標題: Titlebook: Evidence-Based School Development in Changing Demographic Contexts; Rose M. Ylimaki,Lynnette A. Brunderman Book‘‘‘‘‘‘‘‘ 2022 The Editor(s) [打印本頁] 作者: 反抗日本 時間: 2025-3-21 16:15
書目名稱Evidence-Based School Development in Changing Demographic Contexts影響因子(影響力)
書目名稱Evidence-Based School Development in Changing Demographic Contexts影響因子(影響力)學科排名
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書目名稱Evidence-Based School Development in Changing Demographic Contexts網絡公開度學科排名
書目名稱Evidence-Based School Development in Changing Demographic Contexts被引頻次
書目名稱Evidence-Based School Development in Changing Demographic Contexts被引頻次學科排名
書目名稱Evidence-Based School Development in Changing Demographic Contexts年度引用
書目名稱Evidence-Based School Development in Changing Demographic Contexts年度引用學科排名
書目名稱Evidence-Based School Development in Changing Demographic Contexts讀者反饋
書目名稱Evidence-Based School Development in Changing Demographic Contexts讀者反饋學科排名
作者: Haphazard 時間: 2025-3-21 20:39
A New Approach to School Developmentf students. We conceptualize school development as a process that mediates among tensions that result in a Zone of Uncertainty. We then describe our application of school development in the Arizona Initiative for Leadership Development and Research (AZiLDR). Content was initially drawn from findings作者: 安撫 時間: 2025-3-22 02:21 作者: 沒有準備 時間: 2025-3-22 04:38 作者: 巧思 時間: 2025-3-22 10:08 作者: Contend 時間: 2025-3-22 15:29 作者: Contend 時間: 2025-3-22 19:35 作者: 時代 時間: 2025-3-23 00:40
School Development in South Carolina -?Building Leadership Capacity for Evidence-Based School Develo“evidence-based” ideas from the standpoint of education values and understandings with a renewed sensitivity to culturally diverse students in South Carolina schools. The Lowcountry Educator Initiative (LEI) uses a professional development program designed for educators from various?schools. School 作者: optional 時間: 2025-3-23 05:21
The Swedish Context Bringing Support Structures to Scale: The Role of the State and School Districtsools. We discuss particularly the assumptions about the roles and responsibilities of key stakeholders, including schools, school districts, and universities. Our analysis focuses on the issue of institutional capacity for sustained system improvement. In this regard, our approach draws on the persp作者: addition 時間: 2025-3-23 09:18 作者: 充滿裝飾 時間: 2025-3-23 11:17
The German Context: School Turnaround in Ten Schools in Difficult Circumstances: The Need for Adaptiears. In 2013, the central educational authorities formed a public-private partnership with a foundation to start a development project that was inspired by school turnaround models in the US and included various interventions and efforts to support change in ten schools that were identified as ‘sch作者: nautical 時間: 2025-3-23 14:51
Concluding Comments and Looking Aheade, tensions between centralization of curriculum and evaluation policy and the needs of particular, and increasingly diverse communities, schools, and students. We see the globalization of evidence-based school development policies and university-community partnerships, the use of generalizable mode作者: AWL 時間: 2025-3-23 18:45
Book‘‘‘‘‘‘‘‘ 2022 about next steps for contextually sensitive and multi-level school development..·? ? ? ?-? ?Suggestions for cross-national dialogue and research within the Zone of Uncertainty..Use this ideal source to guide school leadership teams in creating productive schools that continually grow!..?.作者: 商談 時間: 2025-3-24 00:12
School Development Approaches Over Time: Strengths, Limitations, and the Need for a New Approached programs and other sources as appropriate for school-identified problems, and that schools must be able to evaluate their own programs and processes in their particular contexts, with particular populations. For this, we need school development grounded in understandings of education and leadersh作者: 四牛在彎曲 時間: 2025-3-24 06:15 作者: FECT 時間: 2025-3-24 10:13 作者: Acetabulum 時間: 2025-3-24 11:28
Building and Sustaining School Leadership Capacitynous improvement helps to sustain progress.?In this chapter, we discuss our experiences with building and sustaining leadership capacity in . that work to develop and diffuse a shared direction for continuous school development. We begin with a discussion of the research-based content from ISSPP and作者: nepotism 時間: 2025-3-24 16:14
Using Data as a Source of Reflection in a Feedback Loop, ends and content of education. Our school development project considers evidence-based values and humanistic, democratic values at tension. School development participants applied a balanced perspective on data with numerical evidence subordinated to educational values, using all as a source of re作者: 創(chuàng)新 時間: 2025-3-24 19:28
Strength-Based Approaches to Meeting Culturally Diverse Student Needsand culturally mediated instruction, reshaping the curriculum, and teacher as facilitator. Thus, culturally relevant teaching requires teachers to embrace diversity, build on strengths, and recognize that students learn in a variety of ways. It is the job of the leader to help teachers gain an under作者: 虛弱的神經 時間: 2025-3-25 02:40 作者: ENDOW 時間: 2025-3-25 04:31 作者: debris 時間: 2025-3-25 10:39 作者: oxidant 時間: 2025-3-25 12:56 作者: Individual 時間: 2025-3-25 17:31 作者: 廚師 時間: 2025-3-25 23:52 作者: Cocker 時間: 2025-3-26 01:13
https://doi.org/10.1007/978-3-658-17225-1, ends and content of education. Our school development project considers evidence-based values and humanistic, democratic values at tension. School development participants applied a balanced perspective on data with numerical evidence subordinated to educational values, using all as a source of re作者: inventory 時間: 2025-3-26 07:35 作者: 同步左右 時間: 2025-3-26 09:41 作者: 美麗的寫 時間: 2025-3-26 15:43
Energieeffizienz-Benchmark Industriegh the development of a clinical teaching model, and evidence-based school improvement through the Science of Learning Schools Partnership. The final perspective is at the school level, where the development of two schools in challenging contexts are described: the first a school formed from the clo作者: Deceit 時間: 2025-3-26 18:09 作者: AMBI 時間: 2025-3-26 22:56
1572-3909 ? ?Suggestions for cross-national dialogue and research within the Zone of Uncertainty..Use this ideal source to guide school leadership teams in creating productive schools that continually grow!..?.978-3-030-76839-3978-3-030-76837-9Series ISSN 1572-3909 Series E-ISSN 2543-0130 作者: Ebct207 時間: 2025-3-27 03:58
1572-3909 erse contexts.Connects research to practice in both rural an.This Open Access book features a school development model (Arizona Initiative for Leadership Development and Research – AZiLDR) that offers a roadmap for schools to navigate the complexities of continuous school development. Filled with pr作者: capsaicin 時間: 2025-3-27 07:13 作者: 步履蹣跚 時間: 2025-3-27 12:54
https://doi.org/10.1007/978-3-658-06753-3f political and cultural uncertainty. We explicitly define key terms for education, curriculum, pedagogy and leadership in school development using foundational understandings amidst the contemporary situation. Application of the concepts is explored through case studies.作者: 神化怪物 時間: 2025-3-27 13:54
J?rg L?ssig,Tino Schütte,Wilhelm Riesnerment’s understanding and arguments for why it is important to help underperforming schools, before we give examples about how involved actors define problems and solutions in project documents. In the conclusion, we highlight strengths and deficits in the improvement process.作者: 期滿 時間: 2025-3-27 19:42
https://doi.org/10.1007/978-3-658-29085-6ed to efforts and interventions to support the schools. Moreover, we discuss challenges regarding measurement of success according to the school turnaround logic and the need for more adaptive approaches for changing and developing schools in difficult circumstances - at least a long-term perspective on school development.作者: patriarch 時間: 2025-3-27 23:39 作者: PHIL 時間: 2025-3-28 02:42 作者: Malleable 時間: 2025-3-28 09:33 作者: 優(yōu)雅 時間: 2025-3-28 13:58
The German Context: School Turnaround in Ten Schools in Difficult Circumstances: The Need for Adaptied to efforts and interventions to support the schools. Moreover, we discuss challenges regarding measurement of success according to the school turnaround logic and the need for more adaptive approaches for changing and developing schools in difficult circumstances - at least a long-term perspective on school development.作者: 燒瓶 時間: 2025-3-28 15:51
Concluding Comments and Looking Aheade time, school and district leaders benefit from dialogue within levels and beyond as they work toward improvement in order to navigate the Zone of Uncertainty in their particular school and community context and in relation to particular problems of practice affecting schools in other communities, other states, or even other nation states.作者: 龍卷風 時間: 2025-3-28 20:24 作者: finale 時間: 2025-3-29 01:27
Evidence-Based School Development in Changing Demographic Contexts978-3-030-76837-9Series ISSN 1572-3909 Series E-ISSN 2543-0130 作者: forbid 時間: 2025-3-29 03:17 作者: 縮短 時間: 2025-3-29 07:15
Studies in Educational Leadershiphttp://image.papertrans.cn/e/image/317575.jpg作者: 旅行路線 時間: 2025-3-29 12:59
https://doi.org/10.1007/978-3-030-76837-9leadership development; Leadership teams; Leadership capacity; School improvement; Leadership coaching; o作者: collagenase 時間: 2025-3-29 19:02
Aufgabenstellung, Bezeichnungen und Symbole,all occurring amidst growing digitalization and demographic changes resulting in increasingly pluralistic schools and communities. As a result of these policy pressures, many universities and other educational organizations have proposed various evidence-based school development models or projects a作者: 油膏 時間: 2025-3-29 20:32
Lutz Eckstein,René G?bbels,Roland Wohleckerf students. We conceptualize school development as a process that mediates among tensions that result in a Zone of Uncertainty. We then describe our application of school development in the Arizona Initiative for Leadership Development and Research (AZiLDR). Content was initially drawn from findings作者: 同步左右 時間: 2025-3-30 00:35 作者: 萬靈丹 時間: 2025-3-30 07:19
Verfahren zur Energieeffizienzberechnung,to growth; (2) interactions and interpersonal capacity grounded in a culture of trust, collective responsibility and appreciation of diversity, and (3) organizational capacity in high functioning teams that take responsibility for a child-centered vision and help diffuse that vision throughout the s作者: 武器 時間: 2025-3-30 08:12
https://doi.org/10.1007/978-3-658-17225-1ific” evidence for educational policymaking rests on two common beliefs about knowledge: (1) the belief that school knowledge is universal, and (2) the belief that empirical evidence or data is the primary indicator of knowledge and learning. Recent U.S. policies have reflected the importance of dat作者: 充氣女 時間: 2025-3-30 13:16 作者: 有害處 時間: 2025-3-30 19:23 作者: ORE 時間: 2025-3-30 22:02
Energieeffizienz-Benchmark Industrie“evidence-based” ideas from the standpoint of education values and understandings with a renewed sensitivity to culturally diverse students in South Carolina schools. The Lowcountry Educator Initiative (LEI) uses a professional development program designed for educators from various?schools. School
