explicit instruction to teacher coaching and greater student independence. “The tools this book provides—from graphic organizers, to lesson plans, to the accompanying documents—demystify the writing process and offer a sequenced path toward attaining proficiency.” —From the Foreword by Sam Wineburg, co-author of Reading Like a Historian “Assuming literate practice to be at the core of history learning and historical practice, the authors provide actual units of history instruction that can be immediately applied to classroom teaching. These units make visible how a cognitive apprenticeship approach enhances history and historical literacy learning and ensure a supported transition to teaching history in accordance with Common Core State Standards.” —Elizabeth Moje, Arthur F. Thurnau Professor, School of Education, University of Michigan “The C3 Framework for Social Studies State Standards and the Common Core State Standards challenge students to investigate complex ideas, think critically, and apply knowledge in real world settings. This extraordinary book provides tried-and-true practical tools and step-by-step directions for social studies to meet these goals and prepare students for college, career, and civic life in the 21st century.” —Michelle M. Herczog, president, National Council for the Social Studies
