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Leadership and School Quality is the twelfth in a series on
research and theory dedicated to advancing our understanding of
schools through empirical study and theoretical analysis. Hence,
the chapters include analyses that investigate relationships
between school organizations and leadership behaviours that have an
impact on teacher and school effectiveness.
Leadership and School Quality is the twelfth in a series on
research and theory dedicated to advancing our understanding of
schools through empirical study and theoretical analysis. Hence,
the chapters include analyses that investigate relationships
between school organizations and leadership behaviours that have an
impact on teacher and school effectiveness.
Contemporary Challenges Confronting School Leaders is the eleventh
in a series on research and theory dedicated to advancing our
understanding of schools through empirical study and theoretical
analysis. Consequently, the chapters include analyses that
investigate relationships between school organizations and
administrative practice that affect teacher and student
effectiveness. This edition is organized around concepts that are
significant to contemporary school leaders: student achievement and
variables that contribute to it or influence achievement
indirectly.
Contemporary Challenges Confronting School Leaders is the eleventh
in a series on research and theory dedicated to advancing our
understanding of schools through empirical study and theoretical
analysis. Consequently, the chapters include analyses that
investigate relationships between school organizations and
administrative practice that affect teacher and student
effectiveness. This edition is organized around concepts that are
significant to contemporary school leaders: student achievement and
variables that contribute to it or influence achievement
indirectly.
A volume in Research and Theory in Educational Administration
Series Editors: Wayne K. Hoy, The Ohio State University and Michael
DiPaola, The College of William and Mary Leading Research in
Educational Administration: A Festschrift for Wayne K. Hoy is the
tenth in a series on research and theory dedicated to advancing our
understanding of schools through empirical study and theoretical
analysis that was initiated by Wayne and Cecil G. Miskel. This
tenth anniversary edition honors and celebrates the research
leadership Wayne has provided in the field of educational
administration through his distinguished career. The festschrift is
organized around the analysis of school contexts and includes
constructs Wayne and his proteges have studied and researched:
climate, trust, efficacy, academic optimism, organizational
citizenship, and mindfulness. It concludes with the work of
colleagues on the salient contemporary issues of innovation, power,
leadership succession, and several others focused on improving
schools. Chapter authors all have close connections to Wayne -
former students and their students, as well as colleagues and
friends. This series on Theory and Research in Educational
Administration is about understanding schools. We welcome articles
and analyses that explain school organizations and administration.
We are interested in the "why" questions about schools. To that
end, case analyses, surveys, large data base analyses, experimental
studies, and theoretical analyses are all welcome. We provide the
space for authors to do comprehensive analyses where that is
appropriate and useful. We believe that the Theory and Research in
Educational Administration Series has the potential to make an
important contribution to our field, but we will be successful only
if our colleagues continue to join us in this mission. So join with
us; let us hear from you if you have theory and research that will
enlighten our understanding of schools.
A volume in Research in Public Management Series Editors: Lawrence
R. Jones, Naval Postgraduate School This book follows the evolution
of a model for quick and efficient national defense war fighting
asset acquisition during time of war. It documents the case of a
critically important war fighting acquisition program from initial
needs identification and program start in 2006 through production
and fielding in the period 2007- 2010. The analysis focuses on the
entire process of acquisition and contracting from concept
development through getting the weapons system into action in Iraq,
Afghanistan and elsewhere. The Mine Resistant Ambush Protected
vehicles program (MRAP) is a rapid acquisition program procured
within the context of the US Department of Defense's Acquisition
Management and Joint Capabilities Integration and Development
System (JCIDS) framework. The analysis in this book answers the
following question: What are the key factors that explain the
success of the MRAP program, with success defined as meeting
program objectives and warfighter needs? In addition, this book
addresses the critical trade-offs made within the MRAP program to
develop it rapidly, and some of the potential long-term impacts of
these decisions, both positive and negative, for rapid defense
asset acquisition in time of war.
A volume in Research and Theory in Educational Administration
Series Editors: Wayne K. Hoy, The Ohio State University and Michael
DiPaola, The College of William and Mary Analyzing School Contexts
is the ninth volume in a series of research and theory in school
administration dedicated to advancing our understanding of schools
through empirical study and theoretical analysis. The current
selection of readings is loosely organized around the broad topics
of school contexts, leadership, and organizational properties that
influence the effectiveness of schools. The book begins with a
reflective analysis of the importance of organizational theories
and theorizing in educational in administration and then proceeds
to examine research on how leaders, especially principals, can
strengthen the instructional and academic capacity of the school to
enhance teachers' effectiveness in producing strong student
outcomes. The analyses deal not only with what instructional
leadership practices make positive differences in teaching and
learning, but also with how district leadership is pivotal in
developing school partnerships with business and how district
mentoring programs to develop future school leaders succeed.
Finally, we examine school climate, academic optimism of teachers,
organizational trust, and the constraints and opportunities that
the law provides to develop and maintain a respectful school
environment conducive to learning. This series on Theory and
Research in Educational Administration is about understanding
schools. We welcome articles and analyses that explain school
organizations and administration. We are interested in the "why"
questions about schools. To that end, case analyses, surveys, large
data base analyses, experimental studies, and theoretical analyses
are all welcome. We provide the space for authors to do
comprehensive analyses where that is appropriate and useful. We
believe that the Theory and Research in Educational Administration
Series has the potential to make an important contribution to our
field, but we will be successful only if our colleagues continue to
join us in this mission. So join with us; let us hear from you if
you have theory and research that will enlighten our understanding
of schools.
A volume in Research and Theory in Educational Administration
Series Editors: Wayne K. Hoy, The Ohio State University and Michael
DiPaola, The College of William and Mary Analyzing School Contexts
is the ninth volume in a series of research and theory in school
administration dedicated to advancing our understanding of schools
through empirical study and theoretical analysis. The current
selection of readings is loosely organized around the broad topics
of school contexts, leadership, and organizational properties that
influence the effectiveness of schools. The book begins with a
reflective analysis of the importance of organizational theories
and theorizing in educational in administration and then proceeds
to examine research on how leaders, especially principals, can
strengthen the instructional and academic capacity of the school to
enhance teachers' effectiveness in producing strong student
outcomes. The analyses deal not only with what instructional
leadership practices make positive differences in teaching and
learning, but also with how district leadership is pivotal in
developing school partnerships with business and how district
mentoring programs to develop future school leaders succeed.
Finally, we examine school climate, academic optimism of teachers,
organizational trust, and the constraints and opportunities that
the law provides to develop and maintain a respectful school
environment conducive to learning. This series on Theory and
Research in Educational Administration is about understanding
schools. We welcome articles and analyses that explain school
organizations and administration. We are interested in the "why"
questions about schools. To that end, case analyses, surveys, large
data base analyses, experimental studies, and theoretical analyses
are all welcome. We provide the space for authors to do
comprehensive analyses where that is appropriate and useful. We
believe that the Theory and Research in Educational Administration
Series has the potential to make an important contribution to our
field, but we will be successful only if our colleagues continue to
join us in this mission. So join with us; let us hear from you if
you have theory and research that will enlighten our understanding
of schools.
A volume in Research and Theory in Educational Administration
Series Editors: Wayne K. Hoy, The Ohio State University and Michael
DiPaola, The College of William and Mary Leading Research in
Educational Administration: A Festschrift for Wayne K. Hoy is the
tenth in a series on research and theory dedicated to advancing our
understanding of schools through empirical study and theoretical
analysis that was initiated by Wayne and Cecil G. Miskel. This
tenth anniversary edition honors and celebrates the research
leadership Wayne has provided in the field of educational
administration through his distinguished career. The festschrift is
organized around the analysis of school contexts and includes
constructs Wayne and his proteges have studied and researched:
climate, trust, efficacy, academic optimism, organizational
citizenship, and mindfulness. It concludes with the work of
colleagues on the salient contemporary issues of innovation, power,
leadership succession, and several others focused on improving
schools. Chapter authors all have close connections to Wayne -
former students and their students, as well as colleagues and
friends. This series on Theory and Research in Educational
Administration is about understanding schools. We welcome articles
and analyses that explain school organizations and administration.
We are interested in the "why" questions about schools. To that
end, case analyses, surveys, large data base analyses, experimental
studies, and theoretical analyses are all welcome. We provide the
space for authors to do comprehensive analyses where that is
appropriate and useful. We believe that the Theory and Research in
Educational Administration Series has the potential to make an
important contribution to our field, but we will be successful only
if our colleagues continue to join us in this mission. So join with
us; let us hear from you if you have theory and research that will
enlighten our understanding of schools.
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