87 research outputs found
Three Keys to Success for Principals (and Their Teachers)
This is the author's accepted manuscript, post peer-review. The publisher's official version is available at: http://dx.doi.org/10.1080/00228958.2008.10516527.What is successful leadership and how can leadership concepts be applied to schools? Hundreds of books and articles and a plethora of executive seminars describe what leadership is and propose strategies for what effective leaders do. Most of these writings and presentations, however, focus on business, with much less information available about how to lead schools. In addition, there is a diversity of opinions about what makes leaders effective. This article suggests that it is possible to extract, reframe, and apply the best of what is known about leadership to help principals be more successful. Moreover, if principals are successful, teachers also are positioned to be successful, with the ultimate impact being successful student learning
The micro-politics of organizational change in professional youth football: Towards an understanding of âthe professional selfâ
Organizational and managerial change plays a significant role in the employment and working lives of coaches in professional football. However, research that explores how individual coaches experience the change process is limited. The aim of this article is to explore the experiences of Ian (pseudonym), a professional football academy youth coach, during the process of organizational change. Data were collected through field notes, informal observations and meetings, formal academy team meetings, co-worker interviews, and four semi-structured in-depth participant interviews. Findings were analysed through a micro-political framework, with a focus on professional self-understanding. They reveal the importance of micro-political literacy in understanding the impact of organizational change on the participantâs working conditions and continued employment. It is proposed that an understanding of micro-politics, professional self-understanding, and micro-political literacy should be developed in formal coach education programmes to better prepare coaches for the realities of employment in professional football
Reflections on using a community-based and multisystem approach to transforming school-based intervention for children with developmental motor disorders
Evidence-based management of Developmental Coordination Disorder (DCD) in school-age children requires putting into practice the best and most current research findings, including evidence that early identification, self-management, prevention of secondary disability, and enhanced participation are the most appropriate foci of school-based occupational therapy. Partnering for Change (P4C) is a new school-based intervention based upon these principles that has been developed and evaluated in Ontario, Canada over an 8-year period. Our experience to date indicates that its implementation in schools is highly complex with involvement of multiple stakeholders across health and education sectors. In this paper, we describe and reflect upon our teamâs experience in using community-based participatory action research, knowledge translation, and implementation science to transform evidence-informed practice with children who have DCD
First-Principles Study of the Electronic Structure and Bonding Properties of X8C46 and X8B6C40 (X: Li, Na, Mg, Ca) Carbon Clathrates
Rethinking teachers' professional development in Malta: agenda for the twenty-first century
Analytical TEM investigations on boron carbonitride nanotubes grown via chemical vapour deposition
Investigation on the Electronic Structures and Nonlinear Optical Properties of Pristine Boron Nitride and Boron NitrideâCarbon Heterostructured Single-Wall Nanotubes by the Elongation Method
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