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Qualitative research for education: An introduction to theories and methods

Preparing the books to read every day is enjoyable for many people. However, there are still many people who also don't like reading. This is a problem. But, when you can support others to start reading, it will be better. One of the books that can be recommended for new readers is experience and education. This book is not kind of difficult book to read. It can be read and understand by the new readers.

Experience and Education.

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

How have Japanese companies become world leaders in the automotive and electronics industries, among others? What is the secret of their success? Two leading Japanese business experts, Ikujiro Nonaka and Hirotaka Takeuchi, are the first to tie the success of Japanese companies to their ability to create new knowledge and use it to produce successful products and technologies. In The Knowledge-Creating Company, Nonaka and Takeuchi provide an inside look at how Japanese companies go about creating this new knowledge organizationally. The authors point out that there are two types of knowledge: explicit knowledge, contained in manuals and procedures, and tacit knowledge, learned only by experience, and communicated only indirectly, through metaphor and analogy. U.S. managers focus on explicit knowledge. The Japanese, on the other hand, focus on tacit knowledge. And this, the authors argue, is the key to their success--the Japanese have learned how to transform tacit into explicit knowledge. To explain how this is done--and illuminate Japanese business practices as they do so--the authors range from Greek philosophy to Zen Buddhism, from classical economists to modern management gurus, illustrating the theory of organizational knowledge creation with case studies drawn from such firms as Honda, Canon, Matsushita, NEC, Nissan, 3M, GE, and even the U.S. Marines. For instance, using Matsushita's development of the Home Bakery (the world's first fully automated bread-baking machine for home use), they show how tacit knowledge can be converted to explicit knowledge: when the designers couldn't perfect the dough kneading mechanism, a software programmer apprenticed herself withthe master baker at Osaka International Hotel, gained a tacit understanding of kneading, and then conveyed this information to the engineers. In addition, the authors show that, to create knowledge, the best management style is neither top-down nor bottom-up, but rather what they call "middle-up-down," in which the middle managers form a bridge between the ideals of top management and the chaotic realities of the frontline. As we make the turn into the 21st century, a new society is emerging. Peter Drucker calls it the "knowledge society," one that is drastically different from the "industrial society," and one in which acquiring and applying knowledge will become key competitive factors. Nonaka and Takeuchi go a step further, arguing that creating knowledge will become the key to sustaining a competitive advantage in the future. Because the competitive environment and customer preferences changes constantly, knowledge perishes quickly. With The Knowledge-Creating Company, managers have at their fingertips years of insight from Japanese firms that reveal how to create knowledge continuously, and how to exploit it to make successful new products, services, and systems.

The knowledge-creating company

Theory in Practice: Increasing Professional Effectiveness

How the World’s Most Improved School Systems Keep Getting Better is a McKinsey & Company report that attempts to answer the question posed in its title through an examination of 20 education systems in action. These 20 school systems, which come from all parts of the world, have achieved significant, sustained, and widespread gains, as measured by national and international standards of assessment. The report builds on the 2007 McKinsey & Company report on the common attributes of excellent school systems titled How the World’s BestPerforming School Systems Come Out on Top. It includes in its appendix an explanation of their system selection criteria, as well as the database structure for the detailed evidence the researchers gathered to map the experiences of nearly 575 reform interventions made across the school systems. In addition to a quantitative analysis, the researchers interviewed more than 200 system leaders and their staff and visited all 20 systems to see them in action. In the current report, the authors sort out various education systems according to their starting point and progression, according to four performance stages: from poor to fair, fair to good, good to great, and great to excellence. In each case study of an improving education system, the authors argue that the system is led by astute leaders who are able to manipulate a small number of critical system parameters to create positive movement. However, the researchers are also able to point out the elements which are specific to the individual system and those which are of broader or universal relevance. The first section of the report is about ‘‘Intervention’’. According to the authors, every school system faces the challenge of deciding the interventions it should make in order to improve its performance. The authors contend that their research identifies common clusters of interventions that all improving systems carry out at each journey stage on the long path from poor to excellent. They argue that a

How the world’s most improved school systems keep getting better

In 2004, Prime Minister Lee called teachers to “teach less” so that students might “learn more”. In 2005, the Ministry of Education clarified this philosophical statement to mean transforming learning from quantity to quality—“more quality and less quantity” in education. This is in line with the national vision of ‘Thinking Schools, Learning Nation’. This policy initiative, which began in 2004, is set to change the fundamental nature of education in Singapore. This article discusses this initiative, its major implications for schools in Singapore and the challenges to be addressed in the implementation of the policy. In particular, the article discusses the issues of understanding an engaged learning paradigm, establishing signposts for the shift from quantity to quality and the difficulties of system-wide transformation. The challenge for schools is to go beyond the form of the initiative to bring real, substantial and sustainable educational change through this movement.

Educational Reform in Singapore: From Quantity to Quality.

Many countries are introducing major educational changes to prepare their students to meet the challenges in a knowledge economy and enhance the country’s competitive edge. This paper discusses recent educational changes in Singapore using the framework of decentralised centralism proposed by Karlsen (2000). The paper explores the dynamics of change in the initiation, content, levels and simultaneity of the decentralisation process in Singapore since 1997. The paper further analyses the ideological roots of the decentralisation policy through a discussion of the tension between the functionalist and liberal forms of education in the Singapore context. The discussion adds to existing literature on the tensions and challenges faced by countries in their attempts to introduce educational changes in their countries.

Dynamics of change: decentralised centralism of education in Singapore

While collaborative learning among teachers is encouraged and practised in many schools today, the process of learning through ‘communities of practice’ may involve ‘sensemaking’ rather than critical reflective learning. This paper argues that sensemaking in a community of practice utilises a restricted form of reflective learning that is largely technical in nature and confined to immediate practice concerns. It is further argued that the quality of learning will be significantly enhanced by encouraging practitioners to engage in critical reflective learning where reflection is implicit and intuitive in nature, and general and contextual in scope and object.

Community of practice for teachers: sensemaking or critical reflective learning?

Nowadays, many organisations launch initiatives with lofty aims to develop themselves into “learning organisations” and “innovative organisations”. This article reviews the literature on the concepts of “learning organisation” and “innovative organisation” and argues that the innovative organisation can be developed from the foundation of the learning organisation. The five disciplines of learning organisation are fundamental to effective innovation. The spirit of innovation is an exercise in personal mastery. Thinking out of the box is an exercise in challenging mental models. To develop a truly innovative organisation, people should share the same vision for innovation. They should work closely and find synergy in teams because a team is more powerful than the sum of the individuals. Systems thinking allows the organisation to innovate in the areas where the highest payoff can be reaped and develop the platform to sustain innovation.

Pak Tee Ng

Papers

How the world’s most improved school systems keep getting better

Educational Reform in Singapore: From Quantity to Quality.

Dynamics of change: decentralised centralism of education in Singapore

Community of practice for teachers: sensemaking or critical reflective learning?

The learning organisation and the innovative organisation