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Artykuły w czasopismach na temat "Classroom leadership"
Pounder, James S. "Transformational Classroom Leadership". Educational Management Administration & Leadership 34, nr 4 (październik 2006): 533–45. http://dx.doi.org/10.1177/1741143206068216.
Pełny tekst źródłaAdams, 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.
Pełny tekst źródłaRichardson, 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.
Pełny tekst źródłaLowe, 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.
Pełny tekst źródłaWhite, 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.
Pełny tekst źródłaClaudet, 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.
Pełny tekst źródłaPounder, 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.
Pełny tekst źródłaPounder, 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.
Pełny tekst źródłaPounder, 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.
Pełny tekst źródłaRyczek, 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.
Pełny tekst źródłaRozprawy doktorskie na temat "Classroom leadership"
Nichols, Amy E. "Redefining leadership: acts of leadership beyond a college classroom". Thesis, Kansas State University, 2016. http://hdl.handle.net/2097/32716.
Pełny tekst źródłaCommunications 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.
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.
Pełny tekst źródłaCiuffo, Benjamin. "Leadership : a followership perspective /". Access Digital Full Text version, 1988. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10809508.
Pełny tekst źródłaDriescher, Cornelius Johannes Christiaan. "Classroom teacher leadership in top-performing secondary schools". Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60938.
Pełny tekst źródłaDissertation (MEd)--University of Pretoria, 2016.
Education Management and Policy Studies
MEd
Unrestricted
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.
Pełny tekst źródłaThis 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.
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.
Pełny tekst źródłaThe 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
Stoffell, Peter Gordon. "Transformational classroom leadership and workplace engagement : exploring the relationship". Thesis, Middlesex University, 2017. http://eprints.mdx.ac.uk/22644/.
Pełny tekst źródłaLillig, 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.
Pełny tekst źródłaTaliaferro, 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.
Pełny tekst źródłaHanlon, Megan. "Teacher and Student Motivation in the Classroom". Thesis, Southern Illinois University at Edwardsville, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3702667.
Pełny tekst źródłaKsiążki na temat "Classroom leadership"
Instructional leadership: The role of the supervisor. Eden Prairie, MN: Paradigm, 1990.
Znajdź pełny tekst źródłaRenae, Ideboen, i EBSCOhost, red. 10 winning strategies for leaders in the classroom: A transformational approach. Thousand Oaks, Calif: SAGE, 2010.
Znajdź pełny tekst źródłaPrescott, 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.
Znajdź pełny tekst źródłaTomlinson, Carol A. Leadership for differentiating schools & classrooms. Alexandria, Va: Association for Supervision and Curriculum Development, 2000.
Znajdź pełny tekst źródłaThe reading specialist: Leadership for the classroom, school, and community. Wyd. 2. New York: Guilford Press, 2009.
Znajdź pełny tekst źródłaDeBruyn, Robert L. Proactive leadership in the 21st century classroom, school, and district. Manhattan, Kan.: The Master Teacher, 1997.
Znajdź pełny tekst źródłaMonroe, Lorraine. Nothing's impossible: Leadership lessons from inside and outside the classroom. New York: Times Books, 1997.
Znajdź pełny tekst źródłaWilmore, Elaine L. Teacher leadership: Improving teaching and learning from inside the classroom. Thousand Oaks, Calif: Corwin Press, 2007.
Znajdź pełny tekst źródłaMonroe, Lorraine. Nothing's impossible: Leadership lessons from inside and outside the classroom. New York: PublicAffairs, 1999.
Znajdź pełny tekst źródłaSimmons, 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.
Znajdź pełny tekst źródłaCzęści książek na temat "Classroom leadership"
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.
Pełny tekst źródłaLeach, 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.
Pełny tekst źródłaJohnson, 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.
Pełny tekst źródłaRobbins, 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.
Pełny tekst źródłaFriesen, 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.
Pełny tekst źródłaKayes, 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.
Pełny tekst źródłaCoates, 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.
Pełny tekst źródłaRajaram, 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.
Pełny tekst źródłaLim, 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.
Pełny tekst źródłaSaran, 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.
Pełny tekst źródłaStreszczenia konferencji na temat "Classroom leadership"
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.
Pełny tekst źródłaSuryana, 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.
Pełny tekst źródłaTjendani, 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.
Pełny tekst źródłaGurbutt, 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.
Pełny tekst źródłaMartono, 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.
Pełny tekst źródłaNaway, 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.
Pełny tekst źródłaŽivković, 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.
Pełny tekst źródłaJohar, 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.
Pełny tekst źródłaZhu, 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.
Pełny tekst źródłaYulia 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.
Pełny tekst źródłaRaporty organizacyjne na temat "Classroom leadership"
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.
Pełny tekst źródłaOlsen, 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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