Bureau of Education Research and Services. School survey of Chambers county.
Houston, 1962. Strevell, Wallace Howes, 1908sce Houston, Tex. University.
College of Education. School surveys, school finance, educational innovations.
Survey Report. ED 299 259 Secondary Teachers' Perceptions of School
Organizational Climate Relative to Their Professional ... ED 299 697 Teacher
Perspectives and Educational Innovation. ED 302 931 Educational Equity ( Finance) Education Policy and Rural Development: A Perspective from the
Teacher Role The DeKalb Open Campus High School ' s experiment with a college type of environment , which students and teachers felt ... Educational Finance l ' Educational Innovation Open Enrollment , ' Parent Participation /
Public Education Public School Systems ... Reviews ( Publications ) School Surveys ' Surveys Identifiers - CCEM 11 " Comprehensive Career Education
Model 11 Exemplary ...
Even prior to the Depression, the congregational school overtook the communal
Talmud Torah as the predominant type of weekday ... Whereas Berkson's 1936 survey urged that Federation monies be gradually withdrawn from declining
communal schools, Dushkin felt obligated to ... the priorities of educational innovation and improvement of standards, and consistently warned against underfunding the ...
Author: Jonathan B. Krasner
The first full-scale history of the creation, growth, and ultimate decline of the dominant twentieth-century model for American Jewish education
In 11 chapters, this book has been organized around the Concerns Based Adoption Model (CBAM), a sophisticated way to understand the change process and how participants experience it.
Author: Gene E. Hall
Publisher: SUNY Press
In 11 chapters, this book has been organized around the Concerns Based Adoption Model (CBAM), a sophisticated way to understand the change process and how participants experience it. This model provides ways for practitioners and policymakers to label change process phenomena, to take positive action in facilitating change, and to predict effects. Chapters 1 and 2 provide an overview of CBAM and reviews literature on leadership for change. Chapters 3 and 4 concentrate on teacher perceptions of change and levels of innovation. Chapters 5, 6, and 7 discuss innovation configurations, incident interventions, and an intervention taxonomy. Chapters 8 and 9 classify and review change facilitators. Finally, chapters 10 and 11 evaluate CBAM via a case study and consider additional theory, practice, and research. (JAM)