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.

/pdf/cochrane-handbook-for-systematic-reviews-of-interventions-1xbdy6uvru.pdf

Cochrane Handbook for Systematic Reviews of Interventions

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.

Out of the Crisis

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.

기독교 사역과 Leadership

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.

Democracy and education.

The Social Psychology of Organizations.

Tracing organizational theory (OT) early framings (Perrow, 1970) to more recent applications in schools, this essay suggests organizational change may be a productive central focus for future OT thinking. Positing that organizations exist so that mutually agreed upon outcomes may be generated; it is argued that discovering how learning occurs within school organizations has the potential to increase understanding concerning the outcomes of work in school organizations. The work concludes with a call for the field to move beyond the development of a theory of school organization to a focus on theorizing around the core issues that school leaders face in order to provide direction toward achieving valued outcomes.

https://web.stanford.edu/group/ojs-jote/cgi-bin/ojs2/index.php/jote/article/download/17/21

Organizational theory: around the block again? moving forward? or both?

Educational Policy in an International Context

A recent article by Resnick, Nolan, and Resnick (1995) analyzed the curriculum and examination system for mathematics in France and the Netherlands. The focus of the article was on how the two countries create and maintain “world class standards” in mathematics. However, the authors overlook the real process by which a country like the Netherlands, which has legal autonomy for individual schools, creates a national consensus around high standards for student learning. This contribution describes the formal, legal status of curriculum and examination standards and also the process by which high standards emerge and are maintained over time. Some attention is also paid to new trends in high-stakes examinations. The Dutch approach toward a balance between local autonomy and national, high standards has considerable relevance to the U.S. setting.

Notes: High Standards and Cultural Diversity: Cautionary Tales of Comparative Research—A Comment on “Benchmarking Education Standards” by Lauren B. Resnick, Katherine J. Nolan, and Daniel P. Resnick:

Professional Learning Communities: Divergence, Depth and Dilemmas. Professional Learning.

INTRODUCTION In 2008 we published a chapter in the first edition of this handbook that examined how 
political culture affects the development of K-12 educational policies at state and local 
levels. In that analysis, we focused on how the expanding role of the state as a key actor 
in educational policy has increased over the past few decades (Clune, 1987; Reeves, 1990; 
Timar & Kirp, 1988), and included data about how local districts and schools reacted to 
state policies. Since then we have expanded our examination of political cultures, considering additional in-depth analysis of states within the United States, differences between 
countries within the European Union, and some of the differences between the K-12 
and higher education sectors. This chapter therefore represents both a deepening and an 
extension of the ideas developed in the previous contribution, but with a stronger focus 
on state and national political cultures.

Karen Seashore Louis

Papers

Organizational theory: around the block again? moving forward? or both?

Educational Policy in an International Context

Notes: High Standards and Cultural Diversity: Cautionary Tales of Comparative Research—A Comment on “Benchmarking Education Standards” by Lauren B. Resnick, Katherine J. Nolan, and Daniel P. Resnick:

Professional Learning Communities: Divergence, Depth and Dilemmas. Professional Learning.

Political cultures in education: Emerging perspectives