Gotowe bibliografie tematyczne / Classroom leadership

Gotowa bibliografia na temat „Classroom leadership”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 3 lutego 2022

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Artykuły w czasopismach na temat "Classroom leadership"

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Pounder, James S. "Transformational Classroom Leadership". Educational Management Administration & Leadership 34, nr 4 (październik 2006): 533–45. http://dx.doi.org/10.1177/1741143206068216.

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Adams, Donnie, Syafizza Norida A. Samat i Humamuddin Abu Samah. "Teacher Leadership: Going Beyond Classroom". International Online Journal of Educational Leadership 2, nr 1 (12.02.2018): 1–3. http://dx.doi.org/10.22452/iojel.vol2no1.1.

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Richardson, Steven M. "Civility, Leadership, and the Classroom". New Directions for Teaching and Learning 1999, nr 77 (1999): 77–86. http://dx.doi.org/10.1002/tl.7708.

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Lowe, Kevin B. "The authentic classroom". Journal of Management & Organization 25, nr 03 (maj 2019): 445–52. http://dx.doi.org/10.1017/jmo.2019.41.

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AbstractA panel of eight leadership scholars was convened to participate in a panel at the 20th International Leadership Association Conference to discuss the benefits and the pitfalls of applying authentic leadership theory to the classroom setting. Inspired by Ken Parry's masterful teaching and the authenticity that he displayed in the classroom, this paper provides an overview of the panel's discussion as they grappled with the attractions, the challenges and the risks that are posed to both teacher-scholars and student-scholars in bringing their full selves into the classroom.
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White, Bobbie Ann Adair, Kerri Pearson, Christie Bledsoe i Randy Hendricks. "Transformational Leadership: The Nexus Between Faith and Classroom Leadership". Christian Higher Education 16, nr 5 (22.09.2017): 276–84. http://dx.doi.org/10.1080/15363759.2017.1288589.

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Claudet, Joseph. "Leadership for Instructional Improvement". Advances in Social Sciences Research Journal 8, nr 4 (29.04.2021): 484–513. http://dx.doi.org/10.14738/assrj.84.10072.

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Effectively integrating creative experiential learning opportunities into classroom-based science instruction to enhance students’ applied learning continues to be a challenge for many middle school educators. This article explores how educators in one urban middle school leveraged design research thinking in conjunction with collaborative data-teaming processes to develop a targeted professional learning intervention program to help seventh- and eighth-grade teachers learn how to integrate Makerspace hands-on experiential and project-based learning activities into their STEM instructional practices to better engage students in applied science learning in middle school classrooms. A literature-informed discussion is included on how the middle school principal and the school’s instructional improvement team utilized focused professional development activities and intensive Professional Learning Community (PLC) conversations to positively transform teachers’ pedagogical mindsets and instructional practices in support of integrating Makerspace and related project-based experiential learning opportunities as valuable components of classroom-based science teaching and learning. Finally, a number of design principles derived from the middle school case study highlighted in this article are offered that may be of practical use to school leaders interested in applying educational design research methods to enhance their own campus-based instructional improvement efforts.
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Pounder, James S. "Transformational classroom leadership: a novel approach to evaluating classroom performance". Assessment & Evaluation in Higher Education 33, nr 3 (czerwiec 2008): 233–43. http://dx.doi.org/10.1080/02602930701292621.

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Pounder, James. "Quality teaching through transformational classroom leadership". Quality Assurance in Education 22, nr 3 (1.07.2014): 273–85. http://dx.doi.org/10.1108/qae-12-2013-0048.

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Purpose – The purpose of this paper is to indicate that transformational classroom leadership has substantial benefits in terms of enhancing the quality of the classroom experience and associated educational outcome in the context of growing criticism of university teaching quality. It also aims to recommend the focus of future research to realise these benefits. Design/methodology/approach – The paper comprises a comprehensive review of literature on the outcomes of transformational leadership in a classroom context and identifies weaknesses in the research thus far. It then indicates an approach to capitalising the potential of this instructional innovation. Findings – Transformational classroom leadership has substantial benefits in terms of enhancing the quality of the classroom experience for both students and teachers. Research limitations/implications – This paper produces substantial arguments in favour of transformational classroom leadership as a means of enhancing teaching quality and educational outcomes. Nevertheless, the paper also recognises that research, thus far, has yet to indicate a systematic way forward to affecting its implementation. Practical implications – The transformational classroom leadership approach advocated in this paper has practical benefits for both students and teachers, especially at the university level. Originality/value – This paper draws attention to the potential benefits of transformational classroom leadership as a means of enhancing the quality of the classroom experience particularly for students. It also indicates a way forward designed to realise the benefits of this instructional approach.
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Pounder, James S., Peter Stoffell i Edward Choi. "Transformational classroom leadership and workplace engagement". Quality Assurance in Education 26, nr 3 (2.07.2018): 333–42. http://dx.doi.org/10.1108/qae-07-2017-0046.

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Purpose The purpose of this study was to explore whether the transformational classroom leadership concept could describe the notion of the inspiring professor that the Gallup–Purdue survey (2014) found to be a major factor in enhancing college and university graduates’ workplace engagement. Design/methodology/approach Surveys of existing students and alumni of Lingnan University in Hong Kong were conducted to ascertain whether transformational classroom leadership is a proxy for the inspiring professor notion and to gauge the possible effect that transformational classroom leadership has on alumni workplace engagement. Findings The results of the study suggested a potential link between the experience of transformational classroom leadership and alumni subsequent levels of workplace engagement. Research limitations/implications The results should be treated as indicative only, given that the Hong Kong study was limited to one university, and the sample sizes were similarly limited. Practical implications Should further investigations confirm the Hong Kong results, this could trigger a shift in emphasis and resources in higher education from research to teaching. Furthermore, the nature of transformational classroom leadership provides tremendous scope for establishing a professional development framework based on the model. Originality/value This is the first study that has explored the link between transformational classroom leadership and alumni levels of workplace engagement.
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Ryczek, Matthew. "Discussion Leadership in the EFL Classroom". JALT Postconference Publication 2019, nr 1 (31.08.2020): 358. http://dx.doi.org/10.37546/jaltpcp2019-42.

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In this paper I introduce a teaching approach with the aim to improve English language learners’ sense of agency by leading small group discussions. I attempt to demonstrate that by giving students a greater amount of freedom and control over the content of their discussions, their capacity to communicate can improve. This approach was implemented in two 2nd-year English classes at a public university in Japan during the 2018-2019 academic year. In these classes, students regularly presented news articles related to topics they wanted to discuss and led a group of classmates in a discussion of their topic using their own discussion questions. I address how this learning approach was implemented, including guidance for article selection, presentation, and discussion leadership. I conclude with a discussion of the efficacy of this approach based on feedback from a student survey. 本論では、少人数で構成されたグループディスカッションを進めることにより、学習者の主体性の発達を目的とした指導方法を紹介する。学生自身が議論の内容、どのように議論を進めるかを自由に決めることにより、学生のコミュニケーション能力の改善を論証することを試みている。この指導方法は、2018年から2019年に日本の国立大学の2年生を対象とした2つの授業で実践され、これらの授業の中では、各学生が議論したいトピックに関連したニュース記事をグループ内で発表し、議論をしたい質問項目を選び、その質問をもとにディスカッションを進めた。本論では、学生が適切な記事の選択をするように導くための指導方法や、プレゼンテーションの方法、議論の進め方、評価方法など、この学習方法が実際の授業でどのように実践されたかを説明する。この方法の効果は、授業を受講した学生へのアンケート調査による評価をもとに結論づけている。
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Rozprawy doktorskie na temat "Classroom leadership"

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Nichols, Amy E. "Redefining leadership: acts of leadership beyond a college classroom". Thesis, Kansas State University, 2016. http://hdl.handle.net/2097/32716.

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Master of Arts
Communications Studies
Timothy R. Steffensmeier
This study explored how millennials make sense of leadership in civic life beyond a college classroom. Competency-based learning, specifically as it relates to leadership development, was considered along with the importance of helping others make sense of leadership learning beyond theory to practical application. Competency-based learning considers the practical teaching points set in front of students and posits that they are helpful for making an often nebulous notion of leadership more tangible. The focus of this study was a group of undergraduate millennial-aged college students, selected from a Leadership in Self and Society course. Leadership itself has countless definitions. This study used the definition of leadership according to O’Malley, Fabris McBride and Nichols (2014) as "mobilizing others to do difficult work, work that is more provocative, engaging and purposeful" (p. 50). By examining meanings of adaptive leadership utilizing the described experience of a small subset of students who participated in a college leadership development classroom experience, this study built on a broader notion of how leadership is communicated and understood in a classroom and separately beyond in communities. In considering how operating from the frame of leadership as an activity not a position, data was gathered on how people make sense of acts of leadership and the ambiguity that comes with adaptive situations, by examining the words used to describe their lived experience using a phenomenological research approach. This study strived to build a foundation for other studies to consider articulation of lived leadership experience as a means of building competence within the field of adaptive leadership.
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Ben, yakoub Sanae. "Leadership in the English classroom in Sweden". Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32459.

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The concept of teacher leadership plays a crucial role when improving global educational systems. Inthe Swedish education system, teacher leadership is critical to the delivery of the English languageinstructions. However, the types of leadership styles, factors to be considered, the strategies, and rulesused by English teachers to be effective classroom leaders are generally under-researched. Moreover,English language instruction in Sweden is affected by serious issues of concern—such as lack of clearguidelines and inadequate teacher training. In light of these problems, this study aims at identifying thetypes of leadership styles, causes of leadership failure, factors that affect leadership styles, and therules and strategies utilised by teachers to become effective leaders in the Swedish education system.To provide answers to this objective, a qualitative approach that used interviews from four participantswas utilised. The results show that the interviewees were concerned that there appeared to be nospecific teacher leadership in their professional training. In this case, interviewees claimed that thetype of leadership depends on the group of students and prevailing situations. It was also found thatlack of confidence, inconvenience decisions, and not understanding students contributed to leadershipfailure, while understanding and engaging learners, staying positive, being sensitive, and establishing apositive mind-set are the common strategies used by English teachers to become effective leaders.These findings are crucial because they will add value to the existing literature, particularly theliterature on studies that focus on teacher leadership in the Swedish English classroom.
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Ciuffo, Benjamin. "Leadership : a followership perspective /". Access Digital Full Text version, 1988. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10809508.

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Driescher, Cornelius Johannes Christiaan. "Classroom teacher leadership in top-performing secondary schools". Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60938.

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Classroom teacher leadership is a very broad concept that evolved over years and includes various concepts in the paradigm of education leadership (York-Barr & Duke, 2004: 255). Two concepts in the education leadership paradigm, which are closely related to and interlinked with classroom teacher leadership, are instructional leadership and distributive leadership. A new school of thought emphasises the importance of the classroom teacher as an instructional leader (Horgn & Loeb, 2010: 66). The only way that the classroom teacher can assume this required role as instructional leader is within a distributive leadership environment and therefore, distributive leadership is at the core of instructional leadership (Hoadley, Christie & Ward, 2009: 377). We can therefore conclude that classroom teacher leadership refers to classroom teachers who teach and lead (York-Barr & Duke, 2004: 267). Classroom teacher leadership is the type of quality leadership required to create effective schools. In recent studies done in South African schools it was, however, clear that although research proposes that the classroom teacher should assume leadership roles within a distributive leadership environment, classroom teacher leadership has not yet realised in the schools studied. The gap in the literature is that it shows what should happen, it indicates that it is not happening in some South African schools but it does not indicate how it should happen. This study aimed through a qualitative, case study design to investigate classroom teacher leadership in effective top-performing schools in the Pretoria area in the Gauteng province. Through semi-structured interviews the experiences of classroom teachers and their principals on classroom teacher leadership revealed that classroom teacher leadership is evident in these top-performing, secondary schools. Through their experiences various classroom teacher leadership practices could also be identified shedding light on how classroom teacher leadership can be implemented and promoted in order to create the quality leadership required for an effective school.
Dissertation (MEd)--University of Pretoria, 2016.
Education Management and Policy Studies
MEd
Unrestricted
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Rusk, Robert Brian. "A Case Study of Classroom Management Practices and the Influence on Classroom Disruptions". Thesis, Grand Canyon University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10015230.

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This qualitative case study explored how the classroom management practices of sampled teachers in a private school in central Oregon influenced classroom disruptions. Through the study, the researcher was able to provide insight on the differences in specific classroom management processes between teachers who had a high number of Positive Behavioral Interventions and Support (PBIS) classroom discipline referrals versus those who had a low number. The phenomenon studied was how the classroom management practices and culture that the teachers developed in their classroom influenced the effectiveness of management of their students. Triangulation of data involved using teacher interviews, classroom observations, and classroom artifacts. Four research questions framed this study. Two models providing the theoretical foundation included Sugai and Horner positive behavioral support (PBS) and Edgar Schein’s model of culture. Two of the themes emerged as significant in advancing knowledge of teachers’ classroom management. First, in the area of teachers’ perception of classroom management, the teachers with high level of classroom referrals and those with low level of classroom referrals perceived that they had effective classroom management practices. Second, teachers with a low number of referrals appeared to take a more holistic approach to classroom management, while teachers with a high number of referrals used a more traditional approach to classroom management. Additional qualitative and quantitative research should further explore the effectiveness of a holistic classroom management model versus a more traditional classroom management model.

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Langlois, Deborah. "The Role of Leadership in Social-emotional Learning Implementation: Leadership and Classroom Environment". Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:107974.

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Thesis advisor: Vincent Cho
The purpose of this study was to understand the role of school leaders in supporting teachers as they build relationships with and between students in the classroom. These two important aspects of creating a positive classroom learning environment are necessary for Social Emotional Learning to be successful. This qualitative case study drew upon data from interviews with school leaders, teacher focus group interviews, and redacted teacher evaluations in one school district in Massachusetts. While the role of school leaders in the academic success of students has been explored in the literature, there is less research on the specific actions school leaders take to support teachers struggling with classroom environment issues. This study will explore the actions of school leaders through the lens of three leadership practices: setting direction, developing people, and redesigning the organization (Leithwood, Louis, Anderson, & Wahlstrom, 2004). The findings highlighted the difference in school leaders’ perception of the capacity of adults versus students to learn relationship building skills. In some cases school leaders were not confident that building these skills was possible and consequently they struggled to provide clear and specific strategies to teachers. The findings also reflect the reactive versus proactive nature of the support teachers received for building relationships with and between students. Recommendations include re-organizing resources to allow for more teacher collaboration, targeted professional development in relationship building and exploration regarding the difference in how student peer relationships were viewed compared to teacher student relationships
Thesis (EdD) — Boston College, 2018
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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Stoffell, Peter Gordon. "Transformational classroom leadership and workplace engagement : exploring the relationship". Thesis, Middlesex University, 2017. http://eprints.mdx.ac.uk/22644/.

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In the global higher education (HE) environment characterised by rising accountability, fiscal pressures, fierce competition for student placements and increasing expectations for successful graduate employment, academic teaching proficiency continues to generate increasing amounts of attention among researchers. Given the critical importance of teaching styles and models in terms of meeting these expectations, and crucially those of students, to what extent does the concept of the ‘caring professor’ contribute to the longer-term satisfaction of students in subsequent work settings after graduating? Can the behaviours exhibited by the ‘caring professor’ be attributed to transformational leadership behaviours of teaching academics? And can any association be found between the students’ experiences of the behaviours of the ‘caring professor’ and their subsequent workplace engagement? This study, carried out in a Hong Kong higher education institution (HEI), explored the extent to which the idea of the ‘caring professor’ could be explained by the notion of transformational classroom leadership by examining the relationship between transformational classroom leadership and workplace engagement. Acting in a role of internal practitioner/researcher, I adapted the Multifactor Leadership Questionnaire (MLQ) to measure transformational leadership in this HEI and examined the extent to which undergraduate and postgraduate cohorts perceived they experienced transformational leadership among teaching academics while completing their studies. In a series of cross-sectional surveys, alumni cohorts from years 2011-15 in the HEI were surveyed to retrospectively rate perceptions of transformational leadership among teaching academics, using a modified, 10‐ item instrument, and concurrently, cohorts’ levels of workplace engagement using a proprietary instrument. Findings indicated that, in the specific context, transformational leadership behaviours among teaching academics were reportedly observed in the instructional setting, and a positive relationship was established between alumni experience of transformational classroom leadership and subsequent workplace engagement. The hypothesis that the ‘caring professor’ exhibits transformational leadership behaviours was found to be plausible. Within its limited scope, the study provides a basis for further investigation of specific forms of behavioural assessment and associated professional development frameworks within the HE environment.
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Lillig, Kimberly Jo. "IMPLEMENTATION OF SITUATIONAL LEADERSHIP AS AN EFFECTIVE CLASSROOM MANAGEMENT MODEL IN THE TRADITIONAL MIDDLE GRADE LEVEL CLASSROOM". Available to subscribers only, 2009. http://proquest.umi.com/pqdweb?did=1885544391&sid=2&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Taliaferro, Alisa. "Dialectal diversity in the classroom: students' perceptions of their teachers". DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2003. http://digitalcommons.auctr.edu/dissertations/1466.

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The purpose of this study is to examine dialectal diversity and to determine if there is a significant relationship between teachers' emphasis on standard English and their teaching styles and their perceptions about their teachers. This investigation involves a correlation study of the aforementioned independent and dependent variables in Cobb County Public School District in metropolitan Atlanta, Georgia. The independent and dependent variables were moderated in terms of ethnicity and gender. The findings of the study were that students perceived that their teachers' emphasis on standard English was significantly related to their teaching style and their expectations of students. Students perceived their teachers as having higher expectations for students that spoke standard English. In addition, students believed that their perceptions of teachers' emphasis on standard English resulted in teachers engaging them more with group work and classroom discussions. Further, a major finding in this study found that students concluded that they perceived teachers' emphasis on standard English was significantly related to their linguistic self-esteem. However, students held tightly to their dialects in spite of their perceptions. Thus, "dialect persistence" challenges traditional views about dialectal diversity and teachers' perceived impact on students' use of standard English. Thus, the findings of this study suggested that dialectal diversity among students critically effects their learning potential and potential for success within the educational environment.
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Hanlon, Megan. "Teacher and Student Motivation in the Classroom". Thesis, Southern Illinois University at Edwardsville, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3702667.

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Książki na temat "Classroom leadership"

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Instructional leadership: The role of the supervisor. Eden Prairie, MN: Paradigm, 1990.

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Renae, Ideboen, i EBSCOhost, red. 10 winning strategies for leaders in the classroom: A transformational approach. Thousand Oaks, Calif: SAGE, 2010.

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Prescott, David. Resolving classroom management and the school leadership issues in ELT: Action research reports from the United Arab Emirates. Newcastle upon Tyne, UK: Cambridge Scholars Publishing, 2011.

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Tomlinson, Carol A. Leadership for differentiating schools & classrooms. Alexandria, Va: Association for Supervision and Curriculum Development, 2000.

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The reading specialist: Leadership for the classroom, school, and community. Wyd. 2. New York: Guilford Press, 2009.

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DeBruyn, Robert L. Proactive leadership in the 21st century classroom, school, and district. Manhattan, Kan.: The Master Teacher, 1997.

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Monroe, Lorraine. Nothing's impossible: Leadership lessons from inside and outside the classroom. New York: Times Books, 1997.

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Wilmore, Elaine L. Teacher leadership: Improving teaching and learning from inside the classroom. Thousand Oaks, Calif: Corwin Press, 2007.

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Monroe, Lorraine. Nothing's impossible: Leadership lessons from inside and outside the classroom. New York: PublicAffairs, 1999.

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Simmons, Gwen S. See Jane not run: Teachers are leaders : a family systems approach to leadership for the classroom teacher. Kernersville, NC: Cut Above Books, 2009.

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Części książek na temat "Classroom leadership"

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Davies, Anne. "Leading Towards Learning and Achievement: The Role of Quality Classroom Assessment". W Intelligent Leadership, 159–82. Dordrecht: Springer Netherlands, 2007. http://dx.doi.org/10.1007/978-1-4020-6022-9_9.

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Leach, Tony. "Democracy in the classroom 1". W Paradoxes of Democracy, Leadership and Education, 147–58. Abingdon, Oxon; New York, NY : Routledge, 2020. |Includes bibliographical references and index. |Summary: Provided by publisher.: Routledge, 2020. http://dx.doi.org/10.4324/9781351029186-11.

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Johnson, Brad, i Hal Bowman. "There’s a World of Difference between Classroom Leadership and Classroom Management". W Dear Teacher, 132–33. New York, NY: Routledge, 2021. | Identifiers: LCCN 2020043269 (print) | LCCN 2020043270 (ebook) | ISBN 9780367645809 (hardback) | ISBN 9780367622213 (paperback) | ISBN 9781003125280 (ebook): Routledge, 2021. http://dx.doi.org/10.4324/9781003125280-90.

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Robbins, Janice I., i Carol L. Tieso. "What is Leadership in a Democratic Society?" W Engaging with History in the Classroom, 63–74. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003234913-5.

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Friesen, Sharon. "Assessment for Learning in a Math Classroom". W Leadership of Assessment, Inclusion, and Learning, 141–70. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-23347-5_6.

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Kayes, Anna, i D. Christopher Kayes. "Leadership Learning: From the Classroom to the Boardroom". W The Learning Advantage, 33–48. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230305595_3.

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Coates, Patricia Walsh, i George Sirrakos. "Rethinking the ED.D. to Transform Classroom Teaching". W Ed.D. Programs as Incubators for Social Justice Leadership, 77–102. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-396-4_6.

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Rajaram, Kumaran. "Reflective Peer Review Feedback: Leadership Development". W Evidence-Based Teaching for the 21st Century Classroom and Beyond, 199–220. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-6804-0_6.

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Lim, Cheolil, Sunyoung Kim i Jihyun Lee. "Designing the Flipped Classroom in Higher Education". W Competencies in Teaching, Learning and Educational Leadership in the Digital Age, 245–58. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-30295-9_15.

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Saran, Aynur. "Discussion on Erçetin’s Quantum Leadership Paradigm in Terms of the School or Classroom Management". W Chaos, Complexity and Leadership 2017, 277–91. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-89875-9_23.

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Streszczenia konferencji na temat "Classroom leadership"

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Suryana, Asep, Bumi Hadirahmadiani i Riema Afriani. "Servant Leadership - Teachers Leadership Model in the Classroom". W 1st International Conference on Educational Sciences. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007049608510857.

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Suryana, Asep, Widiawati Widiawati i Minnah El Widdah. "Leadership Approach: Developing Teacher Leadership Skills in the Classroom". W Proceedings of the 3rd International Conference on Research of Educational Administration and Management (ICREAM 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200130.205.

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Tjendani, Endah Nur. "Classroom Talk as a Classroom Management Practice at Junior High School". W 6th International Conference on Educational, Management, Administration and Leadership. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemal-16.2016.50.

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Gurbutt, Russell, Dawne Gurbutt i Andrea Boland. "CLASSROOM CO-PRODUCTION OF A LEADERSHIP MODEL". W International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0808.

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Martono, Martono. "Lesson Planning The Key to Success of The Teachers Teaching in the Classroom". W 6th International Conference on Educational, Management, Administration and Leadership. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemal-16.2016.55.

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Naway, Fory, Ikhfan Haris i Yulin Nue. "The influence of teachers’ leadership and classroom climate on students’ achievement motivation". W Proceedings of the 1st International Conference of Science and Technology in Elementary Education, ICSTEE 2019, 14 September, Makassar, South Sulawesi, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.14-9-2019.2290060.

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Živković, Ana, Radovan Tmušić i Stanko Bulajić. "TEACHERS’ COMPETENCIES LEADING TO THE EFFECTIVE CLASSROOM MANAGEMENT". W 4th International Scientific – Business Conference LIMEN 2018 – Leadership & Management: Integrated Politics of Research and Innovations. Association of Economists and Managers of the Balkans, Belgrade, Serbia et all, 2018. http://dx.doi.org/10.31410/limen.2018.534.

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Johar, Rahmah, Dian Patmawati i Said Munzir. "Students' Perception of the Implementation of Democratic Classroom in Mathematics Learning". W 2nd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/aisteel-17.2017.105.

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Zhu, HuanLe, Jinfeng Li i RongFu Wang. "The Influence of Teacher 's Teaching Leadership on the Effect of Classroom Teaching". W 2016 2nd International Conference on Education, Social Science, Management and Sports (ICESSMS 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icessms-16.2017.64.

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Yulia Adha, Andyka, i Ayu Widyaningtyas. "Students' Error in Lexical Meaning in Communication through Conversation in the Classroom". W 2nd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/aisteel-17.2017.95.

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Raporty organizacyjne na temat "Classroom leadership"

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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas i Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, luty 2010. http://dx.doi.org/10.15365/ceel.seal2010.

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Streszczenie:
The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas i Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, luty 2010. http://dx.doi.org/10.15365/ceel.promise2010.

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Streszczenie:
The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
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