Rozprawy doktorskie na temat „Collegiality”
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Cavanagh, John Bartholomew. "Managing collegiality : the discourse of collegiality in Scottish school leadership". Thesis, University of Glasgow, 2010. http://theses.gla.ac.uk/2254/.
Pełny tekst źródłaDeShaw, Michèle. "Trust, collegiality, and community /". dissertation online, 2009. http://pqdtopen.proquest.com/#abstract?dispub=3379005.
Pełny tekst źródłaMcAleese, Mary, i Richard 1958 Gaillardetz. "Collegiality in Church leadership:". The Church in the 21st Century Center at Boston College, 2013. http://hdl.handle.net/2345/bc-ir:104059.
Pełny tekst źródłaBrunderman, Lynnette Ann. "Leadership Practices that Support Collegiality in Schools". Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/195340.
Pełny tekst źródłaBarrett, Jenny. "The impact of the NCEA on teacher collegiality". The University of Waikato, 2008. http://hdl.handle.net/10289/2270.
Pełny tekst źródłaAntoine, Nora. "Exploring Tribal College and University (TCU) Faculty Collegiality". Antioch University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1383048432.
Pełny tekst źródłaSoltani, Shahsanami Sara, i Emelie Vickers. "Collegiality and the interplay between modes of governance". Thesis, Uppsala universitet, Företagsekonomiska institutionen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-448334.
Pełny tekst źródłaBas-Isaac, Eugenia. "Teacher mentoring: A micro-political study of collegiality". Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186586.
Pełny tekst źródłaCash, Penelope Anne, i mikewood@deakin edu au. "Women clinical nurses' constructions of collegiality: An ethnomethodological study". Deakin University. School of Nursing, 2000. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051123.122031.
Pełny tekst źródłaCooper, Lionel. "The relationship between ethos and collegiality in secondary schools". Thesis, Keele University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.251395.
Pełny tekst źródłaLoe, David R. "Teacher Transformation and Critical Collegiality in Online Learning Environments". Kent State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=kent1271295100.
Pełny tekst źródłaMoore, Norman. "Investigating the development of greater pupil collegiality in primary schools". Thesis, University of Lincoln, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.429986.
Pełny tekst źródłaWorger, Robert G. "Collegiality in secondary school senior management teams : substance or rhetoric?" Thesis, Open University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.424625.
Pełny tekst źródłaFitzGerald, Taylor Grace. "Dynasty and collegiality : representations of imperial legitimacy, AD 284-337". Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/33109.
Pełny tekst źródłaCordova, Carmen. "Collaboration: A Study of Decision-Making, Collegiality, Conflict and Change". The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392027993.
Pełny tekst źródłaJacobs, Merle. "Staff nurse collegiality, the structures and culture that produce nursing interactions". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ56235.pdf.
Pełny tekst źródłaRoch, Douglas Oliver. "Inhabiting extended physical spaces : intersections of spatiality, teacher collegiality and power". Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/43900.
Pełny tekst źródłaNiven, Alan Andrew. "Collaborative ministry: A case study in innovation, collegiality and theological reflection". Phd thesis, Australian Catholic University, 2007. https://acuresearchbank.acu.edu.au/download/5f8ef1f14ccd0a7e7eedf7a82047f4e5441acab2bf6a883f0d3bc3809a902997/19412061/65031_downloaded_stream_256.pdf.
Pełny tekst źródłaJeram, Ramesh. "Interpreting the effects of collegiality and collaboration on mathematics teachers' efficacy in a school based professional development programme : a case study". Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/79813.
Pełny tekst źródłaENGLISH ABSTRACT: This study is a tale untold by quantitative data. The main role-players in this tale are two mathematics teachers at an urban high school situated in a low socio-economic area and involved in a professional development programme in the Western Cape, viz. the SPARK project. It is a case study of how their levels of collegiality and collaboration positively influenced their levels of efficacy, whilst being part of an in-service professional development programme. This interpretive qualitative case study is explored using two data sets: one being the classroom observation reports generated via participant observation during the first three years of the project; and the other is a focus group interview done three years later. The data sets were analysed to produce a rich, thick descriptive and interpretive account of the supportive environment of these two teachers and how it played a significant role in their professional growth and levels of efficacy. The findings of this study are then used to highlight the importance of establishing collaborative cultures within in-service professional development programmes and the positive influence it can have on the efficacy levels of teachers.
AFRIKAANSE OPSOMMING: Hierdie studie vertel ‘n verhaal waaraan kwantitatiewe data alleen nie reg kan laat geskied nie. Die hoofrolspelers in die verhaal is twee wiskunde onderwysers by ’n stedelike hoërskool wat geleë is in ’n lae sosio-ekonomiese gebied en wat betrokke is by ’n professionele ontwikkelingsprogramme in die Wes-Kaap, die sogenaamde SPARK projek. Dit is ’n gevallestudie wat aantoon hoe hulle vlakke van kollegialiteit en samewerking, terwyl hulle deel was van hierdie professionele indiens-ontwikkelingsprojek, hulle vlakke van doeltreffendheid positief beïnvloed het. Hierdie interpretatiewe kwalitatiewe gevallestudie is ontleed aan die hand van twee datastelle: aan die een kant die klaskamer waarnemingsverslae gebaseer op klasobservasies van die deelnemers gedurende die eerste drie jaar van die projek en aan die ander kant ‘n fokusgroep onderhoud wat drie jaar later gedoen is. Die analise van hierdie datastelle het ’n ryklik gelaaide beskrywende en interpretatiewe weergawe daargestel van die ondersteunende omgewing van hierdie twee onderwysers en hoe dit ’n beduidende rol gespeel het in hulle professionele groei, onder meer hulle vlakke van werkseffektiwiteit. Die bevindings van hierdie studie word dan gebruik om die belangrikheid van die vestiging van kollaboratiewe kulture in professionele indiensopleidingsprogrammeme te beklemtoon. Die studie onderskryf ook die positiewe invloed wat ’n kultuur van samewerking kan hê op die doeltreffendheidsvlakke van onderwysers.
Carter, Sadie Johnson. "An Assessment of the Newport News Teacher Mentoring Program". Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/11218.
Pełny tekst źródłaEd. D.
Tillman, Rosemarie. "The communication of collegiality : an examination of advice faculty give incoming faculty /". view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?did=1232428461&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.
Pełny tekst źródłaTypescript. Includes vita and abstract. Includes bibliographical references (leaves 119-121). Also available for download via the World Wide Web; free to University of Oregon users.
Rixom, Anne. "Professionalisation and decision making in higher education management : new collegiality and academic change". Thesis, University of Bath, 2011. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.547622.
Pełny tekst źródłaAwbery, Carole. "Collegiality as a leadership strategy within 21st century education : a single case study". Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/5045/.
Pełny tekst źródłaLaubscher, Susanna Maria. "Collaboration and collegiality amongst educators in high performing schools in the Western Cape". Master's thesis, University of Cape Town, 2005. http://hdl.handle.net/11427/8063.
Pełny tekst źródłaAppollis, Jilian Rosemary. "Perceptions of staff on collegiality and accountability in promoting quality assurance at Helderberg College". Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/4036.
Pełny tekst źródłaOver the past 10 to 15 years significant changes have taken place in higher education. Higher education institutions have been influenced by globalisation, an information explosion, shifts in teaching approaches to facilitate learning and new approaches to governance. Some of these factors have had implications on the decision-making processes which were traditionally used in higher education. Amongst these demands for change, the one which has apparently presented the most challenges is the demand for accountability to the stakeholders of higher education institutions. These stakeholders include the government, students, different communities and the constituents of the labour market. In order to meet the demands for accountability, an instrument referred to as quality assurance was introduced at all higher education institutions. Many institutions resorted to adopting a managerial approach to manage quality assurance and to facilitate efficiency. In using this approach, more regulation and demands for compliance were sought. The managerial approach appeared to be more bureaucratic than the traditional collegial ethos of universities. Lecturers experienced that their autonomy was being undermined and their academic freedom restricted. Therefore they often resorted to resistance. In this study the literature overview revealed that there is a strong debate as to which approach to quality management is most suited to higher education. A case study was conducted at Helderberg College, which is a private higher education institution in the Western Cape Province. The aim of this study was to explore how lecturers reacted to the concept of quality assurance, but more specifically, which approach to quality management they preferred. The main objective was to establish what lecturers would regard as a suitable quality assurance framework that would contribute to accountability and trust. Findings from the study suggest that there is no single model for quality assurance which would suit every institution, and Helderberg College in particular. The preference indicated by staff was for a collegial approach, which may include elements of managerialism to address the demands for efficiency, whilst protecting the autonomy of the lecturers. Other elements that were identified as likely to promote trust and accountability within a quality assurance framework, were shared vision, consultation, collaboration and involvement in decision-making processes.
Krejcie, Karen M. "An analysis of the adjunct faculty need to improve collegiality at Fox Valley Technical College". Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004krejciek.pdf.
Pełny tekst źródłaBaker, Randall Glenn. "The role of the principal in reducing teacher isolation, promoting collegiality, and facilitating beginning teacher induction". Scholarly Commons, 2003. https://scholarlycommons.pacific.edu/uop_etds/2530.
Pełny tekst źródłaWennås, Brante Eva. "Stand together or fall alone : narratives from former teachers". Högskolan Kristianstad, Avdelningen för Pedagogik, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-10597.
Pełny tekst źródłaLovett, Susan. "Teacher learning and development in primary schools: a view gained through the National Education Monitoring project". Thesis, University of Canterbury. Education, 2002. http://hdl.handle.net/10092/1049.
Pełny tekst źródłaSjöbeck, Anna, i Emelie Zigon. "Kollegialitet och individualism : en identitetskonflikt i revisorers vardag?" Thesis, Högskolan Kristianstad, Sektionen för hälsa och samhälle, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-12311.
Pełny tekst źródłaForskningen inom området organisationsstruktur och kontroll i revisionsbranschen tyder på att det finns en motstridighet i att revisorer både ska värna om kollegialiteten samtidigt som varje individ står som ensam ansvarig för sin egen utveckling och karriär. Detta skapar en konkurrenssituation till de kollegor som man förväntas upprätthålla goda sociala relationer till och samarbeta med. Att både vara en del av kollegialiteten och samtidigt vara starkt individualistisk, ger upphov till ett teoretiskt dilemma där dessa motpoler ska sammanfalla med varandra. Syftet med denna uppsats är att bidra till att skapa förståelse för hur revisorer på de större revisionsbyråerna hanterar denna konflikt. För att närma oss detta dilemma har vi gjort en kvalitativ undersökning som bygger på en abduktiv ansats. Vi har gjort 7 semistrukturerade intervjuer ur ett lokalistiskt perspektiv. Vi har begränsat vårt urval till revisorer inom Big 4 i södra Sverige. Vi har valt att analysera konflikten ur ett identitetsperspektiv för att tydligare begripa hur revisorer kan förhålla sig till både kollegialitets- och individualismaspekten. Genom detta har vi kommit fram till att det endast ser paradoxalt ut på ett teoriplan. Vår empiri tyder på att detta inte är ett praktiskt problem. Denna principiella motsättning löses i vardagens kaos där det ena per automatik undertrycks av det andra. Slutsatsen att revisorer inte ser detta som ett praktiskt problem leder dock inte till att det teoretiska dilemmat är oviktigt utan snarare att det kräver djupare kunskap om fenomenet. Slutsatsen leder dessutom till att man kan ifrågasätta vad detta betyder för de teorier som behandlar kontroll och organisationsstruktur. Detta fenomen kan även härledas till andra delar av samhället. Dagens arbetsmarknad anses i allt högre utsträckning individualiserad och varje individ får ansvara för sitt eget bästa samtidigt som man förutsetts att tänka på kollegialiteten och samarbeta med andra människor. Därför ger vår studie ett samhälleligt bidrag i form av ökad förståelse för hur individer hanterar konflikten mellan kollegialitet och individualism.
SANTOS, CARLOS VICTOR NASCIMENTO DOS. "THE PRACTICE OF COLLEGIALITY IN THE BRAZILIAN SUPREME COURT: BETWEEN THE SOCIAL CONSTRUCTION OF DISCOURSE AND JUDICIAL PRACTICES". PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2017. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=31963@1.
Pełny tekst źródłaCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
O presente estudo tem por objetivo discutir a existência da colegialidade no Supremo Tribunal Federal. Inicialmente, utilizou-se de fontes bibliográficas como dados de pesquisa capazes de reconstituir o discurso jurídico acerca da colegialidade enquanto categoria autônoma no discurso jurídico. Origens, fundamentos e suas funcionalidades são alguns dos aspectos que são destacados na pesquisa. Em seguida, procedeu-se a uma pesquisa em fontes primárias, utilizando-se do método histórico, para organizar o discurso produzido na História acerca do mesmo objeto de pesquisa. Como resultado, é possível identificar, origens, fundamentos e funcionalidades bastante distintas do discurso jurídico, além da proposição de um entendimento que preza pela existência da colegialidade. Após, e utilizando como fontes de pesquisa os depoimentos orais concedidos por atores sociais que compõem ou compuseram um colégio de julgadores, buscou-se dar voz a esses atores por meio da atribuição de sentido ao discurso por eles produzido, principalmente no sentido de não existir uma colegialidade, ou apenas existir informalmente. A utilização de diferentes métodos e saberes na identificação e produção de cada um dos discursos foi fundamental à ampliação do poder explicativo da colegialidade nos tribunais brasileiros, principalmente a exercida pelos ministros do Supremo Tribunal Federal, conforme poderá ser notado nas páginas a seguir.
This study aims to present multiple discourses which are capable of explaining the same phenomenon: the practice of collegiality in the Brazilian Supreme Court. Initially, a bibliographical research has been used to reconstitute the legal discourse about collegiality as an autonomous category. Origins, foundations and functionalities are some of the aspects that are highlighted in the research. Then, using the historical method, a documentary and bibliographical research has been done to organize the discourse produced about collegiality in history. As a result, it is possible to identify different origins, foundations and functionalities for these legal discourses. Also, using oral history interviews with Brazilian Supreme Court judges, one sought to give voice to these social actors through the attribution of meaning to the discourse produced by them. The use of different methods to identify and produce each of these discourses has been essential for the expansion of the explanatory power of collegiality in the Brazilian courts, especially the Supreme Court.
L étude vise à présenter différents discours capables d expliquer une même phénomène: l exercice de la collégialité par la Cour Suprême du Brésil. Dans um premier temps, nous avons utilisé la recherche bibliographique pour reconstituer le discours juridique sur la collégialité comme catégorie autonome dans le discours juridique. Les origines, les fondamentaux et la fonctionnalité sont quelques-uns des aspects qui sont mises en évidence pendant la recherche. A ensuite, l étude a procédé a une recherche documentaire et bibliographique, en utilisant la méthode historique pour organiser le discours produit dans l histoire du même objet de recherche. À la suite, il est possible d identifier les origines, les fondations et les caractéristiques bien distinctes du discours juridique. Après, et en utilisant comme source de recherche les témoignages orales donnés par les acteurs sociaux qui composent ou ont composé un collège de juges, ce présent travail a cherché à donner la parole a ces acteurs par l attribution de sens au discours par eux produit. L utilisation de différentes méthodes et de connaissances dans l identification et la production de chacun de ces discours a été essentiel à l extension du pouvoir explicatif de la collégialité dans les tribunaux brésiliens, principalement exercées par les juges de la Cour Suprême Fédérale, comme on peut le constater dans les pages suivantes.
Constantinou, Elena. "School change and leadership : an insider perspective of how school change can be achieved within a centralised education system". Thesis, University of Manchester, 2014. https://www.research.manchester.ac.uk/portal/en/theses/school-change-and-leadership-an-insider-perspective-of-how-school-change-can-be-achieved-within-a-centralised-education-system(fd845716-18e3-4f4c-a776-cb6933452239).html.
Pełny tekst źródłaGruenberg, Jorge. "Teachers and computer-mediated communication : a study of the development of collegiality among secondary school teachers using electronic mail". Thesis, University of Oxford, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365567.
Pełny tekst źródłaLindqvist, Nina, i Angelica Eriksson. "Vi flyter inte över klassgränserna. : Några lärares tankar kring och syn på arbete i arbetslag". Thesis, Linnéuniversitetet, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-12938.
Pełny tekst źródłaDowling-Hetherington, Linda. "Change in higher education and its impact on academic staff : the case of the School of Business at University College Dublin". Thesis, University of Bath, 2011. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.538280.
Pełny tekst źródłaWernersson, Anders. "The struggle for the subjects: Reactions on the Swedish High School reform Gy 2007". Thesis, Malmö högskola, Lärarutbildningen (LUT), 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34026.
Pełny tekst źródłaThe study is based on contributions to discussion that was published on the homepage of the Swedish National Agency for Education (Skolverket). It examine reactions on the proposals for the Social Science program. The proposal to put together philosophy and psychology in to a single subject was criticized on administrative grounds (problems with assessment, teacher competence etc). The two subjects were also considered to be to different in method, content and history. The result is in line with Andy Hargreaves concept of forced collegiality and Lindes concept of subject specific code. The proposal to increase hours for religious studies (religionskunskap) was criticized from different viewpoints. Religious studies was accused of being to unscientific bound to theological discourse. Its curricula was blamed of being to wide intruding on other subjects, and the teachers competence to educate their pupils in ethics were put in to question. The the proposal to decrease hours for philosophy was criticized on the ground that the subjects curricula was strongly connected to the official goals of the Social Science program. The proposal to decrease hours for psychology was criticized by appeling to its popularity among pupils and that its knowledge was important to satisfy basic human needs. The study discovered a tendency among teachers to classify their own subject in relations to other subjects.
Nemaston, Avital Ronnieskja. "Novice teachers' experience of support from the Head of Department in primary schools". Diss., University of Pretoria, 2002. http://hdl.handle.net/2263/78486.
Pełny tekst źródłaDissertation (MEd)--University of Pretoria, 2020.
Education Management and Policy Studies
MEd
Unrestricted
Mudau, Winnie Winnie. "Educators' experiences and perceptions of peer observation". Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/62893.
Pełny tekst źródłaDissertation (MEd)--University of Pretoria, 2017.
Education Management and Policy Studies
MEd
Unrestricted
PERUGI, FRANCESCA. "Carlo Maria Martini presidente delle Conferenze episcopali d'Europa (1986-1993)". Doctoral thesis, Università Cattolica del Sacro Cuore, 2020. http://hdl.handle.net/10280/74302.
Pełny tekst źródłaThe research focuses on the presidency of Carlo Maria Martini of the Council of Bishops’ Conferences of Europe (CCEE) from 1986 to 1993. The documents are stored in the diocesan archive of Milan, and in the CCEE’s archive in St. Gallen. The research highlights four topics. The first one is the ecumenical dialogue in Europe in the 80s. The second one is the collegiality in the catholic church during the John Paul II’s pontificate. The Third one is the debate on the significance of “new evangelization” for the Catholic Church. The fourth one is the role of the Catholic Church in the unification process of Europe after the collapse of the soviet system after 1989.
PERUGI, FRANCESCA. "Carlo Maria Martini presidente delle Conferenze episcopali d'Europa (1986-1993)". Doctoral thesis, Università Cattolica del Sacro Cuore, 2020. http://hdl.handle.net/10280/74302.
Pełny tekst źródłaThe research focuses on the presidency of Carlo Maria Martini of the Council of Bishops’ Conferences of Europe (CCEE) from 1986 to 1993. The documents are stored in the diocesan archive of Milan, and in the CCEE’s archive in St. Gallen. The research highlights four topics. The first one is the ecumenical dialogue in Europe in the 80s. The second one is the collegiality in the catholic church during the John Paul II’s pontificate. The Third one is the debate on the significance of “new evangelization” for the Catholic Church. The fourth one is the role of the Catholic Church in the unification process of Europe after the collapse of the soviet system after 1989.
Novak, Kelley. "THE RELATIONSHIP BETWEEN SCHOOL CULTURE AND THIRD-GRADE FCAT READING PROFICIENCY IN SEMINOLE COUNTY PUBLIC ELEMENTARY SCHOOLS". Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3838.
Pełny tekst źródłaEd.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership EdD
Chaput, Jade. "La collègialité dans le procès civil". Thesis, Pau, 2019. http://www.theses.fr/2019PAUU2053/document.
Pełny tekst źródłaCollegiality is a jurisdictional organization that has gone through different historical phases. The 21st century could be a pivotal time as it is characterized by the development of new technologies. If at all times litigants have wanted a quick response to their dispute, this speed of access to information only increases their expectations. However, collegiality requires time. To this is added its cost. Positive law testifies to a restriction of access to collegiality in the second degree while it is under discussion in the Court of Cassation. This limitation is not at odds with the desire to preserve it, although it should not ultimately lead to its removal. Two reasons justify its maintenance. The first is that it reinforces certain guarantees of the right to a fair trial, sometimes in a perceptible way. The second reason is that it makes it possible to counteract the complexity of litigation as illustrated by the referral of a case to collegiality. The proposals to reduce its material constraints are multiple. They draw their inspiration from internal but also external law, collegiality not being a French exception
Roque, Maria Margarida da Silva. "Contributos da cultura de escola para o desenvolvimento profissional dos professores: O caso particular de uma escola dos 2ºe 3º ciclos do ensino básico". Master's thesis, Universidade de Évora, 2007. http://hdl.handle.net/10174/16191.
Pełny tekst źródłaOlszewski, Brandon Troy 1978. "Let's see a show of hands: How participation in school reform affects teachers' work". Thesis, University of Oregon, 2009. http://hdl.handle.net/1794/10366.
Pełny tekst źródłaArguably, the most popular current in school reform today is around "small schools". Small schools reforms are predicated on a body of research that suggests students learn better in smaller schools--or, schools of about 400 students or less--rather than large, "comprehensive" high schools. While existing studies of these reforms highlight the benefits for students and the challenges associated with school restructuring, they avoid a frank discussion of how school change affects teachers. Further, these studies fail to address how the politics of change affect prospects for sustainable success. This project redirects the focus of school reform research back towards teachers' work and the importance of democratic teacher participation via an examination of the Oregon Small Schools Initiative, an Oregon-based small schools reform. Using original survey and interview data, I examine how the politics of reform mediate the effects of school conversion on teachers' work. My data suggest that teachers from schools that engaged in a democratic change process fared better than their peers from schools where change was implemented in a more authoritarian fashion. I found that the relationship between politics and work is largely based on that fact that, in democratic schools, teachers had more power and voice regarding school conversion, and school administrators were more likely to listen to and incorporate teachers' feedback into the restructuring process. By viewing teacher criticism as constructive input--as opposed to simply "resistance"--personnel from democratic schools were better able to decide upon a locally appropriate model of reform that fit the needs of both their teachers and students.
Committee in charge: Caleb Southworth, Chairperson, Sociology; Kenneth Liberman, Member, Sociology; Robert O Brien, Member, Sociology; K Brigid Flannery, Outside Member, Special Education and Clinical Sciences
Bengtsson, Anna. "When mathematics teachers focus discussions on slope : Swedish upper secondary teachers in a professional development initiative". Licentiate thesis, Linnéuniversitetet, Institutionen för matematikdidaktik (MD), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-38561.
Pełny tekst źródłaKoubi, Rufin Médard. "Rôle de la représentativité dans la mise en œuvre et la dynamique de la gouvernance des universités françaises de 1968 à nos jours". Thesis, Limoges, 2014. http://www.theses.fr/2014LIMO0047.
Pełny tekst źródłaSince 1968, management of French universities has many and various developments. In 2007, the adoption of the Law on Civil Liberties and Responsibilities of Universities, gives to the governance a new philosophical and practical guidance. The adoption of the Law on Civil Liberties and Responsibilities of Universities, gives governance a new philosophical and practical guidance. That law now shifting the weakening of the legislative face to the executive and the strengthening of the powers of President of the university who leans more on a managerial strategy. This new context upsets the balance of power institutionally established in the university field. This evolution engenders a tension between the Presidentialization connoted by the managerial logic and the corporatism which constitutes the historic basis of the administration of the French universities. This is the real role of representation in the governance of these Universities. Three universities with different sizes, Strasbourg, Limoges and Nimes are the subjects of a study from semi-directive interviews with The Concerned Actors For The "role of representation in the implementation and dynamics of the universities governance."
Hammer, Dana P., Leigh Ann Bynum, Jean Carter, Nicholas E. Hagemeier, Daniel R. Kennedy, Parto Khansari, Pamela Stamm i Brian Crabtree. "Revisiting Faculty Citizenship". Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5586.
Pełny tekst źródłaFlinn, Kevin Paul. "Making sense of leadership development : reflections on my role as a leader of leadership development interventions". Thesis, University of Hertfordshire, 2011. http://hdl.handle.net/2299/13884.
Pełny tekst źródłaDelvallée, Julien. "La collégialité en droit des sociétés". Thesis, Paris 1, 2017. http://www.theses.fr/2017PA01D002.
Pełny tekst źródłaCollegiality, as the pivotal concept in corporate law, is often limited to the corporate bodies, if not confined to the collective decision-making process. The study tends to go beyond the institutional dimesion of the collegial authority. The aim is to investigate the foundations, the unity, the ambit, the limits and the value of collegiality as both a notion and a practice, in spite of the variety of colleges. To this end, the collegial organization and function should be considered equally. As a result, collegiality means a plurality of persons or colleges (at least two) (1) who, together and equally by conciliated deliberation (2), promote the realization of a collaborative project or the performance of a shared mission (3). However, there are two types of collegiality as defined by the college's unity itself: there are collaborative projects (partners) ; and shared missions or functions (other bodies). The essence and the strength of rights and obligations to each of the members is influenced by what makes the unity of a college. The same thing goes for the way in which the collegial organization functions. It will function in a unitary manner for unilateral establishment and collective acts. A collegial functioning, on the other hand, supposes flexible and adjustable techniques. Finally is collegiality a principle of corporate law ? For the partners this is obvious: collegiality is intrinsic to the group they constitute, to the organization and to their functioning, without having to plan it. For the other bodies the answer may vary. Collegiality is only a principle of organization and functioning if a norm requires it to be
Sherren, Katherine Dove (Kate), i katesherren@yahoo com au. "Sustainability Bound? A study of interdisciplinarity and values in universities". The Australian National University. Centre for Resource and Environmental Studies, 2008. http://thesis.anu.edu.au./public/adt-ANU20080507.100919.
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