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.

Leadership matters. At least the evidence of “local” leaders’ effects on student learning—particularly those in formal leadership roles such as principals—is quite compelling. And it matters for no other reason that a great many people want it to matter. When people view leadership as part of the solution, they allow it to influence them. “Followership” is, after all, a voluntary state of mind, and “leadership” is an attribution on the part of those in that state of mind who, however temporarily, allow themselves to be influenced. What prompts people to assume the cloak of followership? In some circles, after all, being anything other than a leader seems almost unpatriotic. In other circles, just using the word follower in one’s writing about leadership produces quite predictable objections from those with egalitarian sentiments at the pristine extreme. And yet leadership and followership fundamentally depend on one another for any meaning at all. The four articles in this special issue all have leadership in their titles, and we view them as studies of leadership. But we could, almost as easily, view them as studies of followership. Perhaps we should have, as they have at least as much to say about the states of followers as the practices of leaders. For example, the article by Wahlstrom and Louis speaks to the nature of teachers’ trust in leaders, and their sense of collective efficacy; this study helps us understand how these teachers’ internal states are influenced by leadership and, in turn, how such internal states influence the instructional practices of teachers. As another example, Leithwood and Jantzi’s article examines the causes and consequences of school principals’ sense of collective efficacy. In this study, school-level “leaders” are conceptualized at least partly as followers in relation to influence exercised by those in district leadership roles.

Linking leadership to student learning: Introduction.

School leaders’ influence on student achievement is largely indirect Using systematic review techniques, this chapter assesses the impact that leaders have on their students when they focus their improvement efforts on those teacher emotions or dispositions known to have direct effects on teaching and learning in the classroom Building on an earlier conceptions of how leadership influences student learning and based on a review of research over the last 25 years, this chapter identifies four distinct teacher emotions which have significant effects on student learning – collective teacher efficacy, teacher commitment, teacher trust in others, and Organizational Citizenship Behavior This chapters also describes leadership practices likely to foster productive teacher emotions, most such practices reflecting a transformational approach to leadership

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Leadership Effects on Student Learning Mediated by Teacher Emotions

New Perspectives on an Old Idea: A Short History of the Old Idea

Findings of a study that examined the application of total quality leadership to understand effective leadership practices are presented in this paper, which views total quality leadership as a combination of expert thinking and transformational leadership practices. Data were derived from interviews with 9 secondary school principals (4 female and 5 male) in a large, urban school system, who were identified as effective school leaders, and from a survey of 295 teachers in the 9 schools. Findings showed that one principal exemplified total quality leadership in practice. However, the capacity to exhibit transformational practices is not sufficient for total quality leadership. Two principals demonstrated premature widespread application of such practices, and two applied such practiceF in th service of narrow purposes. In addition, school leaders may be highly expert thinkers, but fail to act as transformationally as do their less expert colleagues. In some cases, high levels of transformational practice are not uncontestable indicators of highly expert thinking. Expert thinking appears to create a propensity to act transformationally, in the long run, but is no guarantee for the use of transformational practices. In conc/usion, transformational leadership theory is not sufficient for total quality leadership because it awards too little explicit weight to the mind of the leader. Five tables are included. (Contains 56 references.) (LMI) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ***********************************************************************

/pdf/total-quality-leadership-expert-thinking-plus-5daodkbdcx.pdf

Total quality leadership: Expert thinking plus transformational practice

Literature about school improvement and educational change includes both inside and outside views. Focusing on the capacity of schools to transform themselves into supportive environments for teacher learning and change, the inside view is represented in this article by concepts and theories about organizational learning. The outside view, concerned with the implementation of innovations or new practices developed by reformers and policymakers, is illustrated in this article by the comprehensive school reform (CSR) movement. While literature associated with both inside and outside views of change often inform each other, they look at change through opposite ends of the telescope. This article offers a synthesis of these views.

Kenneth Leithwood

Papers

Linking leadership to student learning: Introduction.

Leadership Effects on Student Learning Mediated by Teacher Emotions

New Perspectives on an Old Idea: A Short History of the Old Idea

Total quality leadership: Expert thinking plus transformational practice

School Development for Teacher Learning and Change