자연주의적 탐구조사(Naturalistic Inquiry)

to many, however, it constantly appears as an instructional problem. The final two chapters serve as excellent summary statements. Chapter 13 emphasizes the application of previous text material to the classroom situation. Of great significance is the author's discussion of commonly defined independent, dependent, and moderator variables. The final chapter focuses on evaluation in the overall sense, particularly as it relates to programs of study. The principles of measurement and research design are applied to the evaluation process through several ex-

Educational Research: Competencies for Analysis and Application:

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

There is increasing consensus that the term professional learning community broadly refers to an inclusive and mutually supportive group of people with a collaborative, reflective, and growth-oriented approach toward investigating and learning more about their practice in order to improve students’ learning. In many countries, policymakers view its potential for the capacity building needed to implement educational reform, while researchers are trying to gain greater nuanced and contextualized understanding of professional learning community. This article probes the meaning and purpose of professional learning community, membership, identified characteristics, levels of impact, and process and processes of development.

Professional Learning Community

This study guide is a companion to the classic book by Richard DuFour and Robert Eaker: Professional Learning Communities at Work: Best Practices for Enhancing Student Achievement. It can be used by individuals, small groups, or an entire faculty to identify key points, raise questions for consideration, and suggest steps that might be taken to promote the Professional Learning Community (PLC) concept in a school or district. This guide is arranged by chapter, enabling readers to either work their way through the entire book or to focus on the specific topics addressed in a particular chapter.

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Professional Learning Communities at Work: Best Practices for Enhancing Student Achievement

This qualitative study conducted in urban Miami, Fiorida, explored the essence of Juvenile delinquency and recidivism: its causes, its reiations to communities, the roles of famines, and the myriad roies of residentiai treatment programs at rehabiiitating young offenders. Data were coilected from nine young aduit participants who had satisfied their court-ordered sanctions in different residentiai facilities. Data were analyzed to discover themes, patterns, or dusters of meanings. Severai themes and sub-themes emerged. These induded overcoming patterns of delinquent behaviors, facing chaiienges of remaining focused and goai-oriented, and providing suggestions for young offenders as weii as recommendations for change to correctional leaders and accounts of successes andfaiiures. Impiications are induded for iawmakers, criminoiogists, and juveniie Justice administrators as measures for reducing Juvenile, delinquency and recidivism. There is a lot of goodness in us, but some of us are just lost. iVlaybe part of our journey is to venture through the system to find the good that lies within.' iVIike Background Juvenile delinquency and recidivism in America are major issues being debated by federai, state, and local governments. Criminoiogists and iawmakers consider what can be done to impart intervention and prevention measures. They seem to agree that crime prevention through education is a viable means

Perceptions of Successful Graduates of Juvenile Residential Programs: Reflections and Suggestions for Success

https://files.eric.ed.gov/fulltext/ED494982.pdf

An Investigation of Leadership in a Professional Learning Community: A Case Study of a Large, Suburban, Public Middle School

In order to develop an understanding of mentoring relationships and the impact these relationships might have on the development of high‐risk adolescent girls, this qualitative study explored the relationships between six ‘Little Sisters’ and their ‘Big Sister’ mentors. The purposefully‐selected sample includes women and girls who were actively involved in a formal mentoring relationship for a minimum of three years. Findings suggest that a long‐term, nurturing mentoring relationship had a positive impact on the self‐efficacy, aspirations, and possible selves of the at‐risk adolescent girls.

Mentoring at‐risk adolescent girls: listening to ‘Little Sisters’

Stakeholder surveys conducted as part of the development of an accountability and assessment system for five charter schools in Miami-Dade County and Broward County, Florida, revealed high positive response regarding high expectations, school climate, basic skills instruction, and monitoring student progress. The lowest overall rating revealed dissatisfaction with charter school resources. Five researchers distributed questionnaires to stakeholders, defined as parents, pupils, teachers, administrators, special program teachers, and auxiliary personnel. Survey results were generally positive in assessing the schools, programs, teachers, administrators, and relationships between the various stakeholder groups. This study provided the quantitative data needed to form the framework for the development and implementation of an accountability system.

Charter School Accountability: Listening to Our Stakeholders

This qualitative study examined the spiritual experiences of Christian school leaders. A purposeful, nominated sample of 12 Christian school leaders was selected. In-depth, open-ended interviews were conducted, audio taped, and then transcribed verbatim. Data analysis was based on Rudestam and Newton (2001) and Creswell’s (1998) method of researcher description. Findings indicated participants believe that spiritual leadership is an active, personal process for each individual; that spiritual leaders see the importance of relationships with others, exhibit personal growth, provide for needs and opportunities, and make personal and spiritual growth conducive in the school community; and that Christian school leaders make every effort to establish and maintain a school that is both spiritually and academically excellent. The Role of Spirituality 3 The Role of Spirituality in Christian School Leadership: A Qualitative Study

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Steve D. Thompson

Papers

Perceptions of Successful Graduates of Juvenile Residential Programs: Reflections and Suggestions for Success

An Investigation of Leadership in a Professional Learning Community: A Case Study of a Large, Suburban, Public Middle School

Mentoring at‐risk adolescent girls: listening to ‘Little Sisters’

Charter School Accountability: Listening to Our Stakeholders

The Role of Spirituality in Christian School Leadership: A Qualitative Study