Teachers' Participation in Educational Change Related to Their Judgments of Accomplishment PDF Download
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Author: Olan L. Knight
Publisher:
ISBN:
Category : Educational innovations
Languages : en
Pages : 168
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Book Description
Author: Olan L. Knight
Publisher:
ISBN:
Category : Educational innovations
Languages : en
Pages : 168
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 540
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Book Description
Author: Stanford University Center for Research and Development in Teaching
Publisher:
ISBN:
Category : Education
Languages : en
Pages :
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Book Description
Author: Xerox University Microfilms
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 1040
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Book Description
Author:
Publisher:
ISBN: 9780931050343
Category : Education
Languages : en
Pages : 96
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Book Description
A comprehensive survey was conducted seeking the opinions of 40,000 secondary school teachers on the impact of school reform proposals. Over 13,500 teachers returned questionnaires, for a response rate of 33.9%. In this report an evaluation is presented of the school renewal movement drawn from the perspective of the teacher. The survey included questions on: (1) school goals; (2) student achievement and academic requirements; (3) flexible programs and scheduling; (4) school climate and resources; (5) student testing; (6) school autonomy; (7) teacher salaries; (8) inservice education; (9) teacher participation in administrative decisions; (10) working conditions of teachers; and (11) community and parental support. Summaries of responses nation-wide are displayed in graphs and state-by-state summaries are presented in 55 tables. (JD)
Author: Pamela Cantor
Publisher: Routledge
ISBN: 100039977X
Category : Education
Languages : en
Pages : 245
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Book Description
This essential text unpacks major transformations in the study of learning and human development and provides evidence for how science can inform innovation in the design of settings, policies, practice, and research to enhance the life path, opportunity and prosperity of every child. The ideas presented provide researchers and educators with a rationale for focusing on the specific pathways and developmental patterns that may lead a specific child, with a specific family, school, and community, to prosper in school and in life. Expanding key published articles and expert commentary, the book explores a profound evolution in thinking that integrates findings from psychology with biology through sociology, education, law, and history with an emphasis on institutionalized inequities and disparate outcomes and how to address them. It points toward possible solutions through an understanding of and addressing the dynamic relations between a child and the contexts within which he or she lives, offering all researchers of human development and education a new way to understand and promote healthy development and learning for diverse, specific youth regardless of race, socioeconomic status, or history of adversity, challenge, or trauma. The book brings together scholars and practitioners from the biological/medical sciences, the social and behavioral sciences, educational science, and fields of law and social and educational policy. It provides an invaluable and unique resource for understanding the bases and status of the new science, and presents a roadmap for progress that will frame progress for at least the next decade and perhaps beyond.
Author: Corrie Stone-Johnson
Publisher: Routledge
ISBN: 1317539885
Category : Education
Languages : en
Pages : 122
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Book Description
Generational identity plays a large role in how teachers view educational change and school reform. Teachers of the Boomer generation, an era characterized by optimism and innovation, tend to be more resistant to change than those of Generation X, for whom standardization represents the norm, not a shift. This volume reviews five decades of research on educational change and teachers’ varying responses to it from a generational perspective, providing school leaders with insight on how best to relate to these groups to achieve a common goal. Through ongoing professional development oriented by multigenerational grouping, teachers and school leaders can define success and create a multigenerational understanding of what good teaching and leadership look like.
Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 872
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Book Description
Author: Paul Trowler
Publisher: Oxford University Press
ISBN: 0192592564
Category : Business & Economics
Languages : en
Pages : 208
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Book Description
This book offers a new perspective on the professional world of higher education. Using social practice theory, it presents a practice sensibility rooted in concepts which illuminate teaching and learning contexts. The book takes the reader through the social processes occurring within higher education institutions which shape contexts and influence the direction of change. For leaders and managers, educational developers, change agents, and academics, this sensibility will help to identify the successful paths to changes for enhancement and the patterns of policy implementation likely to occur as teaching and learning is enhanced. For researchers of higher education, the practice sensibility offers new possibilities for meaningful research into teaching and learning issues. Teaching and learning regimes are a key focus of the book. As a family of practices performed by a workgroup in higher education over extended periods, they comprise a number of 'moments'; characteristics derived from structural foundations which shape the workgroup's practices and frameworks of meaning. These moments condition how teaching and learning is fundamentally understood, what its aims are thought to be, what is considered 'normal' practice, how individuals see themselves and others, and how power operates within the workgroup. The material context is significant in this, as are the backstories, personal histories, and institutional sagas. This book develops a completely new approach to Trowler's concept of teaching and learning regimes. Using both his research and that of others in the field, it presents a more nuanced, fully-developed, and sophisticated version of the concept which has great traction for empirical research, the management of change, and the enhancement of the student experience and learning outcomes.
Author: Andy Hargreaves
Publisher: Springer
ISBN: 9401149445
Category : Education
Languages : en
Pages : 1360
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Book Description
The International Handbook of Educational Change is a state of the art collection of the most important ideas and evidence of educational change. The book brings together some of the most influential thinkers and writers on educational change. It deals with issues like educational innovation, reform, restructuring, culture-building, inspection, school-review, and change management. It asks why some people resist change and what their resistance means. It looks at how men and women, older teachers and younger teachers, experience change differently. It looks at the positive aspects of change but does not hesitate to raise uncomfortable questions about many aspects of educational change either. It looks critically and controversially at the social, economic, cultural and political forces that are driving educational change. School leaders, system administration, teacher leaders, consultants, facilitators, educational researchers, staff developers and change agents of all kinds will find this book an indispensable resource for guiding them to both classic and cutting-edge understandings of educational change, no other work provides as comprehensive coverage of the field of educational change.
