Leadership lessons learned from managing and being managed     

Joan M. Bechtel 《The Journal of Academic Librarianship》1993,18(6)

Library leaders must resist the pressures of hierarchical thinking to focus on how they can best enable staff to grow in knowledge and commitment to librarianship. Empowering leadership serves the work-related needs of all employees by ensuring that they understand the significance of their tasks, have sufficient knowledge to perform well, possess a measure of control over their own work, and participate in planning and decision making.  相似文献   

The Photograph as Historical Record Early British Columbia     

Joan M. Schwartz 《Journal of American culture (Malden, Mass. : 2003)》1981,4(1):65-92

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Don't throw them out!     

Joan O'Neill 《Early Childhood Education Journal》1976,4(2):24-25

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Learning set-ups     

Polly Behrmann  Joan Millman 《Early Childhood Education Journal》1977,5(1):42-43

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Animal experimentation: issues for the 1980s     

Zola JC  Sechzer JA  Sieber JE  Griffin A 《Science, technology & human values》1984,9(2):40-50

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The Participatory Condition in the Digital Age by Darin Barney,Gabriella Coleman,Christine Ross,Jonathan Sterne,Tamar Tembeck,editors. Minneapolis/London,University of Minnesota Press, 304 pp., $94.50 (handover), $2700 (paperback), ISBN978-0-8166-9771-7     

Joan Soler-Adillon 《The Communication Review》2018,21(1):85-88

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On board early: Building strong family-school relations     

Kevin J. Swick  Rolf Grafwallner  Michael Cockey  Joan Roach  Sheilah Davidson  Marie Mayor  Nancy Gardner 《Early Childhood Education Journal》1997,24(4):269-273

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Expertise Research and Clinical Practice: A Suicide Assessment and Intervention Training Model     

Joan I. Rosenberg 《Educational Psychology Review》1997,9(3):279-296

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Building teacher capacity for implementing curricular coherence: mathematics teacher professional development tasks     

Joan Ferrini-Mundy  Gail Burrill  William H. Schmidt 《Journal of Mathematics Teacher Education》2007,10(4-6):311-324

Improving mathematics education in the United States has taken many forms. Our work has focused on two aspects: the content knowledge of teachers and a well-articulated coherent curriculum. Our aim was teacher “capacity building” that is enabling teachers to teach to coherent and significant mathematical curricular goals and describe the implementation in a large-scale project based at Michigan State University. We highlight the design, structure and use of mathematics teacher learning tasks that were intended to improve teachers’ capacity to teach to these goals and note how the teachers’ perceptions of the structure and sequencing of mathematics itself affect the ways they organize mathematics in their teaching and the ways they teach.  相似文献   

Action learning in the BBC     

Eversley Felix  Joan Keevill 《Action Learning: Research and Practice》2008,5(3):239-248

This account tells the story of the development of an action learning culture in the BBC between 2002 and 2007. From its early beginnings as a sporadic, unsystematic intervention with a small number of leaders scattered throughout the organisation, action learning has now become embedded in our approach to the way we develop our leaders. In this paper we look at the organisational context in which we were developing action learning, the way it became an integral part of a systemic change intervention, the barriers we had to overcome on the way, how we built an internal resource capability and how action learning evolved. We evaluate the impact it has had on the organisation and on our practice, exploring lessons learned during this time and offering ideas for the way ahead.  相似文献