Titlebook: New Understandings of Teacher‘s Work; Emotions and Educati Christopher Day,John Chi-Kin Lee Book 2011 Springer Science+Business Media B.V.

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Diane Mayermants as being successful principals . The findings support our hypothesis that successful principals contribute to the success in reaching academic and social goals of their schools by their strategic work with changes of structure and culture. The principals act on structure and culture with a cle

耐寒

Nel Noddingsmants as being successful principals . The findings support our hypothesis that successful principals contribute to the success in reaching academic and social goals of their schools by their strategic work with changes of structure and culture. The principals act on structure and culture with a cle

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Jeremy Hodgen,Mike Askewm, in turn, to become enablers (Foster, 1986). These democratic principles are also values included in the national policy documents for Norwegian primary and secondary education. These principles imply that one of the main responsibilities of a school principal is to build educational institutions

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m, in turn, to become enablers (Foster, 1986). These democratic principles are also values included in the national policy documents for Norwegian primary and secondary education. These principles imply that one of the main responsibilities of a school principal is to build educational institutions

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Megan Crawfordm, in turn, to become enablers (Foster, 1986). These democratic principles are also values included in the national policy documents for Norwegian primary and secondary education. These principles imply that one of the main responsibilities of a school principal is to build educational institutions

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nt", Klaus Aumayr provides the complete tools to master these complex tasks in purchasing process management with confidence. He reveals not only important basics, but also some practical product strategies. In addition, case studies, charts and checklists facilitate the transfer into practice. ..?T

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Uncertain Professional Identities: Managing the Emotional Contexts of Teachingnsically stable nor intrinsically fragmented, but that they can be more or less stable and more or less fragmented at different times and in different ways according to the relative positive or negative impact of a number of personal, socio-cultural/policy and workplace influences; and that a positi

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Teacher Emotions and Socialization-Related Learning in the Context of Educational Changequired for adapting successfully to said change, reducing the likelihood that the change effort will succeed. The chapter explores the link between teacher emotions, socialization-related learning, and adaptation in the context of reform and presents recommendations for improving practice.