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The 1995 NCPEA Yearbook is organized into five major sections. The
first, The Landscapes of Change: Challenges for Professors of
Educational Administration, contains four chapters that frame the
major themes and issues of the 1994 conference. In Section 2,
Educational Leadership and Development Program: Theoretical
Perspectives, the authors explore theoretical lenses for examining
the preparation of educational leaders and the development of
educational administration programs. Section 3, Responding to New
Realities: Program Development in Educational Administration,
contains detailed descriptions of emerging educational realities
that have begun to trigger program changes and innovations in
departments of educational leadership at six institutions.
Rethinking and Revisioning Teaching and Learning to prepared
Educational Leaders, Section 4, offers five excellent vignettes of
changes and challenges for professors in creating new teaching and
learning environments for themselves and their students. In the
final section, Policies, Programs, and Practices: Investigations in
Educational Administration, six chapters relate the finds of
researchers using very different research designs and methods. The
implications for professors of educational administration and for
all educational stakeholders are discussed.
Design thinking is a human-centered problem-solving process that
organizations can use to address wicked and complex problems of
practice. Within the PK-12 space, design thinking has been employed
to engage educators in an innovative approach to address challenges
like curriculum redesign, instructional engagement, and designing
physical spaces. The use of design thinking in the PK-12 space is a
result of the evolution of an organizational improvement process
that puts people at the center of problem-solving initiatives.
Design thinking is seen as both a process and a mindset that
enables people to look at problems in new ways and address these
problems through creative approaches. In this book we share case
studies of PK-12 schools and other educational organizations that
have used design thinking, as well as research studies that have
studied aspects of design thinking in the PK-12 space. We have
brought together a variety of research-based and illustrative case
studies around design thinking in PK-12 education that explore the
development and implementation of design thinking in practice.
Design thinking is a human-centered problem-solving process that
organizations can use to address wicked and complex problems of
practice. Within the PK-12 space, design thinking has been employed
to engage educators in an innovative approach to address challenges
like curriculum redesign, instructional engagement, and designing
physical spaces. The use of design thinking in the PK-12 space is a
result of the evolution of an organizational improvement process
that puts people at the center of problem-solving initiatives.
Design thinking is seen as both a process and a mindset that
enables people to look at problems in new ways and address these
problems through creative approaches. In this book we share case
studies of PK-12 schools and other educational organizations that
have used design thinking, as well as research studies that have
studied aspects of design thinking in the PK-12 space. We have
brought together a variety of research-based and illustrative case
studies around design thinking in PK-12 education that explore the
development and implementation of design thinking in practice.
Preparing school administrators for the challenges they will face
requires materials well-informed about the nuts and bolts of
education in real life. Only a richly detailed case study book like
Short and Scribner's will provide them with the opportunity to
analyze current issues. Each narrative chapter concludes with
application questions and a list of references. The authors, some
of the most respected American scholars on the superintendency have
compiled cases grounded in research and reality. They explore
topics such as the politics of education, the debate over merit
pay, women in the superintendency, and the role of the
superintendent as an instructor.
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