Deep Change: Cases and Commentary on Reform in High Stakes States (Research in Curriculum and Instruction)

This book presents cases of schools (Part One) and programs at the district level and beyond (Part Two) in which reform, while driven by high-stakes accountability, became larger and deeper through data-driven dialogue, culture change, organizational learning, and other elements of high performing cultures. Commentaries on cross-case patterns by Ann Lieberman and Michael Fullan and a chapter on "now what?" first steps provide implications for initiating deep change that results in improved student learning outcomes even in challenging activity settings.
 CONTENTS: List of Contributors. The Dailiness, Dilemmas, and Dialogue of Deep Change. Gerald Ponder and David Strahan. PART I: JOURNEYS TOWARD

Education & Teaching

Schools & Teaching

IAP - Information Age Publishing

This book is the third volume in the Leadership Horizons series. This series, started by Jim Meindl, is devoted to new developments in theory and research on leadership within the context of continuing and emerging organizational issues. In this spirit, the present volume delves into implicit leadership theories (ILTs), and opens intriguing new avenues for research on ILTs, but does so while maintaining an eye on the past. For example, the book offers valuable historical perspectives from those who were "there" Dov Eden and Uriel Leviatan share the inside scoop on the origination of the concept of ILTs, and Bob Lord traces the evolution of social-cognitive perspectives with respect to work on ILTs - while all authors raise interesting questions and offer important new directions to advance this work well into the future. It features a wide range of scholars and perspectives, and practical implications are implicit and explicit throughout the volume. The book offers a valuable resource for researchers, students, and practitioners interested in leadership and social cognition in the workplace.
 CONTENTS: Preface. Robert G. Lord. Introduction I. Dov Eden and Uriel Leviatan. Introduction II. Birgit Schyns and James R. Meindl. Part I: Information Processing and Effects of Implicit Leadership Theories. The Effects of Prototype Matching, Group Setbacks, and Group Outcomes. Judith L. Nye. Cognition Matters: Leader Images and Their Implications for Organizational Life. Tiffany Keller. Part II: Contents and Generalizability of Implicit Leadership Theories. The Perception of Leadership - Leadership as a Perception. An Exploration Using the Repertory Grid-Technique. Andreas Müller and Birgit Schyns. Implicit Theories of Relationships in the Workplace. Mary Uhl-Bien. Implicit Theories of Leadership at Different Hierarchical Levels. Deanne N. Den Hartog and Paul L. Koopman. Gender Stereotypes and Implicit Leadership Theories. Sabine Sczesny. The Glass Cliff: Implicit Theories of Leadership and Gender and the Precariousness of Women’s Leadership Positions. Michelle K. Ryan and S. Alexander Haslam. Part III: Explaining Implicit Leadership Theories. Personality and Romance of Leadership. Jörg Felfe. Children’s Implicit Theory of Leadership. Saba Ayman-Nolley and Roya Ayman. Part IV: Broadening Up our View on Implicit Leadership Theories: Implicit Followership Theories and Implicit Organizational Theories. Leadership and Need for Leadership: Testing an Implicit Follwership Theory. Reinout E. de Vries and Jean-Louis van Gelder. Effects of Hierarchical Positions on Social Inference: Schema use, Schema Content, and Causal Attributions About Behavior of Leaders and Subordinates. Dorien Konst and Wim van Breukelen. The Role of Implicit Organization Theory in the Start-up Phase of New Firms. Brigitte Kroon.

Implicit Leadership Theories: Essays and Explorations (Leadership Horizons)

Business & Money

Management & Leadership

Organizations as Complex Systems: An Introduction to Knowledge Cybernetics (Managing the Complex)

Managing the Complex is an ambitious title - and it would be an audacious one if we were not to begin with a frank admission: to date few to none of us have a skill set which includes managing the complex. We try various things, we write about others, and we wonder about still others. When a tool, perspective, or technique comes along which seems to evoke success, we emulate it probe it and recoil at the all too often admission that it was situation and context which afforded success its opportunity, and not some quality intrinsic to the tool perspective or technique. Indeed, if the study of complexity has done anything for managers, and for those who espouse managerial theory, it is in providing a scientific foundation for the notion that context matters. Those who preach abstract ideas have then to reconcile themselves to the notion that situation and embodiment matters. Those who believe in strong causality and determinism are left to wrestle with the role of chance, uncertainty, and chaos. Those who prefer to argue that men move history are confronted with the role of environment and affordances, while those who argue the reverse are left to contend with charisma, irrationality of crowds, and the strange qualities we know as emotions. A series on complex systems has less ambitious goals to contend with than this. Such a series can deal with classifications, and categories, and speak of noise as if it were not the central focus of the problem. Managing the complex is about managing noise or perhaps we should say it is about dealing with accepting making room for and learning from noise . The articles in this volume and in volumes to come will each be considered as noise by some and as gems by others, but we hope that practicing managers and academics alike will find plenty of fuel to drive their personal explorations into understanding, and perhaps even managing, the complex.

Organizations As Complex Systems: An Introduction to Knowledge Cybernetics (Managing the Complex)

Maurice Yolles

Reference

What Motivates Fairness in Organizations (Research in Social Issues in Management)

CONTENTS: Preface. Kees van den Bos, Stephen W. Gilliland, Dirk D. Steiner, and Daniel P. Skarlicki. Part I: Developing Theories of Fairness Motivation. Wanting is Believing: Understanding Psychological Processes in Organizational Justice by Examining Perceptions of Fairness. Steven L. Blader and D. Ramona Bobocel. The Battle Between Self-Interest and Fairness: Evidence from Ultimatum, Dictator, and Delta Games. Eric van Dijk and Ann Tenbrunsel. Images of Justice: Development of Justice Integration Theory. Stephen W. Gilliland and Layne Paddock. Interpersonal and Informational Justice: Identifying the Differential Antecedents of Interactional Justice Behaviors. Suzanne S. Masterson, Zinta S. Byrne, and Hua Mao. Part II: Applying Theories to Managerial Decisions. An Accessible Identity Approach to Understanding Fairness in Organizational Settings. Linda J. Skitka and Jesus Bravo. Self-Regulatory Identity Theory and Reactions Toward Fairness Enhancing Organizational Policies. Karl Aquino, Americus Reed II, Marcus M. Stewart, and Debra L. Shapiro. Why Managers Don’t Always do the Right Thing When Delivering Bad News: The Roles of Empathy, Self-esteem, and Moral Development in Interactional Fairness. David L. Patient and Daniel P. Skarlicki. Corporate Champions: Coming to the Defense of Organizations. Carol T. Kulik. Part III: Commentary. Some Observations and Critical Thoughts About the Present State of Justice Theory and Research. Gerold Mikula. Information on Contributing Authors.

A Hand Not Shortened is a comprehensive theological book on the creative workings of the grace of God in ten of the great individuals of the Bible. Very few books examine exegetically the dynamics of the grace of God in such detail. The primary theme of the book is that God adjusts the workings of His grace to each of these great individuals’ situations. Theologically speaking, God’s grace is not restricted to parameters that apply only to pristine individuals or to those who were raised in privileged circumstances. Rather, God’s grace is characterized by great flexibility to reach any individual in a variety of circumstances. This fact has grand theological and practical implications. It gives hope to the theologian whose primary declaration is that "God is Love" and stirs the aspirations of the seeker who longs to hear that God really cares. This book focuses of the lives of many great individuals from the Bible including Abraham, Jacob, Joseph, Moses, David, Peter, Paul, and others as well. This book will have a deep impact upon both the theologian and the seeker.
 CONTENTS: Chapter 1: The Grace of God in The Life of Abraham. Chapter 2: The Grace of God in The Life of Jacob. Chapter 3: The Grace of God in The Life of Joseph. Chapter 4: The Grace of God in The Life of Moses. Chapter 5: The Grace of God in The Life of David. Chapter 6: God’s Grace in The Life of The Righteous Kings. Chapter 7: The Grace of God in The Life of Peter. Chapter 8: The Grace of God in The Life of Paul.

A Hand Not Shortened

William Jeynes

Biographies & Memoirs

This volume advocates for including feature films in secondary history classrooms through examining the ways in which films can promote students' historical understanding while also addressing the potential drawbacks to using film. In part one the essays explore three frameworks for the analysis of film by secondary students. Part two fills a void in the scholarship, reporting on four recent studies that explore how the use of film may encourage the development of students' historical understanding. Finally, part three describes the results from two secondary teachers incorporating film into their history classrooms.

Celluloid Blackboard: Teaching History with Film (HC) (Contemporary Research in Education)

Arts & Photography

ALAN

S Marcus

History & Criticism

CONTENTS: The President' Message, William Veal. The Editor's Notes: Exploring Ways We View the World: Personal, Professional, Relational, Political . . ., Barbara Slater Stern. PART I. Musings on the Margins: Curriculum and Teaching in an Age of School Reform, Cheryl Craig. Making Intuition Practical: A New Theoretical Framework for Education, Kevin Cloninger. Teachers' (K-5) Perceptions of Student Behaviors During Standardized Testing, Deborah Landry. Reading Purposes: An Examination of the Texas Essential Knowledge and Skills for Sixth Grade Reading With Respect to Foshay's Curriculum Matrix, Kelly Reidt. Doing Something Different: Envisioning and Enacting Mathematics Curriculum Alternatives, Stacy Reeder, Darlinda Cassel, Anne Reynolds, and Jayne Fleener. The Word and the World: A Lesson in Critical Literacy and its Impact on Student Achievement and Self Esteem, Linda Kalbach and Lyn Forester. Enacting Curriculum and Teaching Theory in Contexts of Countervailing Thought: The Cases of John Dewey and Accelerated Schools, Christine Finnan. University Curriculum Reforms That Revitalize the Commons, Chet Bowers. Guiding Principles for Environmentally Sustainable Education, Nancy Van Kannel-Ray. Encapsulating the Environment: A Case for a Place-Based Curriculum, Andrew Kemp. PART II. Curriculum Leadership for the Jim Crow South: The General Education Board Between the Two World Wars, Matthew D. Davis. The Emergence of Ida B. Wells, William F. Pinar. The Gift of a Curriculum Method: Beginning Notes on William F. Pinar, Douglas McKnight. Help Without Giving Advice: Pinar, Curriculum Studies, and Canada, Terry Carson. Weaving a Tapestry of Multicultural Education: A Geoethnographic Mosaic of a Day in the Life, Richard Biffle. Relational Responsibilities of Narative Inquiries, Marilyn Huber, D. Jean Clandinin, and Janice Huber. Metaphors and Cross-Cultural Stories of Learning to Teach, Yi-Ping Huang and Sibel Ariogul. A Community of Care in a Teacher Education Supervisory Seminar, Barri Tinkler. Capturing the Journey: A Case of Preparing a Middle Level Teacher, Micki Caskey. Recognizing Joy in Teaching, Thomas Poetter. About the Authors.

Curriculum and Teaching Dialogue Volume 8 (HC)

BARBARA

Slater Stern

Higher & Continuing Education

We shape our tools and then they shape us. With these words, Kenneth Boulding captured one of the great truths of the modern world. In Fertilizers, Pills, and Magnetic Strips, Gene V Glass analyzes how a few key technological inventions changed culture in America and how public education has changed as a result. Driving these changes are material self interest and the desire for comfort and security, both of which have transformed American culture into a hyper consuming, xenophobic society that is systematically degrading public education. Glass shows how the central education policy debates at the start of the 21st century (vouchers, charter schools, tax credits, high stakes testing, bilingual education) are actually about two underlying issues: how can the costs of public education be cut, and how can the education of the White middle class be quasi privatized at public expense? Working from the demographic realities of the past thirty years, he projects a challenging and disturbing future for public education in America. Fertilizers, Pills, and Magnetic Strips is attracting the attention of the nation s foremost education scholars.

Fertilizers, Pills, And Magnetic Strips: The Fate Of Public Education In America (HC)

Gene V. Glass

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Books by IAP - Information Age Publishing