Titlebook: Educational Leadership Preparation; Innovation and Inter Gaetane Jean-Marie,Anthony H. Normore Book 2010 Palgrave Macmillan, a division of

Default

Optimising Ozone Abatement Strategies, its efforts to build strong university-school district partnerships to prepare twenty-first century school leaders. Of particular significance is how the Doctor of Education degree shows promise for improving student achievement and high-quality teaching that helps students meet high standards.

Overdose

Faten Momen,Shimaa Fahim,Marwa Barghout leaders who are sensitive to the cultural issues and understand the impediments experienced by diverse learners in urban settings. Drawing on the work of Normore and Cook (2009), this chapter documents the various elements of program development for the new interdisciplinary doctoral degree in educ

subacute

Chronic Cough During Bronchial Asthmafect relationships. According to her theory, a response to a situation should be based on a belief that an environment is always changing, so rigidity is not an option. Second, the response must be governed by a belief that we are always interacting with the environment and, third, that one’s intera

構(gòu)成

An Interdisciplinary Doctoral Program in Educational Leadership (Ed.D.): Addressing the Needs of Div leaders who are sensitive to the cultural issues and understand the impediments experienced by diverse learners in urban settings. Drawing on the work of Normore and Cook (2009), this chapter documents the various elements of program development for the new interdisciplinary doctoral degree in educ

recession

脆弱帶來

Online Graduate Programs in Educational Leadership Preparation: Pros and Consquences of such a transition. To provide a structure to this discussion, the chapter is organized around the following sections: planning, development, implementation, and reflection. The chapter ends with a checklist that summarizes key points from each section into what the author anticipates as a useful and easy-to-use format.

BALK

考博

From Curricular Alignment to the Culminating Project: The Peabody College Ed.D. Capstoneapstone experience. The chapter highlights elements that were modified after the initial series of Capstone reports were completed. These changes reflect the “l(fā)essons learned” from the initial cohort of doctoral students and clients who collaborated in the pilot year of Capstone projects.

培養(yǎng)

即席

https://doi.org/10.1007/978-1-4899-6878-4d the Ph.D., (3) challenges confronted by graduate programs in educational leadership that place these programs at risk, (4) a paradigm shift within the discipline of educational leadership that helps identify a need for a new kind of Ed.D. in educational leadership. The chapter concludes with some final reflections.