Download or read book A Comparison of Perceptions of Power Bases Within Management Teams in Effective School Districts written by Virginia A. Isele and published by . This book was released on 1987 with total page 412 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Study of Organizational Power Bases of Management Teams Within Public School Districts Judged to be Effective written by Gerald L. Stotts and published by . This book was released on 1987 with total page 410 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book American Doctoral Dissertations written by and published by . This book was released on 1999 with total page 848 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Index to American Doctoral Dissertations written by and published by . This book was released on 1989 with total page 1252 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2000 with total page 592 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Study to Explore the Bases of Power of School District Chief Executive Officers in the Province of Newfoundland and Labrador written by Willis C. Jacobs and published by . This book was released on 1992 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examines the power bases of school district chief executive officers using a modified version of a conceptual framework of power proposed by French and Raven (1959). Their bases or sources of power are coercive, reward, legitimate, expert and referent. These five bases are extended to include information power and connection power. Significant differences exist among the three self-perceived power profiles, and among the perception-of-other power profiles for five of the independent variables. In the self-perceived power profiles, superintendents perceive themselves to use significantly more coercive power in their working relationships with school principals. In the perception-of-other power profiles, significant differences are found when data are classified according to (i) superintendents' years of experience in their current positions, (ii) age of subordinate personnel, (iii) age of superintendents, (iv) size of school districts, and (v) career-bound and place-bound superintendents who have 10 years or less experience. No significant differences exist for the independent variables (i) type of subordinate personnel, (ii) experience of subordinate personnel, (iii) gender of subordinate personnel, (iv) distance from central office, and (v) type of school district (Catholic or Integrated). No significant differences exist among the three self/other power profiles that compare the superintendent's self-perception with the perceptions of the three subordinate groups. The more experienced superintendents receive a significantly lower rating for legitimate power. The youngest superintendents receive a significantly lower rating for the information power, the older superintendents receive a significantly lower rating for the legitimate power, and the medium age superintendents in comparison to the younger receive a significantly lower rating for expert power. The oldest subordinates perceive superintendents to have significantly more legitimate power but significantly less referent power. Superintendents in the larger districts are perceived to use significantly less connection power and significantly more legitimate power. When district size is based on the number of schools, superintendents in the larger districts use significantly less connection power and significantly more expert power. For the perceived power bases of career-bound and place-bound superintendents with 10 years or less experience, the career-bound superintendents use significantly more coercive power. Expert and legitimate power bases always receive ratings that are higher than any of the other five power bases; the three intermediate bases are information, referent and reward power; and coercive and connection power always receive the lowest ratings. (Abstract shortened by UMI.).
Download or read book A Comparison of the Perceptions of School based and Centralized management Administrators and Teachers Toward Leadership Practice written by Ann Nnennaya Okorie and published by . This book was released on 1990 with total page 278 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 340 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Comprehensive Dissertation Index written by and published by . This book was released on 1989 with total page 780 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Money Myth written by W. Norton Grubb and published by Russell Sage Foundation. This book was released on 2009-01-15 with total page 417 pages. Available in PDF, EPUB and Kindle. Book excerpt: Can money buy high-quality education? Studies find only a weak relationship between public school funding and educational outcomes. In The Money Myth, W. Norton Grubb proposes a powerful paradigm shift in the way we think about why some schools thrive and others fail. The greatest inequalities in America's schools lie in factors other than fiscal support. Fundamental differences in resources other than money—for example, in leadership, instruction, and tracking policies—explain the deepening divide in the success of our nation's schoolchildren. The Money Myth establishes several principles for a bold new approach to education reform. Drawing on a national longitudinal dataset collected over twelve years, Grubb makes a crucial distinction between "simple" resources and those "compound," "complex," and "abstract" resources that cannot be readily bought. Money can buy simple resources—such as higher teacher salaries and smaller class sizes—but these resources are actually some of the weakest predictors of educational outcomes. On the other hand, complex resources pertaining to school practices are astonishingly strong predictors of success. Grubb finds that tracking policies have the most profound and consistent impact on student outcomes over time. Schools often relegate low-performing students—particularly minorities—to vocational, remedial, and special education tracks. So even in well-funded schools, resources may never reach the students who need them most. Grubb also finds that innovation in the classroom has a critical impact on student success. Here, too, America's schools are stratified. Teachers in underperforming schools tend to devote significant amounts of time to administration and discipline, while instructors in highly ranked schools dedicate the bulk of their time to "engaged learning," using varied pedagogical approaches. Effective schools distribute leadership among many instructors and administrators, and they foster a sense of both trust and accountability. These schools have a clear mission and coherent agenda for reaching goals. Underperforming schools, by contrast, implement a variety of fragmented reforms and practices without developing a unified plan. This phenomenon is perhaps most powerfully visible in the negative repercussions of No Child Left Behind. In a frantic attempt to meet federal standards and raise test scores quickly, more and more schools are turning to scripted "off the shelf" curricula. These practices discourage student engagement, suppress teacher creativity, and hold little promise of improving learning beyond the most basic skills. Grubb shows that infusions of money alone won't eradicate inequality in America's schools. We need to address the vast differences in the way school communities operate. By looking beyond school finance, The Money Myth gets to the core reasons why education in America is so unequal and provides clear recommendations for addressing this chronic national problem.
Download or read book School Family and Community Partnerships written by Joyce L. Epstein and published by Corwin Press. This book was released on 2018-07-19 with total page 508 pages. Available in PDF, EPUB and Kindle. Book excerpt: Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.
Download or read book The School Administrator s Resource Guide written by Katherine Clay and published by Greenwood. This book was released on 1988 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Comprehensive Dissertation Index Education D H written by and published by . This book was released on 1984 with total page 814 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 1995 with total page 1016 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Research in the Schools written by and published by . This book was released on 1996 with total page 342 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Blundering Leadership written by Tamara Arnott and published by R & L Education. This book was released on 2010 with total page 230 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book presents real-life leadership scenarios that resulted in negative outcomes; discusses missteps to avoid; reviews current leadership literature relevant to the scenarios; and provides leadership tips, tools, and self-development exercises in order to aid new leaders in making fewer mistakes that alienate constituents and subordinates and increase the likelihood of failure.
Download or read book Research in Education written by and published by . This book was released on 1971 with total page 1236 pages. Available in PDF, EPUB and Kindle. Book excerpt:
