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 looks at the interview responses of teachers and administrators in five secondary schools in Ontario (Canada) to government-initiated accountability strategies. Several questions were posed: (1) What were the perceived effects of these strategies? (2) What motives did teachers and administrators ascribe to the government for introducing them to begin with? (3) How likely was it that teachers and administrators would consider such strategies a priority for implementation in their own setting? Results indicate that the majority of respondents attributed noneducational motives to the government, though a few teachers and almost half of the administrators saw motives they could support. Similar results were apparent concerning effects of the initiatives, effects considered to be mostly neutral or negative. These same data were also examined using a theory of motivation. Conditions shaping the motivation of respondents to make the best of the accountability initiatives in their schools were mostly negative. Results are summarized in Table 1 concerning context beliefs. (Contains 25 references.) (DFR) Reproductions supplied by EDRS are the best that can be made from the original document. Identifying And Explaining The Consequences For Schools Of External Accountability Initiatives

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Identifying and Explaining the Consequences for Schools of External Accountability Initiatives or "What in the World Did You Think I Was Doing before You Came Along?".

Four questions guided this study of chief education officers: What is the nature and extent of their influence on selected factors contributing to student growth in schools? Is there a relationship between types of influence strategies used by chief education officers and the extent of their influence? What achievements are attributed to chief education officers? How might chief education officers increase their influence on education? Data to address these questions were collected in Ontario through a survey carried out with 69 chief education officers and a total of 762 other respondents in five other roles. Results indicate extensive perceived influence of chief education officers on school system factors through the use of a broad array of influence strategies. Specific implications for improved practice are identified.

The influence of chief education officers on school effectiveness

This postscript uses a framework explaining the influences on principals' practices in order to highlight key findings from the four papers in this journal issue and to surface five insights relate...

Postscript: Five Insights About School Leaders’ Policy Enactment

Conducted in British Columbia, this mixed-methods study tested the effects of nine district characteristics on student achievement, explored conditions that mediate the effects of such characteristics, and contributed to understandings about the role school-level leaders play in district efforts to improve achievement. Semistructured interview data from 37 school administrators provided qualitative data. Quantitative data were provided by the responses of 998 school and district leaders’ in 21 districts to two surveys. Student achievement data were district-level results of elementary and secondary student provincial math and language test scores. All nine district characteristics contributed significantly to student achievement. Three conditions served as especially powerful mediators of such district effects. The same conditions, as well as others, acted as significant mediators of school-level leader effects on achievement. This is among the few large-scale mixed-methods studies identifying characteristics of districts explaining variation in student achievement.

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Kenneth Leithwood

Papers

Identifying and Explaining the Consequences for Schools of External Accountability Initiatives or "What in the World Did You Think I Was Doing before You Came Along?".

The influence of chief education officers on school effectiveness

Postscript: Five Insights About School Leaders’ Policy Enactment

School District Contributions to Students' Math and Language Achievement

Planning Curriculum Change: A Model and Case Study