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

Principles and Practice of Structural Equation Modeling (2nd ed.)

Statistical Analysis with Missing Data

1. Interaction. The interactions learners have with each other build interpersonal skills, such as listening, politely interrupting, expressing ideas, raising questions, disagreeing, paraphrasing, negotiating, and asking for help. 2. Interdependence. Learners must depend on one another to accomplish a common objective. Each group member has specific tasks to complete, and successful completion of each member’s tasks results in attaining the overall group objective.

将“Cooperative Learning”融入课堂——浅谈英语素质教育

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The New Meaning Of Educational Change

Purpose: Although it is expected that building schoolwide capacity for teacher learning will improve teaching practices, there is little systematic evidence to support this claim. This study aimed ...

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How to Improve Teaching Practices: The Role of Teacher Motivation, Organizational Factors, and Leadership Practices

Effects of inclusion on students with and without special educational needs reviewed

This meta-analytic review (k = 62 studies; N = 7,613 mother-child dyads) shows that effect sizes for the association between child negative emotionality and parenting were generally small and were moderated by sample and measurement characteristics. The association between more child negative emotionality and less supportive parenting was relatively strong in lower socioeconomic status families, reversed in higher socioeconomic status families, and limited to studies with relatively high percentages of participants from ethnic minorities and studies using parent report to assess negative emotionality. Higher levels of child negative emotionality were associated with more restrictive control in samples with less than 75% 1st-born children, as well as in infants and preschoolers, and in studies using parent report or composite measures to assess both negative emotionality and restrictive parenting. Finally, more child negative emotionality was associated with less inductive control.

Child negative emotionality and parenting from infancy to preschool: a meta-analytic review.

Education policies for greater accountability of schools assume that schools are capable of building their capacity for continuous improvement. While policy-makers, scholars, and practitioners acknowledge the importance of building school-wide capacity for continuous improvement, empirical evidence to this effect remains thin. In this study, we examine the extent to which school improvement capacity develops over time in a sample of elementary schools in The Netherlands. Leadership practices, school organizational conditions, teacher motivation, and teacher learning were used to measure school-wide capacity for improvement. Mixed-model analysis of longitudinal data from 1,010 teachers of 32 Dutch elementary schools showed that schools are capable of building school-wide capacity, and that sustaining a high level of capacity seemed to be more difficult. The findings suggest that improving leadership may be an important first step in the process of building school-wide capacity

Building school-wide capacity for improvement: the role of leadership, school organizational conditions, and teacher factors

Large-scale longitudinal data on differences in pupils' cognitive and psychosocial development in various types of special and mainstream ('regular') schools are reported in this article. The study focuses on comparing the development of matched pairs of primary-aged pupils in mainstream and special education over periods of 2 and 4 years. After 2 years, pupils made more progress in mathematics in mainstream education than in schools for children with learning and behavioural difficulties [LBD] and school motivation developed more favourably in schools for pupils with mild mental retardation [MMR]. After 4 years, pupils in regular education had made more progress in academic performance than their matched pairs in special education. Development is analysed with respect to the use of internal differentiation in the classroom and special provision for pupils with LBD/MMR. The hypothesis that the degree of specialist care being offered helps these pupils could not be confirmed. In the qualitative part of the...

Thea Peetsma

Papers

How to Improve Teaching Practices: The Role of Teacher Motivation, Organizational Factors, and Leadership Practices

Effects of inclusion on students with and without special educational needs reviewed

Child negative emotionality and parenting from infancy to preschool: a meta-analytic review.

Building school-wide capacity for improvement: the role of leadership, school organizational conditions, and teacher factors

Inclusion in Education: Comparing pupils' development in special and regular education