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.

Seashore & How leadership influences student learning.

Using evidence about the practices of six successful school leaders, this chapter explores an apparent contradiction in the leadership literature. As our title suggests, this contradiction is about the effects of context on the nature of successful leadership. On the one hand, are widespread claims that context is an enormously important influence on the meaning of successful leadership. On the other, are convincing claims that some forms of leadership are key to success, no matter the context. The claim that context matters is endorsed by much of the educational leadership literature (e.g., Johnston, 1996; Sergiovanni, 2000; also see most other chapters in this book). Indeed, it is a claim entirely consistent with models of “contingent” leadership, some of them almost a half century old (Fleishman, 1998; Halpin & Winer, 1957), although current adherents typically have something quite a bit more complicated in mind than the original two-dimensional (“consideration of people” and “initiation of structure”) view of what contingent means. A broader leadership literature also endorses contextually dependent views of successful leadership through its interest in cross-cultural leadership studies. This line of research aims to detect the effects of different cultural profiles on what counts as effective leadership practice often taking, as its point of departure, the results of Hofstede’s (1980) research about such cultural profiles. As Den Hartog, House, Hanges, Ruiz-Quintanilla and Dorfman explain:

Successful Leadership: Does Context Matter and If So, How?

This review of research was prompted by the widespread belief that at least in a significant number of secondary schools, department heads are an underutilized, if not untapped, source of instructional leadership, the type of leadership critical to secondary-school improvement initiatives. Forty-two methodologically diverse empirical studies were used to inquire about department and department-head contributions to secondary-school improvement. Results indicate that department and department-head effects on students are consistently positive, practically meaningful and larger than school effects. Well-functioning departments are powerful centers for improvement. But significant hurdles to effective department-head leadership often minimize its effect, for example, some secondary teacher cultures, some teacher union policies, and some heads’ own conceptions of their roles and responsibilities. Conditions enabling successful department-head leadership are identified.

Department-Head Leadership for School Improvement.

List of contributors Preface Introduction: understanding schools as intelligent systems (K Leithwood) Developing the Intellectual Capacitites of Individuals and Teams District contributions to principals' situated learning (G Coffin, K Leithwood) School leadership teams: factors that influence their development and effectiveness (JH Chrispeels et al) Exploitation or exploration? Secondary school administrative team learning (A Scott) Building the Intellectual Capacities of Schools and Districts Conditions fostering organizational learning in schools (K Leithwood et al) Leadership, culture, and organizational learning (B Larson-Knight) Systems Thinking/Systems Changing(tm): a computer simulation for learning how to make schools smarter (P Hallinger et al) District approaches to capacity development in schools: a review of the possibilities (R Elliott) Organizational learning in educational policy systems (JG Cibulka) Diagnosing the extent of organizational learning capacity in schools (D Dibbon) Organizational Learning Effects The capacity for organizational learning: implications for pedagogical quality and student achievement (HM Marks et al) Leadership for organizational learning in Australian secondary schools (H Silins et al) The transformation of secondary schools into learning organizations (B Sheppard, J Brown) Conclusion: what we have learned about schools as intelligent systems (K Leithwood)

Kenneth Leithwood

Papers

Seashore & How leadership influences student learning.

Successful Leadership: Does Context Matter and If So, How?

Department-Head Leadership for School Improvement.

Understanding schools as intelligent systems

What We Know About Educational Leadership