This is a website for everybody who want to improve the dialogue between the school and ethnic minority parents.A fair amount of the information on this webpage can also be used in more general intercultural dialouge-situations. We know from several studies that the academic results among ethnic minority pupils are below average.This is i.a. due to differences in cultural background between the school and the homes of these pupils . A good dialogue between the teachers and the ethnic minority parents is an essential means to improve the academic results of and the parental support for ethnic minority pupils. But how do you achieve a good dialogue? Many teachers do not feel properly equipped to enter into such a dialogue. Good ID In Schools - Good inter-cultural dialogue in schools
Build a Strategic Framework Through Strategic Planning Both people and organizations need to establish a strategic framework for significant success. This framework consists of: Your organization's success and your personal success depend on how well you define and live by each of these important concepts. In fact: Companies whose employees understand the mission and goals enjoy a 29% greater return than other firms (Watson Wyatt Work Study).U.S. workers want their work to make a difference, but 75% do not think their company's mission statement has become the way they do business (Workplace 2000 Employee Insight Survey).
Leadership for the Learning Community by Dalit Halevi on Prezi
Leading and Managing Educational Change and Improvement by Dalit Halevi on Prezi
< back TRANSFORMING LEARNING CULTURES IN FURTHER EDUCATION (FE) [the TLC Project] Welcome to the TLC Project! < back Aims and Objectives The principal aims of the Project are: TRANSFORMING LEARNING CULTURES
Teacher Mentoring as Professional Development. ERIC Digest. Teacher mentoring programs have increased dramatically since the early 1980s as a vehicle to support and retain novice teachers. However, researchers and facilitators of mentoring programs are recognizing that mentors also derive substantial benefits from the mentoring experience. This digest examines research on how mentoring contributes to the ongoing professional development of experienced teachers. Benefits to mentors include improved professional competency, increased reflective practice, teacher renewal, enhanced self-esteem, improved teacher collaboration, and development of teacher leadership.
The most fundamental discovery of this new science: We are wired to connect. Neuroscience has discovered that our brain’s very design makes it sociable, inexorably drawn into an intimate brain-to-brain linkup whenever we engage with another person. That neural bridge lets us impact the brain—and so the body—of everyone we interact with, just as they do us. Even our most routine encounters act as regulators in the brain, priming emotions in us, some desirable, others not. Social Intelligence
Howard Gardner, multiple intelligences and education. Howard Gardner’s work around multiple intelligences has had a profound impact on thinking and practice in education – especially in the United States. Here we explore the theory of multiple intelligences; why it has found a ready audience amongst educationalists; and some of the issues around its conceptualization and realization. Contents: introduction · howard gardner – a life · howard gardner on multiple intelligences · the appeal of multiple intelligences · are there additional intelligences?
School Leadership and Teachers’ Motivation to Implement Accountability Policies
▶ Tips for leading and driving change on Vimeo: Couch Mode
Framework for action on interprofessional education and collaborative practice
In November 2005, the School Teachers' Review Body (STRB) published its Fifteenth Report in which it recommended an independent study to examine the roles, responsibilities, structures and reward systems for school leaders in England and Wales. Following the report, the DfES commissioned PricewaterhouseCoopers LLP in April 2006 to undertake an independent research study on school leadership. The main aims of the study were to provide a comprehensive and independent account of existing, emerging and potential models of school headship and the wider leadership team that are effective in raising standards for all pupils. The study was based on an intensive programme of quantitative and qualitative research involving the following key elements: An extensive review of existing academic and policy literature on leadership in education, both nationally and internationally; and Qualitative research in 50 schools throughout England and Wales. Independent Study into School Leadership
Components of Good Teacher Induction Programs. ERIC Digest ERIC Identifier: ED269407 Publication Date: 1986-00-00 Author: Source: ERIC Clearinghouse on Teacher Education Washington DC. During the past twenty years many schools have established teacher induction programs in an effort to initiate and retain high quality teachers (Galvez-Hjornevik 1985). These programs take many forms, the most recent borrowing from the induction techniques of nonteaching professions. Both new and old programs are organized into segments--introduction, instruction, assessment, and adjustment. As new induction techniques are initiated, more segments are integrated into existing programs.
Introduction: Action Research is a formative study of progress commonly practiced by teachers in schools. Basically an action research is a spiral process that includes problem investigation, taking action & fact-finding about the result of action. It enables a teacher to adopt/craft most appropriate strategy within its own teaching environment. Objective: The objective of present work is to study the effectiveness & advantage of Action Research at higher education level. Bio-Statistics taken as difficult, dry & non-interesting subjects by most of the biological sciences students was selected for the study. ERIC - Education Resources Information Center
Professor Goldstein is a chartered statistician, has been editor of the Royal Statistical Society's Journal, Series A, a member of the Society's Council and was awarded the Society's Guy medal on silver in 1998. He was elected a member of the International Statistical Institute in 1987, and a fellow of the British Academy in 1996. He was awarded an honorary doctorate by the Open University in 2001. Research interests Bristol University | Centre for Multilevel Modelling | Professor Harvey Goldstein