校长信息化领导力的构成与模型

教育信息化是国家教育发展的重要方针,它要求校长有信息化领导力。校长信息化领导力是指校长在推进学校信息化过程中,能够规划、建设信息化发展愿景,并能影响和带领师生共同实现这个愿景的能力与智慧。它由学校信息化系统的规划与建设、人力资源建设、教学与管理、经验与总结、校园文化建设五个方面构成。为此,要求校长有一定的信息素养。提高校长的信息化领导力段开展校长信息化领导力、校长信息化领导力评阅价的研究,改革现有校长培训方式。     

论欧盟教育治理的合法性危机

当今欧盟的教育治理存在合法性危机,这种危机主要表现在民众对欧盟(教育)治理的赞同危机、对欧盟(教育)治理所依赖的共同价值的质疑以及对欧盟教育法律(规)及政策的服从与执行危机三个方面。其中,第三个方面的合法性危机又具体表现在:欧盟教育法律(规)及政策与欧盟社会同一性的构成价值存在不协调;民众对欧盟教育立法与行政的方式存在质疑;欧盟教育法律(规)和政策对欧盟教育价值的实现程度有限三个方面。     

美国硕士学历“领导型教师”培养的改革与创新———High Tech High教育研究生院“教师领导”专业探析

硕士学历的＂教师领导＂课程传统上主要由大学提供,而在美国近来的教育改革中出现了由私立特许教育机构创办＂教师领导＂硕士学历专业的变革,HTH是率先尝试者。其＂教师领导＂专业在培养目标、入学条件、学程设计、课程设置、教学方法和评估方式上都贯穿了自己特有的教育理念,形成了强调个性、注重实践等五个方面的特点的培养模式,对我国＂领导型教师＂的培养有一定的借鉴意义。     

情商与教练员的领导行为：教练员效能的中介作用

研究选取260名教练员(男性=176,女性=84)为被试,通过问卷调查法对教练员情商、教练员领导行为和教练员效能进行测试,以检验教练员情商与教练员领导行为的关系,以及教练员效能的中介作用。研究结果表明：(1)教练员情商对教练员效能具有显著影响,教练员情商的冲动性主要影响的是教练员的技术指导效能和人格塑造效能,焦虑情绪对教练员的比赛策略效能、动机激励和人格塑造均具有显著影响作用;(2)教练员的比赛策略效能能够有效预测教练员的专制行为、社会支持行为和积极反馈行为,教练员的动机激励效能对教练员的领导行为具有显著预测效应;(3)教练员效能对情商和教练员领导行为之间具有显著中介作用。     

关于MDA技术的发展现状和研究报告

信息技术革命给人类社会带来了深刻的变化。但是由于软件产业一直未能满足形势发展提出的要求,软件质量得不到保证,软件成本不断上升,软件开发的生产率也无法提高。问题积累起来,便形成了日益尖锐的矛盾,这就导致了软件危机的频繁发生。为了解决软件危机,国际对象管理组织(OMG)继UML规范后于2002年将模型驱动架构(MDA)做为自己未来的战略发展目标。本文将对MDA的软件开发思想和发展近况做一个探讨。     

试探危机管理五力模型在图书馆危机管理中的应用

本文根据图书馆危机管理的理论方法,分析了企业危机管理五力模型在图书馆危机管理中应用的可行性,初步探讨了图书馆危机管理五力模型的组成,并对这五种力进行了分析研究.     

The association between principal leadership and student achievement: A multivariate meta-meta-analysis

A multivariate random-effects meta-meta-analysis was conducted to synthesize the association between principal leadership and student achievement. A total of 12 prior meta-analyses with 18 effect sizes were included in this meta-meta-analysis. The quantitative analysis showed that principal leadership has a statistically significant positive relationship with student achievement (Cohen's d = 0.34). The qualitative analyses revealed that: (a) with the accumulation of knowledge, there appears to have been a trend toward more consistent and precise estimates of principal leadership's effect on student achievement; (b) there was still not enough evidence to argue a specific leadership model or practice is more effective in improving student achievement than others; and (c) the educational contexts seem to moderate the effect of principal leadership. The significance and limitations of the current study, as well as the recommendations for future research, are discussed.     

The World War II crisis innovation model: What was it,and where does it apply?

World War II was one of the most acute emergencies in U.S. history, and the first where mobilizing science and technology was a major part of the government response. The U.S. Office of Scientific Research and Development (OSRD) led a far-ranging research effort to develop technologies and medical treatments that not only helped win the war, but also transformed civilian life. Scholars and policymakers have appealed to the wartime approach as a template for other problems, typically focusing on the Manhattan Project, but overlooking the broader OSRD effort of which atomic fission and dozens of other programs were a part. In this paper we bring OSRD into focus, describe how it worked, and explore what insights its experience offers today. We argue that several aspects of OSRD continue to be relevant, especially in crises, while also cautioning on the limits to generalizing from World War II to other settings.