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 Teacher Leadership in Context. Its Relationship with Social, Material, and Human Resources in Schools Implementing Reform
Наименование:

Teacher Leadership in Context. Its Relationship with Social, Material, and Human Resources in Schools Implementing Reform

издательство Книга по Требованию Педагогика среднего специального образования
Cтраниц 160        мягкая обложка       
Аннотация:This exploratory study presents an examination of the relationships between and among teacher leadership and social, material, and human resources. This study answers the following research questions: How does active teacher leadership influence a school' s human resources, in terms of reported changes in teaching practice? What is the relationship between a school' s social and material resources and its implementation of teacher leadership? Findings indicate that teacher leaders engage in two types of functions - support and developmental. This study establishes that teacher leadership positively influences a school' s human resources when these contextual factors allow for teacher leaders to engage in developmental functions. Therefore, social and material resources impact whether or not teacher leaders can improve teaching practice. Which functions teacher leaders are able to engage in is determined by their access to contextual social and material resources; these resources include support from administrators, relationships with colleagues, time to enact the teacher leader role, and involvement in professional development.
Издательство: Книга по Требованию
Год:2008
Цена:
2415 руб
Нет в наличии
Поиск: Teacher Leadership in Context. Its Relationship with Social, Material, and Human Resources in Schools Implementing Reform
НОВЫЙ ГОД СИМВОЛ 2013 ГОДАУКРАШЕНИЯ
КАРНАВАЛ НА НОВЫЙ ГОД РАСПРОДАЖА
Ортомолекулярная медицина Orthomol Устрание причин заболеваний. Ортомоль это новый метод для лечения и профилактики болезней. Orthomol - ортомолекулярная медицина.
Formation of group behaviour in the organisations

Ide ifica io is co ec ed wi h forma io of feeli g of a accessory of he i dividual o group. his process proceeds a hree levels: he emo io al as abili y o empa hize. How abili y o become o he poi of view of o her perso or all group a d behavioural? As aspira io o obey o developi g group orms. I egra io marks i self a s age whe he race for power i group is already fi ished, group orms, roles of everyo e ha is whe associa io of i dividuals has ur ed o i dividual collec ive are fi alised. I egra io leads o ra sforma io of collec ive i o he self-regula ed social orga ism well adap ed for i commo -i dividual ac ivi y. For he give s age of developme of group followi g sig s are charac eris ic: he purposes are accura ely desig a ed; compa ibili y of i dividuals i group is reached; he leader of group has proved he righ o leadership i prac ice; he group successfully carries ou he problems pu before i ; he size of group allows o k ow opi io of i s each member a d o es ima e i . People feel he accessory o group, ha g oge her, overcomi g i commo difficul ies a d solvi g group problems. Co flic s a d he s resses show a he begi i g i is especially freque a d pai ful, arise all less of e a d are resolved i he mos spari g ways wi h par icipa io of all group.
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