tandfonline.com – Strategic Communication: Reflections on an Elusive Concept
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Strategic Communication: Reflections on an Elusive Concept Link til kilde
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tandfonline.com – A ‘doctoral compass’: strategic reflection, self-assessment and recalibration for navigating the ‘twin’ doctoral journey
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This conceptual paper contributes to a broader perspective on doctoral experience via a synthesis of several crucial concepts during the doctoral journey. The first part discusses the core challenges customarily confronting doctoral scholars due to the distinct PhD genre leading to introducing the main conceptual base. Metacognition, being central to doctoral knowledge creation, is explored through the stages of competence development and against the competing notions often faced by PhD scholars: the Imposter Syndrome and the Dunning-Kruger Effect. Drawing upon these metacognitive concepts, the implications of crossing competence stages during lengthy, non-linear doctoral trajectories in a high-performance academic culture are further explored. While recognising associated challenges, this paper also highlights a range of available tools, resources, and skillsets… Continue Reading
tandfonline.com – Debate: The learning organization—a key construct linking strategic planning and strategic management
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Link til kilde
Eric.ed.gov – Strategic Staffing? How Performance Pressures Affect the Distribution of Teachers within Schools and Resulting Student Achievement. CEPA Working Paper No. 15-15
eric.ed.gov har udgivet: School performance pressures apply disproportionately to tested grades and subjects. Using longitudinal administrative data and teacher survey data from a large urban school district, we examine schools’ responses to those pressures in assigning teachers to high-stakes and low-stakes classrooms. We find that teachers who produce greater student achievement gains in math and reading are more likely to be placed in a tested grade-subject combination in the following year and that the relationship between prior performance and assignment is stronger in schools where principals have more influence over assignments. This strategic response has the consequence of disadvantaging achievement in early grades, however, concentrating less effective teachers in K-2 classrooms, which in turn produces lower achievement for those students, as measured by low-stakes assessments, that may persist into tested… Continue Reading
tandfonline.com – A capability theory of the firm: an economics and (Strategic) management perspective
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT The business enterprise is the prime institution in economic development and growth; yet, until recently, mainstream economics has mostly treated firms as homogeneous black boxes managed by untrustworthy agents. Using economic principles, the field of strategic management has developed a nuanced approach to understanding how firms are created, organized, and grow; how they innovate and compete; and how managers manage. That approach has yielded a theoretical framework known as ‘dynamic capabilities’. Contrasts are drawn between dynamic capabilities and other approaches to the theory of the firm, including transaction cost economics and agency theory. The application of capability theory allows intellectual blinders to be removed and an understanding of differential firm-level resource allocation and performance to emerge. This brings… Continue Reading
Eric.ed.gov – Strategic Staffing? How Performance Pressures Affect the Distribution of Teachers within Schools and Resulting Student Achievement
eric.ed.gov har udgivet: School performance pressures apply disproportionately to tested grades and subjects. Using longitudinal administrative data–including achievement data from untested grades–and teacher survey data from a large urban district, we examine schools’ responses to those pressures in assigning teachers to high-stakes and low-stakes classrooms. We find that teachers with more positive performance measures in both tested and untested classrooms are more likely to be placed in a tested classroom in the following year. Performance measures even more strongly predict a high-stakes teaching assignment in schools with low state accountability grades and where principals exercise more assignment influence. In elementary schools, we show that such “strategic” teacher assignment disadvantages early grades, concentrating less effective teachers in K-2 classrooms. Reassignment of ineffective upper-grades teachers to early grades systematically results in lower… Continue Reading
Eric.ed.gov – Meeting Alaska’s Education Challenge Together. Alaska Department of Education & Early Development Strategic Plan
eric.ed.gov har udgivet: Even though many of Alaska’s students are getting a good education, historically Alaska has some of the largest achievement gaps in the country. Compared to other states in America, Alaska ranks at or near the bottom in reading and math scores. This document is a call to action. Thousands of Alaskans have stepped up to answer this call and have demonstrated through Alaska’s Education Challenge that they are unwilling to accept their state’s current results. Parents, students, educators, policymakers, tribal leaders, partner organizations, and local school boards have worked together to create a shared plan for improving Alaska’s system of public education. This document outlines the three primary components of that plan: (1) Public Commitments–An invitation to all Alaskans to support a thriving and successful public education… Continue Reading