派博傳思國(guó)際中心

標(biāo)題: Titlebook: Beyond Leadership; A Relational Approac Scott Eacott Book 2018 Springer Nature Singapore Pte Ltd. 2018 Educational leadership.Educational a [打印本頁(yè)]

作者: irritants    時(shí)間: 2025-3-21 18:35
書(shū)目名稱(chēng)Beyond Leadership影響因子(影響力)




書(shū)目名稱(chēng)Beyond Leadership影響因子(影響力)學(xué)科排名




書(shū)目名稱(chēng)Beyond Leadership網(wǎng)絡(luò)公開(kāi)度




書(shū)目名稱(chēng)Beyond Leadership網(wǎng)絡(luò)公開(kāi)度學(xué)科排名




書(shū)目名稱(chēng)Beyond Leadership被引頻次




書(shū)目名稱(chēng)Beyond Leadership被引頻次學(xué)科排名




書(shū)目名稱(chēng)Beyond Leadership年度引用




書(shū)目名稱(chēng)Beyond Leadership年度引用學(xué)科排名




書(shū)目名稱(chēng)Beyond Leadership讀者反饋




書(shū)目名稱(chēng)Beyond Leadership讀者反饋學(xué)科排名





作者: GLIDE    時(shí)間: 2025-3-22 00:02
Quantitative Assessment of Mineral Potentialhe goal is to cite key developments and how they relate to one another and my argument. Given my particular interest in organizing activity, my focus is on the Human Relations Movement of the early twentieth century, the New York School of relational sociology, and then contemporary developments in
作者: intoxicate    時(shí)間: 2025-3-22 01:46

作者: Obliterate    時(shí)間: 2025-3-22 05:25
Anthropological Studies of Educationing Pierpaolo Donati, I mobilize the label .—meaning she/he who generates. Orthodox labels such as “agent”, with its assumed agency, and “actor”, she/he who acts upon fail to adequately weave .-. and . relationally as they are built upon substantialist foundations. The specific argument of this chap
作者: BIAS    時(shí)間: 2025-3-22 10:33

作者: 古文字學(xué)    時(shí)間: 2025-3-22 16:57

作者: 進(jìn)入    時(shí)間: 2025-3-22 19:09
The Methods of Adjustment: Policy,return to in the following chapter), there is a particular by-product of this mutation of logic. With a preference for parallel monologues, educational administration research frequently reproduces analytical dualisms in its knowledge claims. Building arguments on simplistic representations of the s
作者: 打包    時(shí)間: 2025-3-22 23:27

作者: Picks-Disease    時(shí)間: 2025-3-23 01:45

作者: Nmda-Receptor    時(shí)間: 2025-3-23 07:10

作者: GORGE    時(shí)間: 2025-3-23 10:11

作者: 頌揚(yáng)國(guó)家    時(shí)間: 2025-3-23 17:12

作者: Interim    時(shí)間: 2025-3-23 20:51

作者: 跟隨    時(shí)間: 2025-3-24 01:32
https://doi.org/10.1007/978-94-009-3651-5ntemporary phenomenon in the administration of education: the enactment of standards for leadership practice. I situate my analysis in the Canadian context, in particular, the province of Ontario. This analytical engagement has two purposes: first, to investigate the possibilities that a relational
作者: anticipate    時(shí)間: 2025-3-24 04:20

作者: Intentional    時(shí)間: 2025-3-24 09:34

作者: 恩惠    時(shí)間: 2025-3-24 14:27
https://doi.org/10.1007/978-981-10-6568-2Educational leadership; Educational administration; Educational management; Relational leadership; Relat
作者: narcissism    時(shí)間: 2025-3-24 17:21

作者: 間接    時(shí)間: 2025-3-24 19:35
Scott EacottOffers the most comprehensive survey of contemporary dialogue and debate on relational approaches to educational administration and leadership.Articulates and justifies a distinctive relational approa
作者: 頑固    時(shí)間: 2025-3-25 02:59

作者: flaunt    時(shí)間: 2025-3-25 04:37
Relational Leadership: New Thinking or Established Ideas in “New Clothes”ecome the dominant focus of research attention in educational administration, but he adds that this is largely a change of label rather than substance. It should be noted that, in some contexts, including the UK, management supplanted administration as early as the 1980s, because administration in this context tends to denote routine processes.
作者: Filibuster    時(shí)間: 2025-3-25 09:38
Thinking Relationally About the “School Leader”approach has to offer to the study of the enactment of leadership standards and second, to interrogate some of the assumptions and implications of the relational project for the study of educational administration.
作者: 先鋒派    時(shí)間: 2025-3-25 11:52

作者: 富饒    時(shí)間: 2025-3-25 17:02

作者: 逗它小傻瓜    時(shí)間: 2025-3-25 22:45

作者: 凌辱    時(shí)間: 2025-3-26 03:25

作者: 星星    時(shí)間: 2025-3-26 07:23
https://doi.org/10.1007/978-1-349-86171-2larship. My argument concerns the ontological insecurity of educational administration (particularly “l(fā)eadership”), and I offer the . program as a basis for a social epistemology for educational administration, one that offers a productive space to theorize.
作者: expire    時(shí)間: 2025-3-26 09:22

作者: ascetic    時(shí)間: 2025-3-26 13:08
Beyond “Leadership”s regarding “l(fā)eadership” and its explanatory value. And in the face of the recasting of our ways of thinking about . outlined in this book, it may well be that the work of educational administration scholars will increasingly involve such recasting procedures, making the everyday experiences of organizational life strange.
作者: 吸引人的花招    時(shí)間: 2025-3-26 17:34
Productive Thinkinglarship. My argument concerns the ontological insecurity of educational administration (particularly “l(fā)eadership”), and I offer the . program as a basis for a social epistemology for educational administration, one that offers a productive space to theorize.
作者: elucidate    時(shí)間: 2025-3-26 21:55

作者: sparse    時(shí)間: 2025-3-27 01:41
Quantitative Assessment of Mineral Potentialpoints allows scholars to investigate a wide range of phenomena. This diversity, complexity, depth, and vitality enable dialogue and debate without requiring consensus. What binds them together is their scholarly focus on relations rather than alignment with a specific empirical object and/or method of inquiry.
作者: inculpate    時(shí)間: 2025-3-27 07:57

作者: Emg827    時(shí)間: 2025-3-27 11:05

作者: Peculate    時(shí)間: 2025-3-27 17:34

作者: 尾巴    時(shí)間: 2025-3-27 19:05

作者: 季雨    時(shí)間: 2025-3-28 00:32
https://doi.org/10.1007/978-1-349-18392-0tputs. Scott Eacott has entered this situation through presenting and positioning relationality as a theory and methodology and a specific contribution. In this particular think piece, I examine the importance of Eacott’s contribution where I confront and consider the contribution of socially critical research.
作者: bonnet    時(shí)間: 2025-3-28 05:52
Recent Developments in Bimetallic Theory,ttention to language and discourse within current educational administrative research. The paper concludes with suggestions for further intra-disciplinary dialogue that could deepen the sophistication of the relational approach over time.
作者: 殺人    時(shí)間: 2025-3-28 06:21
The Relational Turn in Social Sciencespoints allows scholars to investigate a wide range of phenomena. This diversity, complexity, depth, and vitality enable dialogue and debate without requiring consensus. What binds them together is their scholarly focus on relations rather than alignment with a specific empirical object and/or method of inquiry.
作者: 山間窄路    時(shí)間: 2025-3-28 10:43

作者: 大吃大喝    時(shí)間: 2025-3-28 15:38

作者: 氣候    時(shí)間: 2025-3-28 21:00
The Matter of Contextontext. In building this argument, which relies on ., I pay attention to the underlying causal logic of context and practice using this analysis to breakdown the orthodox position of layered contexts.
作者: 值得    時(shí)間: 2025-3-28 22:59

作者: 下級(jí)    時(shí)間: 2025-3-29 03:30

作者: lavish    時(shí)間: 2025-3-29 10:01

作者: Digest    時(shí)間: 2025-3-29 14:37
Relational Goods, Democracy, and the Paradox of Epistemic Privilegetellectual parity among viewpoints so that there is an exchange. This is clearly not the case with Eacott’s advocacy and criticisms of educational administration and its lack of alleged scientificity as I shall illustrate in this brief chapter.
作者: mucous-membrane    時(shí)間: 2025-3-29 18:48

作者: thwart    時(shí)間: 2025-3-29 20:50
Book 2018 (e.g., leaders, organizations) to?.organizing activity.?and recognizing how?.auctors?.generate – simultaneously emerging from and constitutive of –?.spatio-temporal conditions.?unsettles the orthodoxy of organizational theory in educational administration and leadership. By presenting its claims in
作者: insomnia    時(shí)間: 2025-3-30 02:25

作者: obsolete    時(shí)間: 2025-3-30 05:21
Recent Developments in Bimetallic Theory,multiple educational arenas as is evident in the “practical implications” section in many journal-papers published in the field’s journals. I conclude this essay by lending several consecutive ponderings about the kind of knowledge we need to develop in the field of educational administration given
作者: 凈禮    時(shí)間: 2025-3-30 10:52
2510-1781 erate – simultaneously emerging from and constitutive of –?.spatio-temporal conditions.?unsettles the orthodoxy of organizational theory in educational administration and leadership. By presenting its claims in978-981-13-4904-1978-981-10-6568-2Series ISSN 2510-1781 Series E-ISSN 2510-179X
作者: 外向者    時(shí)間: 2025-3-30 16:03

作者: 文件夾    時(shí)間: 2025-3-30 17:06

作者: 惰性氣體    時(shí)間: 2025-3-31 00:38
Toward Relations in Educational Administration Theory label of “relational.” It is important to be clear what this chapter is, and more importantly is not. It is important to be clear that this chapter cannot, nor does it attempt to, provide a comprehensive survey of all research that mentions relations, relationships, or claims relationality in any s
作者: 過(guò)于平凡    時(shí)間: 2025-3-31 01:53
Embedded and Embodied ,ing Pierpaolo Donati, I mobilize the label .—meaning she/he who generates. Orthodox labels such as “agent”, with its assumed agency, and “actor”, she/he who acts upon fail to adequately weave .-. and . relationally as they are built upon substantialist foundations. The specific argument of this chap




歡迎光臨 派博傳思國(guó)際中心 (http://www.pjsxioz.cn/) Powered by Discuz! X3.5
鄂尔多斯市| 繁峙县| 镇赉县| 石景山区| 抚远县| 郎溪县| 哈尔滨市| 保德县| 佛冈县| 青冈县| 盐池县| 金华市| 台中县| 扬州市| 谷城县| 孟连| 邯郸市| 大兴区| 兰州市| 资溪县| 永州市| 广宁县| 子长县| 江达县| 积石山| 洱源县| 咸丰县| 龙泉市| 会宁县| 晋州市| 河间市| 日土县| 凌源市| 巴中市| 京山县| 江孜县| 庐江县| 葵青区| 鹤壁市| 环江| 邵东县|