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

Recent research consistently reports that persistent poverty has more detrimental effects on IQ, school achievement, and socioemotional functioning than transitory poverty, with children experiencing both types of poverty generally doing less well than never-poor children. Higher rates of perinatal complications, reduced access to resources that buffer the negative effects of perinatal complications, increased exposure to lead, and less home-based cognitive stimulation partly account for diminished cognitive functioning in poor children. These factors, along with lower teacher expectancies and poorer academic-readiness skills, also appear to contribute to lower levels of school achievement among poor children. The link between socioeconomic disadvantage and children's socioemotional functioning appears to be mediated partly by harsh, inconsistent parenting and elevated exposure to acute and chronic stressors. The implications of research findings for practice and policy are considered.

Socioeconomic disadvantage and child development

NUDGE: IMPROVING DECISIONS ABOUT HEALTH, WEALTH, AND HAPPINESS by Richard H. Thaler and Cass R. Sunstein Penguin Books, 2009, 312 pp, ISBN 978-0-14-311526-7This book is best described formally as a general explanation of and advocacy for libertarian paternalism, a term coined by the authors in earlier publications. Informally, it is about how leaders, systems, organizations, and governments can nudge people to do the things the nudgers want and need done for the betterment of the nudgees, or of society. It is paternalism in the sense that "it is legitimate for choice architects to try to influence people's behavior in order to make their lives longer, healthier, and better", (p. 5) It is libertarian in that "people should be free to do what they like - and to opt out of undesirable arrangements if they want to do so", (p. 5) The built-in possibility of opting out or making a different choice preserves freedom of choice even though people's behavior has been influenced by the nature of the presentation of the information or by the structure of the decisionmaking system. I had never heard of libertarian paternalism before reading this book, and I now find it fascinating.Written for a general audience, this book contains mostly social and behavioral science theory and models, but there is considerable discussion of structure and process that has roots in mathematical and quantitative modeling. One of the main applications of this social system is economic choice in investing, selecting and purchasing products and services, systems of taxes, banking (mortgages, borrowing, savings), and retirement systems. Other quantitative social choice systems discussed include environmental effects, health care plans, gambling, and organ donations. Softer issues that are also subject to a nudge-based approach are marriage, education, eating, drinking, smoking, influence, spread of information, and politics. There is something in this book for everyone.The basis for this libertarian paternalism concept is in the social theory called "science of choice", the study of the design and implementation of influence systems on various kinds of people. The terms Econs and Humans, are used to refer to people with either considerable or little rational decision-making talent, respectively. The various libertarian paternalism concepts and systems presented are tested and compared in light of these two types of people. Two foundational issues that this book has in common with another book, Network of Echoes: Imitation, Innovation and Invisible Leaders, that was also reviewed for this issue of the Journal are that 1 ) there are two modes of thinking (or components of the brain) - an automatic (intuitive) process and a reflective (rational) process and 2) the need for conformity and the desire for imitation are powerful forces in human behavior. …

Nudge: Improving Decisions about Health, Wealth, and Happiness

https://science.sciencemag.org/content/sci/5/110/206.full.pdf

The american psychological association.

Men and Women of the Corporation

Supporting Parenting through Differentiated and Personalized Text-Messaging: Testing Effects on Learning During Kindergarten

Recruiting, evaluating and retaining teachers: The children first strategy to improve New York City's teachers

Special thanks to the 267 busy California principals who completed our interview. Allison Chen and Susanna Yi co-directed statewide data collection. Brandon Nicholson ran the web-based component of the survey, then built the final data file with Susanna Yi and Michael Newton-McLaughlin. The steady work of connecting with and interviewing principals was conducted by Executive Summary I. Overview. The principal's leadership is viewed as pivotal under a variety of reform models. Policies that aim to raise efficiency by moving discretion down to principals, limiting labor contracts, or awarding fresh resources to schools and/or districts rest on principals' capacity to deploy fungible dollars and human resources. However, little is known about the range of monetary and human resources that principals acquire and influence, how they allocate these resources, and what barriers they confront in acquiring and deploying resources inside their schools. This study attempts to provide a better understanding of principals' fiscal and labor resources and how they acquire and utilize them by addressing five core questions: (1) What are the background characteristics of California principals, and how do these attributes compare with principals in other states? (2) What educational goals do principals pursue and prioritize? (3) What types of monetary, human, and informational resources do principals acquire? (4) How do principals deploy resources within their schools? (5) What support and constraints do principals experience, and from which actors, as they attempt to acquire and deploy resources in ways that raise student performance? II. Study methods. This report first presents a literature review addressing principals' resource use. It then compares California principals to those in other states, drawing on the national Schools and Staffing Surveys (1999-2000) collected by the National Center for Education Statistics (NCES). Finally, the report analyzes a new survey of a stratified random sample of elementary and high school principals in California (2005-06) aimed to answer the research questions stated above. III. Summary of findings. Five sets of findings appear in the paper, corresponding to the research questions. (1) Characteristics of California principals. California's principals display the same experience levels as do those in other states, but a substantial share in California and in other states have held their posts for less than four years. The state's principal workforce falls far short of matching the ethnic diversity of its students. They have similar salaries as do principals in other states, but lower salaries relative to the market value …

California principals' resources: Acquisition, deployment, and barriers

It’s too annoying: Who drops out of educational text messaging programs and why

As welfare-to-work reforms increase women's labor market attachment, the lives of their young children are likely to change. This note draws on a random-assignment experiment in Connecticut to ask whether mothers' rising employment levels and program participation are associated with changes in young children's early learning and cognitive growth. Children of mothers who entered Connecticut's Jobs First program, an initiative with strict 21-month time limits and work incentives, displayed moderate advantages in their early learning, compared with those in a control group. A number of potential mechanisms for this effect are explored, including maternal employment and income, home environment, and child care. Mothers in the new welfare program are more likely to be employed, have higher income, are less likely to be married, have more children's books in their home, and take their children to libraries and museums more frequently. However, these effects explain little of the observed gain in child outcomes. Other parenting practices and the home's social environment do explain early learning, but these remained unaffected by welfare reform. © 2003 by the Association for Public Policy Analysis and Management

/pdf/how-welfare-reform-affects-young-children-experimental-3c26s166x7.pdf

Susanna Loeb

Papers

Supporting Parenting through Differentiated and Personalized Text-Messaging: Testing Effects on Learning During Kindergarten

Recruiting, evaluating and retaining teachers: The children first strategy to improve New York City's teachers

California principals' resources: Acquisition, deployment, and barriers

It’s too annoying: Who drops out of educational text messaging programs and why

How welfare reform affects young children: Experimental findings from Connecticut—A research note