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Teachers who engage in leadership roles are generally experienced and respected in their field which can both empower them and increase collaboration among peers. In these types of school environments, teachers are able to make decisions based on the work they do directly with students.
Functional leadership theories are developed by studying successful leaders and identifying the actions and behaviors they show. Extensive studies with a large amount of data make it possible to correlate what leaders do, i.e., their actions or functions, with their successful results.
Educational leadership is the process of enlisting and guiding the talents and energies of teachers, students, and parents toward achieving common educational aims. This term is often used synonymously with school leadership in the United States and has supplanted educational management in the United Kingdom.
The functions of the teachers' colleges may include setting out clear standards of practice, providing for the ongoing education of teachers, investigating complaints involving members, conducting hearings into allegations of professional misconduct and taking appropriate disciplinary action and accrediting teacher education programs.
However, if teaching is defined by its function, it is then possible to assess its presence among non-human species. Caro and Hauser [6] suggested a functionalist definition. For a behavior to be labeled as teaching, three criteria must be met : The behavior of the "teacher" must be observed only in the presence of a naive individual
A community of practice (CoP) is a group of people who "share a concern or a passion for something they do and learn how to do it better as they interact regularly". [1] The concept was first proposed by cognitive anthropologist Jean Lave and educational theorist Etienne Wenger in their 1991 book Situated Learning. [2]
Key concepts in a Reggio Emilia school include a child's right to education, the importance of interpersonal relationships amongst children, teachers and parents, and children's interactions in work and play. [25] [26] Its curriculum emerges from the children's interest, and is developed through projects and inquiry. [27]
Albanese (1989): Competence is made of individual characteristics which are used to effect an organization's management. Woodruff (1991): Competence is a combination of two topics: personal competence and personal merit at work. Personal merit refers to the skill a person has in a particular work environment.