Karen Seashore Louis

Bio: Karen Seashore Louis is an academic researcher from University of Minnesota. The author has contributed to research in topics: Educational leadership & Instructional leadership. The author has an hindex of 56, co-authored 132 publications receiving 17035 citations.

Teachers’ Professional Community in Restructuring Schools

Abstract: Professional community among teachers, the subject of a number of recent major studies, is regarded as an ingredient that may contribute to the improvement of schools. The research reported in this article is grounded in the assumption that how teachers interact with each other outside of their classrooms may be critical to the effects of restructuring on students. The analysis focuses on the type of professional community that occurs within a school and investigates both the organizational factors that facilitate its development and its consequences for teachers’ sense of responsibility for student learning. The findings suggest that wide variation in professional community exists between schools, much of which is attributable to both structural features and human resources characteristics, as well as school level. Implications for current school reform efforts are discussed.

Does Professional Community Affect the Classroom? Teachers' Work and Student Experiences in Restructuring Schools

Abstract: School reform efforts have focused on the development of professionally enriching work groups for teachers as a vehicle for improving student achievement. This study examines the impact of school professional community on the intellectual quality of student performance (assessed using authentic measures) and on two dimensions of classroom organization, the technical (measured as authentic pedagogy) and the social (measured as social support for achievement). Employing quantitative (multilevel) and qualitative analytic methods, we show that in 24 nationally selected, restructuring elementary, middle, and high schools professional community is strongly associated with these dimensions of classroom organization. Both professional community and social support for achievement have a positive relationship to student performance, but the strength of their association with authentic pedagogy accounts for that effect.

How Teachers Experience Principal Leadership: The Roles of Professional Community, Trust, Efficacy, and Shared Responsibility

Abstract: Purpose: The leadership of the principal is known to be a key factor in supporting student achievement, but how that leadership is experienced and instructionally enacted by teachers is much less clear The purpose of this study was to examine various factors that are often present in principal—teacher interactions and teacher—teacher relationships to see how those may have an impact on teachers' classroom instructional practicesData Collection and Analysis:Data for this quantitative study are from a teacher survey developed for the national research project, Learning from Leadership, funded by the Wallace Foundation There are 4,165 completed surveys in the database, which reflects responses from teachers in grades K-12 in a sample of schools across the United States Using a conceptual framework based on various known components of effective schools today, a stepwise linear regression examined the relationships among practices such as shared leadership and professional community with contextual variabl

Cochrane Handbook for Systematic Reviews of Interventions

Abstract: The Cochrane Handbook for Systematic Reviews of Interventions is the official document that describes in detail the process of preparing and maintaining Cochrane systematic reviews on the effects of healthcare interventions.

Out of the Crisis

Abstract: According to W. Edwards Deming, American companies require nothing less than a transformation of management style and of governmental relations with industry. In Out of the Crisis, originally published in 1982, Deming offers a theory of management based on his famous 14 Points for Management. Management's failure to plan for the future, he claims, brings about loss of market, which brings about loss of jobs. Management must be judged not only by the quarterly dividend, but by innovative plans to stay in business, protect investment, ensure future dividends, and provide more jobs through improved product and service. In simple, direct language, he explains the principles of management transformation and how to apply them.

기독교 사역과 Leadership

Abstract: Building Leadership Effectiveness This program encourages leaders to develop practices that transform values into action, vision into realities, obstacles into innovations, and risks into rewards. Participants will be introduced to the five practices of exemplary leadership: modeling the way, inspiring a shared vision, challenging the process, enabling others to act, and encouraging the heart Coaching & Communicating for Performance Coaching & Communicating for Performance is a highly interactive program that will give supervisors and managers the opportunity to build skills that will enable them to share expectations and set objectives for employees, provide constructive feedback, more effectively engage in learning conversations, and coaching opportunities. Skillful Conflict Management for Leaders As a leader, it is important to understand conflict and be effective at conflict management because the way conflict is resolved becomes an integral component of our university’s culture. This series of conflict management sessions help leaders learn and put into practice effective strategies for managing conflict.

Democracy and education.

Abstract: Course Description In this course, we will explore the question of the actual and potential connections between democracy and education. Our focus of attention will be placed on a critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, adult educators, community development practitioners, and community organizers. We will survey and deal critically with a range of competing conceptions of democracy, variously described as classical, republican, liberal, radical, marxist, neomarxist, pragmatist, feminist, populist, pluralist, postmodern, and/or participatory. Using narrative inquiry as a means for illuminating and interpreting contemporary practice, we will analyze the implications of different conceptions of democracy for the practical work of civic education.