Available:*
Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
|---|---|---|---|---|---|
Searching... | 30000010075380 | LB2822.84.A8 M84 2004 | Open Access Book | Book | Searching... |
On Order
Summary
Summary
The change in paradigm in our field is away from the great man or woman theory of leadership and the teacher in his or her own classroom to the development of learning communities which value differences and support critical reflection and encourage members to question, challenge, and debate teaching and learning issues.
How to achieve such learning communities is far from clear, but we believe the areas of problem-based learning (PBL) and organizational learning (OL) offer valuable clues. The indications are that the successful educational restructuring agenda depends on teams of leaders, whole staffs and school personnel, working together (i.e., OL) linking evidence and practice in genuine collaboration (i.e., PBL). The book is unique in that it is both about and uses these two concepts.
Table of Contents
| Acknowledgements |
| List of tables |
| List of figures |
| Section 1 The Critical Role of Leadership for Organizational Learning and Improved Student Outcomes |
| Chapter 1 The Critical Role Of Leadership For Organizational Learning And Improved Student Outcomes Introduction Sorting the Wheat From the Chaff |
| The Evidence |
| Four Implications Conclusion: No Need to Continue to Build in Canvas? Organization of the Book |
| Section 2 Using The Book |
| Chapter 2 Problem-Based Learning: A Vehicle For Professional Development Of School Leaders |
| Introduction Why Problem-Based Learning? Before, During, and After a One-Day Workshop |
| Before, During, and After a Two-Day Workshop |
| Chapter 3 Group Development And Warm-Up Activities |
| Introduction: Lose Time To Gain Time Ice-Breaker |
| Interdependence |
| Trading |
| Section 3 The Problem-Based Learning Package |
| Chapter 4 Workshop Problem/Situation Outline |
| Forward Situation/ProblemProduct/Performance Specifications Learning Objectives Resources Guiding Questions |
| Chapter 5 The Altona Case Study |
| Chapter 6 The Heronwood Case Study |
| Chapter 7 Survey Data Introduction AltonaHeronwood |
| Section 4 A Challenge |
| The Survey Instruments And A Challenge To Use Them In Your Own School Introduction |
| Validity and Reliability The Short Form of the LOLSO Project Questionnaires Appendixes |
| Appendix 1 Conditions Fostering Organizational Learning In Schools |
| Appendix 2 Leadership For Organizational Learning In Australian Secondary Schools |
| Appendix 3 The Altona Case Study: Short Version |
| Appendix 4 The Heronwood Case Study: Short Version |
| References |
| Other readings |
