Why principals often give overly high ratings on teacher evaluations     

《Studies in Educational Evaluation》2018

Recent research found that principals who are required to evaluate their teachers often give higher ratings than what they think these teachers deserve. This study aimed to explore principals' considerations while evaluating teachers. Participants were 39 Israeli principals. Data were collected through semi-structured interviews and were analyzed in four stages – condensing, coding, categorizing, and theorizing. Four considerations emerged for principals' over-evaluations: (1) time constraints/prioritization (low perceived value for high time investment); (2) evaluation's ineffectiveness for improving teaching (via teacher development or dismissal); (3) the imprecision of teacher evaluation measurements; and (4) impingement on interpersonal relationships. This study demonstrated how principals serve as local mid-level policymakers by actively buffering, rather than bridging, the policies imposed on their schools from above.  相似文献   

Equity-based sustainability and ecocentric management: Creating more ecologically just sport organization practices     

Melanie L. Sartore-Baldwin  Brian McCullough 《Sport Management Review》2018,21(4):391-402

Recognizing the shared responsibility all entities with a vested interest in keeping the Earth habitable possess, the authors propose ways in which sport organizations can take action by incorporating ecocentric management principles within their organizational practices and thus become more ecologically just. First, by drawing upon the tenets of the systems thinking paradigm and the four levels of thinking model, the underlying beliefs and values guiding current practices within sport organizations are identified. Next, the authors offer a series of propositions to suggest that by adopting an equity-based perspective, recognizing the interdependent relationships between humans and the natural environment, and acknowledging the manner in which sport organizations hinder the opportunities of the natural environment to thrive, sport organizations can contribute to the health of the planet and all of its inhabitants through their own organizational practices. Additionally, sport organizations can also serve as ecologically just exemplars for organizations in other industries to emulate.  相似文献   

A leadership development programme for agricultural entrepreneurs in Sweden     

Pia Ulvenblad  Jennie Cederholm Björklund 《The Journal of Agricultural Education and Extension》2018,24(4):327-343

Purpose: This article describes the five-phase process of a leadership development programme conducted with agricultural entrepreneurs who own and manage dairy farms in Sweden. The programme primarily focused on leadership of employees and on self-leadership. The article’s purpose is to present a template for leadership development programmes that can be used in the agricultural sector and in other industry sectors as well. Design/Methodology: The empirical data come from interviews with agricultural entrepreneurs, agricultural advisors and authors of a book on leadership in its various forms. Observations were also conducted of the instruction in the leadership development programme. Findings: First, agricultural entrepreneurs (and possibly entrepreneurs in other sectors) benefit from leadership development programmes in which the concept and practice of self-leadership are emphasized. Second, such programmes are more valuable to participants if other actors (e.g. academics and advisors) are participants. Third, coaches are useful as support for the programmes’ participants. Practical Implications: An implication of this study is the finding that working with the knowledge transfer and dissemination to advisors and entrepreneurs in the agricultural sector can enhance leadership competences in the industry. Role transformation (e.g. advisor to coach) can also enhance the transfer of such leadership competences. Theoretical implications: An implication for theory is to include a self-leadership module in leadership theories about learning leadership in development programmes. Originality/Value: Knowledge transfer and dissemination through leadership development programmes for agricultural advisors and entrepreneurs can have a beneficial effect on industry leadership and management. In addition to the traditional leadership skills that many leadership development programmes teach, such programmes also need to emphasize self-leadership.  相似文献   

Leadership development through virtual action learning: an evaluation     

Kath Aspinwall  Mike Pedler  Phil Radcliff 《Action Learning: Research and Practice》2018,15(1):40-51

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基于阶层线性模型的知识共享行为机制研究     

施世兴  陈国宏  蔡彬清 《科技管理研究》2018,(2)

本文构建了共享领导、组织结构与知识共享的理论分析框架,应用阶层线性模型(HLM)。以研究所、设计院等事业单位为研究对象开展实证研究。研究表明,共享领导的绩效期望、权责共享、团队学习对知识共享行为具有显著的正向作用。相互协作对知识共享行为不存在显著影响作用。组织结构的正规化、复杂化对共享领导与知识共享行为的中介效应显著,而集权化的中介效应不显著。本研究进一步揭示了共享领导与知识共享行为之间的内部作用机理,不仅拓展了共享领导与知识共享行为的理论研究,也为组织提高知识共享效率,进而提高团队绩效提供了实践指导。  相似文献   

Leadership development: Towards a more systematic approach in technology management     

John W. Medcof 《The Journal of High Technology Management Research》2017,28(2):167-178

Technology leadership research pays little attention to leadership differences across organizational levels. Research at the upper echelons is particularly sparse despite the importance of strategy in technology management. The “leadership pipeline”, with its specification of six levels of organizational leadership, the leadership challenges at each, and the appropriate leadership preparation for each, can be adapted to technology management to provide an integrated, systematic, approach to technology leadership development and practice. A review of technology management research reveals shortcomings which could be remedied through the application of a pipeline approach. Future research should focus more on reliably differentiating the hierarchical levels of technology management, particularly at the middle management and executive levels. From there, the differing demands at each and the requisite capabilities for meeting them can be determined. This would facilitate the development of more effective leadership preparation for technology mangers as they transition from level to level, to their career benefit and for the competitiveness of their organizations.  相似文献   

Advancing perspectives of sustainability and large-scale implementation of design teams in Ghana's polytechnics: Issues and opportunities     

Marie Afua Baah Bakah  Joke M. Voogt  Jules M. Pieters 《International Journal of Educational Development》2012

Polytechnic staff perspectives are sought on the sustainability and large-scale implementation of design teams (DT), as a means for collaborative curriculum design and teacher professional development in Ghana's polytechnics, months after implementation. Data indicates that teachers still collaborate in DTs for curriculum design and professional development. Leaders support the sustenance of DTs however internal policies are needed for its official recognition. The local role of DTs in sustaining relevant polytechnic education and training efficient manpower for national development is discussed. Some identified inherent opportunities are examined for sustenance and conclusions drawn based on programme characteristics, contextual features and polytechnic climate.  相似文献   

任务型教学法在英语精读教学中的运用     

付艳丽 《辽宁教育行政学院学报》2012,29(4):55-57

任务型教学法是以任务为本的新型教学法。精读课是英语专业学生的一门重要的基础课,对学生的英语综合能力的提高有着非常重要的作用。从任务型教学的定义、特点、理论依据以及任务型教学在大学英语精读课中的运用等方面,探讨如何将任务型教学模式充分应用到大学英语精读课程中,在教学实践中提高学生的语言能力。  相似文献   

泛在信息环境下高校图书馆IC的构建     

王玲  邱源 《巢湖学院学报》2012,(1):152-156

系统论述IC构建的理念,分析大学IC构建的现状,对IC的发展方向做了展望。本文重点研究了泛在信息环境下的IC构建,对现代大学图书馆的的信息建设和信息服务具有积极的意义。  相似文献   

Enhancing preschool children's vocabulary: Effects of teacher talk before,during and after shared reading     

Jorge E. Gonzalez  Sharolyn Pollard-Durodola  Deborah C. Simmons  Aaron B. Taylor  Matthew J. Davis  Melissa Fogarty  Leslie Simmons 《Early childhood research quarterly》2014

This observational study analyzed patterns of teacher extratextual talk as it occurs before, during, and after reading books to children, and the frequency and duration of teacher questioning by type (label, define, associate) on preschoolers’ receptive and expressive vocabulary knowledge. Over the course of 18 weeks, 13 teachers and 100 children participated in ninety 20-min small-group sessions of teacher-guided shared reading instruction. Teachers’ reading instruction was examined through videotaped observations using the Multi-Option Observation System for Experimental Studies (MOOSES™; Tapp, Wehby, & Ellis, 1995). Two findings, in particular, yielded relevant educational and theoretical implications. First, time spent after reading was significantly related to expressive vocabulary. However, question timing did not seem to matter in terms of receptive vocabulary outcomes. Second, duration of teacher association questioning was significantly related to receptive vocabulary outcomes while both frequency and duration of teacher vocabulary-related association-level questioning were related to expressive vocabulary. For receptive vocabulary, both vocabulary- and comprehension-related association-level questioning mattered. These findings complement the body of work demonstrating that engaging children in interactive shared reading that elicits their active participation is related to meaningful gains in children's language and literacy growth. Limitations of the study and directions for future research are discussed.  相似文献