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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 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 presentation of contributions on various topics related to theory
and research in educational administration. It covers: sources and
consequences of organic management in elementary and secondary
schools; tacit knowledge in educational administration; and
transformational leadership and trust.
A presentation of contributions on various topics related to theory
and research in educational administration. It covers: sources and
consequences of organic management in elementary and secondary
schools; tacit knowledge in educational administration; and
transformational leadership and trust.
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