標(biāo)題: Titlebook: Developing Successful Schools ; A Holistic Approach Stephen P. Gordon Book 2022 The Editor(s) (if applicable) and The Author(s), under exc [打印本頁] 作者: 啞劇表演 時間: 2025-3-21 19:30
書目名稱Developing Successful Schools 影響因子(影響力)
作者: mediocrity 時間: 2025-3-21 22:55
Book 2022d the relationships among student, family, and community development. In recent years, the emphasis in PK-12 education in the United States has been on the measurement of student and school performance by high-stakes achievement tests. This emphasis has resulted in a narrowed curriculum emphasizing 作者: 重畫只能放棄 時間: 2025-3-22 00:49
he holistic growth of students, families, and communities.EaThis book identifies and emphasizes the need for a holistic approach to school improvement when it comes to both the development of the whole child and the relationships among student, family, and community development. In recent years, the作者: 陪審團(tuán)每個人 時間: 2025-3-22 08:04 作者: headway 時間: 2025-3-22 11:04
https://doi.org/10.1007/978-981-10-5963-6the school community and setting expectations for care across that community. Caring needs to become a core value of the school, embedded in the school culture. Curriculum in the successful school addresses care for self, others, the community, and the environment. Care can be integrated with academ作者: abduction 時間: 2025-3-22 14:51 作者: abduction 時間: 2025-3-22 18:34 作者: 多產(chǎn)魚 時間: 2025-3-22 22:57
Governance and International Legal Theorycate students. Leaders who develop the school as a democratic community develop strong personal relationships with members of the school community and engage them in dialogue and open inquiry. The democratic school community adheres to a set of democratic principles, utilizes democratic structures, 作者: Temporal-Lobe 時間: 2025-3-23 03:50 作者: 防銹 時間: 2025-3-23 07:20
https://doi.org/10.1007/978-3-030-46750-0he school community advocates for justice and peace. The successful school establishes policies against bullying and violence and adults intervene wherever threats to members of the school community occur. Restorative justice and restorative practices are keys to addressing bullying and violence acr作者: 殘忍 時間: 2025-3-23 11:46 作者: mitten 時間: 2025-3-23 17:35
Barbara M. Kehm,Liudvika Leieyt?eadership potential. Creative leadership includes personal characteristics associated with creativity, but also involves facilitating the creativity of teachers and students. Schools must be allowed creative freedom if they are to reach their potential as centers of learning. Teachers and students n作者: 消散 時間: 2025-3-23 21:22
Barbara M. Kehm,Liudvika Leieyt?eadership styles and take a multidimensional view of events and situations. The successful school is a coherent school; school structures, programs, and renewal efforts are consistent with the school’s vision. Holistic curriculum content addresses students’ intellectual-cognitive, social, emotional,作者: 過分 時間: 2025-3-24 01:45
Barbara M. Kehm,Liudvika Leieyt?. The school vision describes what students will learn, how they will apply that learning, and what will be happening to assist learning. The author argues that the vision statement should be agreed upon by all the school’s stakeholder groups and should incorporate dimensions of the successful schoo作者: 乏味 時間: 2025-3-24 03:36 作者: archenemy 時間: 2025-3-24 07:43 作者: 機(jī)制 時間: 2025-3-24 13:39 作者: Acquired 時間: 2025-3-24 15:55 作者: IST 時間: 2025-3-24 21:02 作者: Mawkish 時間: 2025-3-25 00:56 作者: invulnerable 時間: 2025-3-25 03:52 作者: 門窗的側(cè)柱 時間: 2025-3-25 07:51
https://doi.org/10.1007/978-981-10-5963-6 community service learning. The servant teacher not only facilitates service learning but also provides service to others at the individual, group, school, and community levels. Families are?invited and empowered to serve the school and students in ways they choose. The community development model 作者: CAMP 時間: 2025-3-25 14:18
https://doi.org/10.1007/978-94-017-6192-5ather than depth, and may not accurately reflect student learning. Student self-assessment, teacher observation, and portfolio defense are a few of the more trustworthy ways of assessing student learning. Key features of school-family trust are inclusion of, commitment to, communication with, and co作者: NIL 時間: 2025-3-25 19:38
Governance and International Legal Theorymocratic assessment of students, teachers, and programs is for the purpose of growth and development and includes stakeholders in decision making about the assessment criteria and process. Democratic school-family partnership is guided by norms of reciprocity, authenticity, collective responsibility作者: 杠桿支點 時間: 2025-3-25 22:39
https://doi.org/10.1007/978-94-017-6192-5ol establishes school-family partnerships, ensuring that all cultures served by the school are represented in those partnerships. The school encourages family engagement with student learning, with the understanding that such engagement can take a variety of forms. School-community partnerships for 作者: LEVER 時間: 2025-3-26 00:24
https://doi.org/10.1007/978-3-030-46750-0 peace pedagogy daily, through restorative practices, community building, conflict resolution, and interpersonal problem solving. The evaluation of schoolwide justice?and peace programs includes needs, readiness, process, and outcomes assessment. The school can support justice and peacemaking throug作者: 發(fā)電機(jī) 時間: 2025-3-26 08:16 作者: Observe 時間: 2025-3-26 08:47 作者: 不愛防注射 時間: 2025-3-26 14:15
Barbara M. Kehm,Liudvika Leieyt?; a balance of individual, small-group, and large-group learning; and a combination of hands-on activity and reflection on that activity. There are several types of holistic assessment, including assessment by multiple assessors, multiple forms of assessment, assessment involving multiple aspects of作者: Condense 時間: 2025-3-26 20:34
Barbara M. Kehm,Liudvika Leieyt?ment address the seven components of school life described in the book, with a separate section for each component. Each section of the mission statement has subsections, with each subsection describing how the component of school life addressed in that section will promote one of the dimensions of 作者: GEN 時間: 2025-3-27 01:03 作者: 不可接觸 時間: 2025-3-27 04:39
A Foundation of Careprovide direct care to others when needed. Part of caring student assessment involves the teacher truly knowing the student. Caring assessment is about assisting student progress rather than labeling students. Co-caring involves the teacher and the student’s family treating each other as equals, ass作者: 吹氣 時間: 2025-3-27 08:12
The Service-Oriented School community service learning. The servant teacher not only facilitates service learning but also provides service to others at the individual, group, school, and community levels. Families are?invited and empowered to serve the school and students in ways they choose. The community development model 作者: 冥想后 時間: 2025-3-27 12:03 作者: MELD 時間: 2025-3-27 17:05 作者: 抵制 時間: 2025-3-27 20:01
Equity Grounded in Equalityol establishes school-family partnerships, ensuring that all cultures served by the school are represented in those partnerships. The school encourages family engagement with student learning, with the understanding that such engagement can take a variety of forms. School-community partnerships for 作者: 銀版照相 時間: 2025-3-27 23:14 作者: 小溪 時間: 2025-3-28 04:39
Symbols and Ceremoniesles are a few examples of symbols and ceremonies that can be used to improve teaching and learning. Effective student assessment often integrates multiple symbols and ceremonies. For example, assessment of project-based learning can combine artifacts, rituals, and recognition. Symbols and ceremonies作者: 排他 時間: 2025-3-28 06:56
Freedom and Creativityloping strong relationships with students, modeling creativity, engaging students in dialogue, being a guide-on-the-side, and fostering student collaboration. Freedom and creativity in assessment include alternatives for reaching learning goals; feedback from others; and self-assessment through stru作者: ineptitude 時間: 2025-3-28 11:27
Holistic Development; a balance of individual, small-group, and large-group learning; and a combination of hands-on activity and reflection on that activity. There are several types of holistic assessment, including assessment by multiple assessors, multiple forms of assessment, assessment involving multiple aspects of作者: fleeting 時間: 2025-3-28 16:32 作者: 進(jìn)取心 時間: 2025-3-28 20:02 作者: Hyaluronic-Acid 時間: 2025-3-28 22:58
A Foundation of Carethe school community and setting expectations for care across that community. Caring needs to become a core value of the school, embedded in the school culture. Curriculum in the successful school addresses care for self, others, the community, and the environment. Care can be integrated with academ作者: Melodrama 時間: 2025-3-29 04:57 作者: Mingle 時間: 2025-3-29 09:13
The Bridge of Trustol community is “contagious.” For example, when teachers trust the school leader, they are more likely to trust each other, students, and parents/guardians, and parents/guardians are more likely to trust the school. Teachers are more likely to trust the school curriculum if they assess and adapt it,作者: Conjuction 時間: 2025-3-29 14:17
Democratic Communitycate students. Leaders who develop the school as a democratic community develop strong personal relationships with members of the school community and engage them in dialogue and open inquiry. The democratic school community adheres to a set of democratic principles, utilizes democratic structures, 作者: 男生戴手銬 時間: 2025-3-29 17:08 作者: Exuberance 時間: 2025-3-29 22:30 作者: 散布 時間: 2025-3-30 01:03
Symbols and Ceremoniescelebrations, stories, recognitions, metaphors, and artifacts. Symbols and ceremonies do not simply emerge as reflections of school culture, they are . to change or maintain that culture. Schoolwide symbols and ceremonies can be historical or recently adopted, but always represent school values and 作者: 博愛家 時間: 2025-3-30 07:13
Freedom and Creativityeadership potential. Creative leadership includes personal characteristics associated with creativity, but also involves facilitating the creativity of teachers and students. Schools must be allowed creative freedom if they are to reach their potential as centers of learning. Teachers and students n作者: Moderate 時間: 2025-3-30 11:54
