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Shulman has received numerous awards recognizing his educational research, including the AERA's Distinguished Career Award (1995); the American Psychological Association’s E.L. Thorndike Award for Distinguished Psychological Contributions to Education (1995); George Washington University's President's Medal (2004); the University of ...
Second, strategies of instructional leadership are influenced by the context of schools such as school size, language background, community, and a school's socio-economic status. [20] That is, the effective activities of instructional leaders, which affect student achievement and school performance, should be considered in the context of school ...
The principal or school head is commonly thought to be the school leader; however, school leadership may include other persons, such as members of a formal leadership team and other persons who contribute toward the aims of the school. While school leadership or educational leadership have become popular as replacements for educational ...
Examples of authoritarian leadership include a police officer directing traffic, a teacher ordering a student to do their assignment, and a supervisor instructing a subordinate to clean a workstation. All of these positions require a distinct set of characteristics that give the leader the position to get things in order or to get a point across.
Teacher leadership is a term used in K-12 schools for classroom educators who simultaneously take on administrative roles outside of their classrooms to assist in functions of the larger school system. Teacher leadership tasks may include but are not limited to: managing teaching, learning, and resource allocation.
The peer-reviewed academic journal covers a range of topics related to the teaching of English language arts at the college level, including all areas of composition (basic, first-year, and advanced); business, technical, and creative writing; and the teaching of literature, along with other areas of professional concern. It sometimes publishes ...
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For the next 40 years he researched management, development, and education. He became suspicious that the power-centered authoritarian leadership style so prominent in U.S. institutions was not working, and in 1964, he took an early retirement to found the Greenleaf Center for Servant Leadership (initially called the Center for Applied Ethics).