A Call for Engaged Leadership.

Most, if not all, individuals who have given any thought to the subject believe that students and teachers in today's public schools deserve better. They deserve the same types of teaching and learning environments that are often found in elite private schools. Teachers in these environments co...

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Detalles Bibliográficos
Clasificación:Libro Electrónico
Autor principal: Thomas, Cornell
Formato: Electrónico eBook
Idioma:Inglés
Publicado: Dordrecht : Springer, 2012.
Colección:Transgressions.
Temas:
Leadership.
Educational leadership.
Leadership
Leadership en éducation.
Educational leadership
Acceso en línea:Texto completo

MARC

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100 1 |a Thomas, Cornell. 
245 1 2 |a A Call for Engaged Leadership. 
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300 |a 1 online resource (107 pages). 
336 |a text  |b txt  |2 rdacontent 
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490 1 |a Transgressions ;  |v v. 91 
588 0 |a Print version record. 
505 0 |a A Call for Engaged Leadership; TABLE OF CONTENTS; CHAPTER 1: INTRODUCTION; CHAPTER 2: A CALL FOR ENGAGED LEADERSHIP; LEADERSHIP THEORY; REFERENCES; CHAPTER 3: A CALL FOR ENGAGED LEADERSHIP: A Personal Perspective; ESTABLISH A MORE ENGAGING AND RIGOROUSACADEMIC ENVIRONMENT; Academic Affairs; DEVELOP A PROCESS LEADING TO FINANCIAL SUSTAINABILITY Established and implemented a budget building and management process that; IMPROVE THE PHYSICAL PLANT; CHAPTER 4: A CULTURE OF DEFEAT; LOOKING BACK; CONTROL; QUESTIONS AND SOME ANSWERS; Uncloaking; MOVING FORWARD; CONCLUDING THOUGHTS; REFERENCES. 
505 8 |a CHAPTER 5: A CULTURE OF POSSIBILITIESREFERENCES; CHAPTER 6: ENGAGED LEADERSHIP: A Cultural Perspective; INTRODUCTION; DISCUSSION; THINKING ABOUT CULTURE QUESTIONNAIRE; SCHOOL CULTURE -- SCENARIO ONE; SCHOOL CULTURE -- SCENARIO TWO; Assimilation/Essentialism Perspective; TOLERANCE PERSPECTIVE; MULTICULTURAL PERSPECTIVE; INCLUSION PERSPECTIVE; Translations; REFERENCES; CHAPTER 7: ACTIONS OF AN ENGAGED LEADER; INTRODUCTION; DIVERSITY -- INCLUSION -- ENGAGED LEADERSHIP; A PROCESS OF BECOMING; MOVING THROUGH STAGES; IDENTITY; PRESENCE; INTENTIONALITY; INCLUSIVENESS; STEPPING TOWARDS INCLUSIVENESS. 
505 8 |a CONNECTIONSIDENTITY; PRESENCE; INTENTIONALITY; REFERENCES; APPENDIX A; KEY WORDS; APPENDIX B; DEVELOPING NEW QUESTIONS; CHAPTER 8: THE POWER OF CONVERSATIONS; REFERENCES; CHAPTER 9: TODAY'S PUBLIC SCHOOLS: A Need for Change; TRANSFORMATION BY RONALD FERGUSON; CHRISTOPHER POOLE; LEARNERS; TERRI MADISON; Teachers; LEADERSHIP; REFERENCES; CHAPTER 10: PREPARING TO BECOME AN ENGAGED LEADER: Learning from Failure; DREAMS; APPENDIX C; INCL 3323 THE IMPACT OF LABELS IN AMERICA; Course Description; Instructional Goals; Learning Outcomes; Methods of Instruction; Course Content; Course Evaluation. 
505 8 |a INCL 3333 SOCIAL NETWORKINGCourse Description; Instructional Goals; Learning Outcomes; Methods of Instruction; Course Content; Course Evaluation; INCL 3343 THE POWER MOVEMENTS OF THE '60S; Course Description; Instructional Goals; Learning Outcomes; Methods of Instruction; Course Content; Course Evaluation; INCL 3353 GLOBALIZATION: IS THE WORLD REALLY FLAT?; Course Description; Course Instructional Goals; Learning Outcomes; Methods of Instruction; Course Content; Course Evaluation; INCL 4323 MUSIC, FILM, AND MEDIA -- IT'S ALL IN THE WAYONE LOOKS AT THINGS; Course Description. 
505 8 |a Course Instructional GoalsLearning Outcomes; Methods of Instruction; Course Content; Course Evaluation; INCL 4333 EDUCATION FOR SOCIAL CHANGE; Course Description; Course Instructional Goals; Learning Outcomes; Methods of Instruction; Course Content; Course Evaluation; INCL 4343 THE GOSPEL AND SOCIAL CHANGE; Course Description; Course Instructional Goals; Learning Outcomes; Methods of Instruction; Course Content; Course Evaluation; INCL 4353 CAPSTONE RESEARCH PROJECT; Course Description; Course Instructional Goals; Learning Outcomes; Methods of Instruction; Course Content; Course Evaluation. 
500 |a Appendix d. 
520 |a Most, if not all, individuals who have given any thought to the subject believe that students and teachers in today's public schools deserve better. They deserve the same types of teaching and learning environments that are often found in elite private schools. Teachers in these environments combine the best of essentialist and progressive educational philosophies that cause students to become highly skilled critical thinkers. Teachers, most of them, have the skills to deliver both the science and the art of teaching and learning. The science here represents the wealth of knowledge needed in t. 
590 |a ProQuest Ebook Central  |b Ebook Central Academic Complete 
650 0 |a Leadership. 
650 0 |a Educational leadership. 
650 2 |a Leadership 
650 6 |a Leadership. 
650 6 |a Leadership en éducation. 
650 7 |a Educational leadership  |2 fast 
650 7 |a Leadership  |2 fast 
758 |i has work:  |a A call for engaged leadership (Text)  |1 https://id.oclc.org/worldcat/entity/E39PCGCpyqdC7wjQWcc3ymydFC  |4 https://id.oclc.org/worldcat/ontology/hasWork 
776 0 8 |i Print version:  |a Thomas, Cornell.  |t A Call for Engaged Leadership.  |d Dordrecht : Springer, ©2012 
830 0 |a Transgressions. 
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938 |a ProQuest Ebook Central  |b EBLB  |n EBL1156937 
938 |a ProQuest Ebook Central  |b EBLB  |n EBL1156937 
994 |a 92  |b IZTAP 

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