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Artykuły w czasopismach na temat "Teacher leadership"
Chien, Chin-Wen. "Taiwanese elementary school English teachers' perception of teacher leadership". Research in Education 108, nr 1 (14.11.2018): 46–61. http://dx.doi.org/10.1177/0034523718809390.
Pełny tekst źródłaXu, Lanqing. "The Transformation From Leadership Behavior to Leadership Thinking". Journal of Education and Development 6, nr 4 (6.08.2022): 44. http://dx.doi.org/10.20849/jed.v6i4.1287.
Pełny tekst źródłaCheung, Rebecca, Thomas Reinhardt, Elisa Stone i Judith Warren Little. "Defining teacher leadership". Phi Delta Kappan 100, nr 3 (22.10.2018): 38–44. http://dx.doi.org/10.1177/0031721718808263.
Pełny tekst źródłaOdell, Sandra J. "Preparing Teachers for Teacher Leadership". Action in Teacher Education 19, nr 3 (październik 1997): 120–24. http://dx.doi.org/10.1080/01626620.1997.10462884.
Pełny tekst źródłaRinaldi, Eldion Akbar, Suhaimi i Juhriyansyah Dalle. "The Influence of Transformational Leadership of Principals, Work Ethic, and Motivation to Achievement for Teacher Performance of Vocational High School in Banjarmasin City". Journal of K6 Education and Management 4, nr 2 (11.10.2021): 232–43. http://dx.doi.org/10.11594/jk6em.04.02.11.
Pełny tekst źródłaHerman, Maman, Lilis Kholisoh i Asep Ahmad Rifa’i. "The Influence of Transformational Leadership and Teacher Work Culture on Teacher Performance". Journal of Sosial Science 2, nr 2 (25.03.2021): 183–93. http://dx.doi.org/10.46799/jsss.v2i2.94.
Pełny tekst źródłaStarr, Joshua P. "Leadership". Phi Delta Kappan 99, nr 4 (27.11.2017): 72–73. http://dx.doi.org/10.1177/0031721717745549.
Pełny tekst źródłaKılınç, Ali Çağatay, Mehmet Şükrü Bellibaş i Fatih Bektaş. "Antecedents and outcomes of teacher leadership: the role of teacher trust, teacher self-efficacy and instructional practice". International Journal of Educational Management 35, nr 7 (19.10.2021): 1556–71. http://dx.doi.org/10.1108/ijem-04-2021-0148.
Pełny tekst źródłaBush, Tony. "Teacher leadership". Educational Management Administration & Leadership 43, nr 5 (26.08.2015): 671–72. http://dx.doi.org/10.1177/1741143215592333.
Pełny tekst źródłaNoviyanti, Resti. "Pengaruh Kepemimpinan Kepala Madrasah Dan Etos Kerja Guru Terhadap Kinerja Guru Madrasah Tsanawiyah Negeri Kota Bandar Lampung". El-Idare: Jurnal Manajemen Pendidikan Islam 7, nr 1 (17.07.2021): 53–67. http://dx.doi.org/10.19109/elidare.v7i1.8165.
Pełny tekst źródłaRozprawy doktorskie na temat "Teacher leadership"
Kelley, Jerry D. "Teacher's and Teacher Leaders' Perceptions of the Formal Role of Teacher Leadership". Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/eps_diss/70.
Pełny tekst źródłaLunn, Jillian Mary. "A Study on Teacher Professionalism and Teacher Leadership: The Teachers' Viewpoint". The University of Waikato, 2006. http://hdl.handle.net/10289/2296.
Pełny tekst źródłaDeVoe, Shawna. "K-4 Teachers' Perceptions of Teacher Instructional Leadership Practices". University of Akron / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=akron1395128452.
Pełny tekst źródłaWilliams, Willie E. "Principal Leadership Style, Teacher Motivation, and Teacher Retention". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6148.
Pełny tekst źródłaTanyi, Agnes A. "Parents' and teachers' perceptions of the relationship between teacher-parent interactions and teacher behavior in Metropolitan Atlanta, Georgia". DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1998. http://digitalcommons.auctr.edu/dissertations/1383.
Pełny tekst źródłaMay, Janet Marie. "Cultivating Teacher Leadership in Public Secondary Schools: Encouraging the Leadership Potential in All Teachers". Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/464371.
Pełny tekst źródłaEd.D.
Teacher leaders are people who lead by example and, in this school, most are not afraid to speak up even if it is not politically correct. Teacher leaders are selfless people who are looking out for what is best for all, especially the students. They are risk takers. With the introduction of technology and accountability measures, education appears to have changed more in the first seventeen years of the 21st century then in the entire prior 100 years of our nation. The knowledge and skills required by school administrators has greatly expanded. To that end, it seems most appropriate that schools are lead not only by a principal, but also by the teachers. The collective knowledge of a group of professionals is stronger than the knowledge of one individual person. Teacher leadership appears as a natural concept to utilize in order to achieve successful school reform and to increase the use of technology as an instructional tool. This study focuses on the specific actions of building principals in public secondary schools which will cultivate and nurture the leadership potential in teachers. A qualitative study, this research involved a multi-case study approach and focused on three public secondary schools spanning two Pennsylvania counties. Ninety-four surveys were conducted of professional employees. Of those, three building principals and seven of their teachers were selected to be observed and interviewed. While teacher leadership requires active steps be taken by both teachers and principals, this research centered on what the principal needs to do in order to nurture teachers to be leaders within their schools. A culture of trust and collaboration is essential, as is a shared vision of where the school is headed.
Temple University--Theses
Allen, Megan Marie. "Teacher Leadership in State Education Policy". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3015.
Pełny tekst źródłaMoss, Wendi A. "The impact of Black teacher mentors on White beginning teachers". Thesis, Virginia Commonwealth University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3560506.
Pełny tekst źródłaThis qualitative study used a phenomenological approach to determine the mentoring process Black mentors used when mentoring White beginning teachers. Five mentors and their six mentees were surveyed and interviewed to find how cross-race mentoring processes in an urban school district in the Commonwealth of Virginia work. Seven themes emerged from the study: (a) perceptions of the mentoring process; (b) perceptions of classroom management; (c) perceptions of school quality; (d) perceptions of urban teaching; (e) perceptions of White advantage; and (f) presence of White privilege.
Valentine, Sherri Monique Baker Paul J. "Teacher leadership graduate student realities /". Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1276398781&SrchMode=1&sid=4&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1181314599&clientId=43838.
Pełny tekst źródłaTitle from title page screen, viewed on June 8, 2007. Dissertation Committee: Paul J. Baker (chair), Amee Adkins, Gary S. O'Malley, Lucille Eckrich. Includes bibliographical references (leaves 93-98) and abstract. Also available in print.
Woods-Murphy, Maryann. "Perceptions of Highly Recognized Teachers about Approaches to Teacher Leadership". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1811.
Pełny tekst źródłaKsiążki na temat "Teacher leadership"
Lashway, Larry. Teacher leadership. [Alexandria, VA]: National Association of Elementary School Principals, 1998.
Znajdź pełny tekst źródłaLovett, Susan. Advocacy for Teacher Leadership. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-74430-8.
Pełny tekst źródłaLieberman, Ann, Carol Campbell i Anna Yashkina. Teacher Learning and Leadership. New York: Routledge, 2017.: Routledge, 2016. http://dx.doi.org/10.4324/9781315673424.
Pełny tekst źródłaNational Endowment for the Humanities. Division of Education Programs, red. Humanities teacher leadership program. Washington, D.C. (1100 Pennsylvania Ave., N.W., Rm. 321, Washington 20506): National Endowment for the Humanities, Division of Education Programs, 2000.
Znajdź pełny tekst źródłaHarris, Alma. Improving schools through teacher leadership. Maidenhead: Open University Press, 2005.
Znajdź pełny tekst źródłaGilberto, Arriaza, red. Collaborative teacher leadership: How teachers can foster equitable schools. Thousand Oaks, Calif: Corwin Press, 2006.
Znajdź pełny tekst źródłaLeadership strategies for teachers. Wyd. 2. Thousand Oaks, Calif: Corwin Press, 2007.
Znajdź pełny tekst źródłaMerideth, Eunice M. Leadership strategies for teachers. Arlington Heights, Ill: SkyLight Professional Development, 2000.
Znajdź pełny tekst źródła1953-, Ferguson Margaret, i Hann Leonne, red. Developing teacher leaders: How teacher leadership enhances school success. Thousand Oaks, Calif: Corwin Press, 2008.
Znajdź pełny tekst źródłaClair, Reason, red. Mirror images: New reflections on teacher leadership. Thousand Oaks, Calif: Corwin Press, 2011.
Znajdź pełny tekst źródłaCzęści książek na temat "Teacher leadership"
Menlo, Allen. "Teacher Leadership". W Do Teachers Wish to be Agents of Change?, 279–87. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6209-959-3_15.
Pełny tekst źródłaPassmore, Amanda, Cristina Salvador i Catrina Dorsey. "Teacher Leadership". W Developing Teacher Leaders in Special Education, 17–39. New York, NY : Routledge, 2020. | Series: Routledge eye on education.: Routledge, 2020. http://dx.doi.org/10.4324/9780367814939-2.
Pełny tekst źródłaBerry, Barnett. "Teacher Leadership". W The Wiley Handbook of Teaching and Learning, 473–503. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781118955901.ch20.
Pełny tekst źródłaTaylor, Monica, Emily J. Klein, Kristen Trabona i Mika Munakata. "Feminist Teacher Leadership". W The Power of Teacher Leaders, 213–26. Wyd. 2. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003123972-19.
Pełny tekst źródłaMangin, Melinda, i Carolyn Ross. "Informal Teacher Leadership". W The Power of Teacher Leaders, 7–21. Wyd. 2. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003123972-3.
Pełny tekst źródłaWhitworth, Brooke A., Julianne A. Wenner i Dorit Tubin. "Science Teacher Leadership". W Handbook of Research on Science Teacher Education, 257–72. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003098478-23.
Pełny tekst źródłaMakoelle, Tsediso Michael. "School leadership and teacher leadership". W School Leadership for Democratic Education in South Africa, 102–15. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003121367-7.
Pełny tekst źródłaLovett, Susan. "How Do Teachers View the Concepts of Teacher Leader and Teacher Leadership?" W Advocacy for Teacher Leadership, 115–26. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-74430-8_8.
Pełny tekst źródłaBradley-Levine, Jill. "Critical Teacher Leadership Theory". W Promoting Teacher Advocacy as Critical Teacher Leadership, 150–69. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003094289-10.
Pełny tekst źródłaVisone, Jeremy D. "So, What Kind of School Do We Want, Anyway?" W Empowering Teacher Leadership, 1–37. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003190370-1.
Pełny tekst źródłaStreszczenia konferencji na temat "Teacher leadership"
Dorczak, Roman. "TEACHER LEADERSHIP – HOW TEACHERS IN POLISH SCHOOLS UNDERSTAND TEACHER LEADERSHIP". W 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.1787.
Pełny tekst źródłaLethole, Lieketseng, June Palmer i Edwin de Klerk. "EXPLORING THE IMPLEMENTATION OF TEACHER LEADERSHIP IN LESOTHO HIGH SCHOOLS". W International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end133.
Pełny tekst źródła"Teacher Leadership: Views of Administrators and Teachers". W International Conference on Educational Studies and Applied Linguistics. Tishk International University, 2022. http://dx.doi.org/10.23918/vesal2022a47.
Pełny tekst źródłaBradley-Levine, Jill. "Teacher Advocacy as Critical Teacher Leadership". W 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1890776.
Pełny tekst źródłaAziz, Muhammad Racmatul, Dwi Esti Andriani i Aris Suharyadi. "Indonesian Teacher Leadership Practices". W 2nd Yogyakarta International Conference on Educational Management/Administration and Pedagogy (YICEMAP 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201221.030.
Pełny tekst źródłaGrant, David. "Responsible Leadership: How Teachers Perceive Principal Practices, Teacher Effectiveness, and Teacher Morale". W 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1691080.
Pełny tekst źródłaBarcus, Courtney. "Teacher Leadership: Perceptions and Experiences of Special Education Teachers". W AERA 2022. USA: AERA, 2022. http://dx.doi.org/10.3102/ip.22.1892498.
Pełny tekst źródłaMangin, Melinda. "Critical Teacher Leadership: How Teachers Advocate for Transgender Students". W 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1443632.
Pełny tekst źródłaWan, Sally Wai-Yan. "Social Norms and Teacher Leadership: From Novice Teachers' Perspective". W 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1577414.
Pełny tekst źródłaBarcus, Courtney. "Teacher Leadership: Perceptions and Experiences of Special Education Teachers". W 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1892498.
Pełny tekst źródłaRaporty organizacyjne na temat "Teacher leadership"
Carlton, Alan. A Comparison of Principal and Teacher Perceptions of Principal Leadership Skills. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.460.
Pełny tekst źródłaArif, Sirojuddin, Rezanti Putri Pramana, Niken Rarasati i Destina Wahyu Winarti. Nurturing Learning Culture among Teachers: Demand-Driven Teacher Professional Development and the Development of Teacher Learning Culture in Jakarta, Indonesia. Research on Improving Systems of Education (RISE), listopad 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/117.
Pełny tekst źródłaCadiero Kaplan, Karen, Magaly Lavadenz i Elvira Armas. Essential Elements of Effective Practices for English Learners. Center for Equity for English Learners, 2011. http://dx.doi.org/10.15365/ceel.policy.9.
Pełny tekst źródłaRarasati, Niken, i Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), styczeń 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.
Pełny tekst źródłaColón-Muñiz, Anaida, Magaly Lavadenz i Elvira Armas. The California English Learner Roadmap Toolkit for Institutes of Higher Education (IHEs): (Re)Designing Educator Preparation Focused on Equity for English Learner/Multilingual Students. Center for Equity for English Learners, październik 2022. http://dx.doi.org/10.15365/ceel.ihes2022.
Pełny tekst źródłaBerry, Barnett, i P. Ann Byrd. Micro-credentials and Education Policy in the United States: Recognizing Learning and Leadership for Our Nation's Teachers. Digital Promise, czerwiec 2019. http://dx.doi.org/10.51388/20.500.12265/104.
Pełny tekst źródłaPowerful Learning with Computational Thinking: Our Why, What, and How of Computational Thinking. Digital Promise, marzec 2021. http://dx.doi.org/10.51388/20.500.12265/115.
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