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Download Are Schools Really Like This?: Factors Affecting Teacher by J. Gary Lilyquist PDF

By J. Gary Lilyquist

J. Gary Lilyquist synthesizes such cutting edge ideas as, structures considering, psychological types, potent college learn, and Deming's theories of administration to suggest the hot stability Alignment version, a wide-ranging procedure for fostering institution development. 3 case reports display why faculties are usually not enhancing and the way Lilyquist's version can facilitate scholar learning.

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If these parents are politically powerful, they will be able to force punitive action on the driver and others in the system. But imagine that, after the board has acted, new facts come out: this was the first bus to go into a ditch in 3 years, and the driver was trying to avoid a collision with another vehicle. Or, this was the first bus accident in 20 years in which a student was injured. Consider the damage that has been done to the driver and other people involved in the incident because the community reacted to a "special cause" problem, an event that happened at random.

Decisions made by informal leadership can have as much power as the law within a particular culture. Actions taken by formal leadership are intended to return the external and internal cultures to balance. Unfortunately, the leadership of the culture taking 25 26 Are Schools Really Like This? 1. Leadership formal/informal. action may go beyond the balance point. This locks both cultures in a stranglehold, with each attempting to gain the advantage to protect their vision of a good school/classroom.

What a dreary little soap opera! The prospects for change do not seem bright. " This teacher has learned the most important lesson 1 hope my research will teach: Focus on the possibilities for improvement, not the negative demands of the past. Don't blame people. It is the system that creates most of the problems--and also the opportunities to improve. CHAPTER 5 Stakeholders I: Community, Community Members INTRODUCTION Current thinking suggests that ineffective schools will become effective if they carry out the best practices found in effective schools.

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