Basics of qualitative research: Grounded theory procedures and techniques

The present historical moment may seem a particularly inopportune time to review Bowling Alone, Robert Putnam's latest exploration of civic decline in America. After all, the outpouring of volunteerism, solidarity, patriotism, and self-sacrifice displayed by Americans in the wake of the September 11 terrorist attacks appears to fly in the face of Putnam's central argument: that \"social capital\" -defined as \"social networks and the norms of reciprocity and trustworthiness that arise from them\" (p. 19)'has declined to dangerously low levels in America over the last three decades. However, Putnam is not fazed in the least by the recent effusion of solidarity. Quite the contrary, he sees in it the potential to \"reverse what has been a 30to 40-year steady decline in most measures of connectedness or community.\"' As an example of how the current \"war on terrorism\" could generate a durable civic renewal, Putnam points to the burst in civic practices that occurred during and after World War II, which he says \"permanently marked\" the generation that lived through it and had a \"terrific effect on American public life over the last half-century.\" 3 If Americans can follow this example and channel their current civic

Bowling alone: The collapse and revival of American community

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

Trust: The Social Virtues and the Creation of Prosperity

http://curriculumstudies.pbworks.com/f/Burnout+and+work+engagement+-+Hakanen,+J.pdf

Burnout and Work Engagement among Teachers.

This study has two purposes: to develop a theoretical account of how teachers'perceptions of transformational school leadership are formed and to provide an initial, empirical test of the theory. The theory, developed from cognitive science views of human thought and perception, explains the formation of teachers' leader perceptions as a function of both alterable conditions found in the school context and unalterable characteristics of both leaders and followers. Survey evidence from a sample of 423 elementary and secondary schools about their principals suggests that alterable school conditions explain most of the variation in teachers' leader perceptions.

Toward an Explanation of Variation in Teachers' Perceptions of Transformational School Leadership:

Acknowledgments About the Authors 1. Teacher Emotions, School Reform, and Student Learning: A Leadership Perspective 2. Looking Forward to Work: Job Satisfaction and Morale 3. Wanting to Stay Home: Stress, Anxiety, and Burnout 4. Persisting Against All Odds: Individual and Collective Self-Efficacy 5. To Stay or Go? Organizational Commitment and Engagement 6. From Feeling to Acting: Teacher Motivation and Educational Reform 7. Leading With Teacher Emotions in Mind: Setting Directions and Developing People 8. Leading With Teacher Emotions in Mind: Redesigning the Organization and Managing the Instructional Program 9. Conclusion: Leader Emotions References Index

Leading with Teacher Emotions in Mind

The Effective Leadership and Pupil Outcomes Project is the largest and most extensive study of contemporary leadership to be conducted in England to date Its sampling methods and innovative mixed methods design have enabled it to examine the work of head teachers and other school leaders in a range of primary and secondary schools nationally All these schools are recognised as having achieved success in terms of improvement in pupil attainment measures and were highly effective in value added terms over at least a three year consecutive period

The impact of school leadership on pupil outcomes. Final report

5 Collective leadership is linked to student achievement through teacher motivation (strongest) and characteristics of work settings, such as school and district size, or the age of the students taught. Introduction Educational leadership can have strong, positive, although indirect, effects on student learning. The full report of our study—Learning from Leadership: Investigating the Links to Improved Student Learning—provides evidence and analyses to substantiate this claim. As well, our study also unpacks how such leadership has these strong positive effects. Contextual variables matter greatly, we know, as do worthwhile academic programs and instructional practices. But educators must decide how to respond to the contexts in which they work, and they must select, shape, and implement academic programs and instructional practices. In these efforts, another factor comes into play—leadership. Leaders in education—including state-level officials, superintendents and district staff, principals, school board members, teachers and community members enacting various leadership roles—provide direction for, and exercise influence over, policy and practice. Their contributions are crucial, our evidence shows, to initiatives aimed at improving student learning. It is obviously important, therefore, to better understand the links between leadership and learning. We need to know what successful leaders do, and we need to know how they do it. About these questions, there is still much to be learned. Since the late 1990s, however , the Wallace Foundation has engaged in multiple ways to examine, understand, and improve leadership in educational settings across the United States. Our study grows out of this national effort. With support from the Wallace Foundation, we have conducted extensive research over a five-year period throughout the U.S. in an effort to describe successful educational leadership and to explain how such leadership can foster changes in professional practice, yielding improvements in student learning. The framework for our study (see Figure 1) represents our assumptions about aspects of the larger school system, including leadership at several levels, which interact to influence student learning. The effects of school leadership directly influence school and classroom conditions, as well as teachers themselves, and indirectly influence student learning. Other influences on school leaders arise from stakeholder groups—including the media, unions, professional associations, and community leaders—and from leaders' personal and professional experiences. According to this framework, the factors directly responsible for student learning are school and classroom conditions, teachers' instruction and their professional community, and student/family background conditions. Leadership is viewed as central in addressing and facilitating the work …

/pdf/investigating-the-links-to-improved-student-learning-3pocnlo0bp.pdf

Investigating the Links to Improved Student Learning: Executive Summary of Research Findings

The emergence of the global era has raised the ante on cross-cultural understanding. Although education has been a traditional means of cross-cultural transmission, relatively little effort to date has gone into understanding how culture influences the content or processes of educational practice. Internationally disseminated theories of educational leadership have been dominated by Western cultural and intellectual frameworks and have ignored a range of other frameworks. It is time to open up our thinking about theories and methods of organizing and administering education throughout the world. There are potential benefits to theory as well as to practice in widening the cultural and intellectual lenses being used in the field. Our purpose in this article is to understand how one might begin to explore educational leadership concepts and practices across cultures. We discuss how culture has been studied in fields of management outside of education. Then we examine the role that a cultural lens could play...

https://www.tandfonline.com/doi/pdf/10.1207/s15327930pje7302_6

Kenneth Leithwood

Papers

Toward an Explanation of Variation in Teachers' Perceptions of Transformational School Leadership:

Leading with Teacher Emotions in Mind

The impact of school leadership on pupil outcomes. Final report

Investigating the Links to Improved Student Learning: Executive Summary of Research Findings

Unseen forces: The impact of social culture on school leadership