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

/pdf/do-higher-state-test-scores-in-texas-make-for-better-high-1xajjis42h.pdf

Do Higher State Test Scores in Texas Make for Better High School Outcomes? Research Report.

Race and the principal pipeline: The prevalence of minority principals in light of a largely white teacher workforce

Public investment in early childhood education is rising rapidly. Between 1990 and 2008, the number of three to five year olds enrolled in public early childhood education and care programs (excluding kindergarten) more than doubled from 1.2 to 2.7 million children.2 This rise in public investment – attributed to such factors as growth in female labor force participation, welfare reform, and an increasing understanding of early child development (Gormley, 2007; Loeb & Bassok, 2008) signals a significant expansion in the role of federal, state and local governments in the development of young children. State-level investment has grown particularly rapidly, more than doubling from $2.4 billion in 2001 to $5 billion in 2008 (Barnett, Epstein, Friedman, Boyd, & Hustedt, 2008). This expansion of early childhood programs has been accompanied by heightened policy interest in the early childhood labor force. In part, this interest is because providing early childhood opportunities to more children necessitates recruiting substantial numbers of new care givers and teachers. In addition, as in the K-12 sector, there is strong evidence that teachers and care-givers are the key determinant of quality in early childhood classrooms (Bowman, Donovan, & Burns, 2001; Mashburn, Pianta, et al., 2008; Phillipsen, M. R. Burchinal, Howes, & Cryer, 1997; Vandell & Wolfe, 2000). In response, policy makers are employing a variety of strategies to recruit and retain higher-quality early childhood educators.

Disparities in child care availability across communities: Differential reflection of targeted interventions and local demand

The literature on effective schools emphasizes the importance of a quality teaching force in improving educational outcomes for students. In this paper, we use value-added methods to examine the relationship between a school's effectiveness and the recruitment, assignment, development and retention of its teachers. We ask whether effective schools systematically recruit more effective teachers; whether they assign teachers to students more effectively; whether they do a better job of helping their teachers improve; whether they retain more effective teachers; or whether they do a combination of these processes. Our results reveal four key findings. First, we find that more effective schools are able to attract and hire more effective teachers from other schools when vacancies arise. Second, we find that more effective schools assign novice teachers to students in a more equitable fashion. Third, we find that teachers who work in schools that were more effective at raising achievement in a prior period improve more rapidly in a subsequent period than do those in less effective schools. Finally, we find that more effective schools are better able to retain higher-quality teachers, though they are not differentially able to remove ineffective teachers. The results point to the importance of personnel, and perhaps, school personnel practices, for improving student outcomes.

Effective Schools: Teacher Hiring, Assignment, Development, and Retention

Policy makers and school leaders are perennially concerned with the capacity of the nation's public schools to recruit and retain highly skilled teachers Over the past two decades, policy strategies including the federal No Child Left Behind Act and alternative pathways to teaching, as well as changes in the broader labor market, have altered the context in which academically skilled college graduates choose whether to enter teaching, and, if so, where to teach Using data from 1993 to 2008, we find that schools nationwide are recruiting a greater share of academically skilled college graduates into teaching, and that increases in teachers' academic skills are especially large in urban school districts that serve predominantly non-white students On the other hand, the increase in the share of academically skilled teachers coincides with the lower likelihood of non-white teachers being employed Once teaching, non-white teachers report substantially lower job satisfaction than other teachers Th

/pdf/teacher-workforce-developments-recent-changes-in-academic-woyx4e0n7h.pdf

Susanna Loeb

Papers

Do Higher State Test Scores in Texas Make for Better High School Outcomes? Research Report.

Race and the principal pipeline: The prevalence of minority principals in light of a largely white teacher workforce

Disparities in child care availability across communities: Differential reflection of targeted interventions and local demand

Effective Schools: Teacher Hiring, Assignment, Development, and Retention

Teacher Workforce Developments: Recent Changes in Academic Competitiveness and Job Satisfaction of New Teachers