Bibliography: Climate Change (page 436 of 472)

This annotated bibliography is compiled and customized by the Center for Positive Practices for the Water Protectors . Info website.  Some of the authors featured on this page include William H. Peters, Christopher Hodgkinson, Willis J. Furtwengler, Stuart A. Kirk, Myron Tribus, Carol B. Furtwengler, Linda L. Bain, James R. Greenley, Kenneth B. Peter, and George Agron.

Peters, William H.; And Others (1996). To Train or Not To Train: Implications from Case studies on Factors Affecting the Accelerated Schools Process. This paper describes two case studies that assessed the effects of staff training in schools participating in the accelerated schools model (Levin 1990). The model stresses the importance of total school-community involvement and shared decision making during all stages of the acceleration process. The two schools included a middle school (grades 7 and 8) and a junior high school (grades 5-8). Data were derived from two questionnaires completed by 27 teachers and administrators at the middle school and by 81 teachers and administrators at the junior high school, informal interviews, and observation. The unique characteristics at both school sites contributed to their failure to fully embrace the accelerated-schools model. At school 1 (the middle school), the principal did not share power with staff. At school 2 (the junior high school), teachers were concerned about time commitment and the immediate impact of the model on student scores. The data indicate that training cannot be effective unless: (1) a community of learners is willing to participate with the understanding that the first year is basically a training/preparation year; (2) the school is totally committed to the process; (3) the school has an administrative and environmental support system; (4) the training team has support from the school administrator; and (5) there is an absence of external forces affecting the school. (Contains 14 references.)   [More]  Descriptors: Case Studies, Educational Change, Educational Environment, Elementary Secondary Education

Sergiovanni, Thomas J. (1994). Building Community in Schools. This book provides a view of community that educators can use to define and build community in their schools. Chapter 1 critiques the traditional view of schools as formal organizations and offers a theory of community as an alternative. Chapter 2 describes a pattern of relationships characteristic of communities, which can be applied to relationships within schools. Examples of community by kinship, community of place, and community of mind are provided in the third chapter. Community building at New York's Central Park East Secondary School and at the Koln-Holweide School in Cologne, Germany, are described. Chapter 4 discusses the need for community and why people willingly accept it. Case studies illustrate the process of becoming a purposeful community in chapter 5. Chapter 6 shows how shared purposes and values are translated into decisions about curriculum content and design, and chapter 7 demonstrates how the power of community can be used to transform current discipline policies into strategies that help build moral character and teach active citizenship. The eighth chapter examines the meaning of professional community, and the ninth chapter describes how Denali School in Fairbanks, Alaska, has built a community of learners. Chapter 10 discusses what is involved when a school becomes a community of leaders, as exemplified by the Jackson-Keller School in San Antonio, Texas. The concluding chapter redefines leadership in terms of being, rather than doing. Two tables and one figure are included. Descriptors: Community, Cooperation, Educational Change, Educational Environment

Kirk, Stuart A.; Greenley, James R. (1974). Denying or Delivering Services?, Social Work. Many who apply to agencies for service do not receive it. To make service more accessible, changing the behavior patterns of organizations may be as important as changing organizational structure. Descriptors: Behavior Change, Institutional Role, Organizational Climate, Social Services

Duxbury, Linda; Higgins, Chris (2001). Work-Life Balance in the New Millennium: Where Are We? Where Do We Need To Go? CPRN Discussion Paper. The effects of three types of work-life conflict in Canada were examined by using data from a set of work and family studies that were conducted in 1991 and 2001. The studies focused on the effects of the following types of conflict: (1) work overload; (2) work-to-family interference (where work gets in the way of family); and (3) family-to-work interference (where family gets in the way of work). The findings were deemed representative of the population of employees working for medium and large public and private organizations in Canada. The following are among the key findings emerging from an analysis of both datasets: (1) work-life conflict increased markedly during the 1990s; (2) parenthood remains more difficult for women than for men; (3) work-life conflict has a negative impact on organizational performance and on employees; (4) employees with high work-life conflict make more use of Canada's health care system; (5) role overload increases when role demands accumulate; and (6) work-to-family interference increases when role demands conflict. The study yielded 27 recommendations for employers, employees and their families, unions, and governments. A list of 37 publications documenting the 1991 study is appended. (Contains 65 references, 26 tables/figures, and 21 endnotes.)   [More]  Descriptors: Change Strategies, Employed Parents, Employer Employee Relationship, Employment Practices

McDaniel, Randy; Furtwengler, Willis J.; Furtwengler, Carol B. (1999). Doctoral Preparation Programs in Educational Administration: The Status of Reform in Four Midwestern Universities, Journal of School Leadership. A literature review and telephone interviews with exemplar university staff informants identified benchmarks to assess the degree of reform at four doctoral-granting Midwestern universities. Data analysis revealed three themes: political, professional, and curricular. Universities' efforts ranged from unreformed and transitional to progressive and exemplary. (45 references) Descriptors: Administrator Education, Benchmarking, Curriculum, Doctoral Programs

Hodgkinson, Christopher (1970). Organizational Influence on Value Systems, Educational Administration Quarterly. Values are examined as correlates of social perceptions in organizations, and there is some evidence that a shift in value orientations accompanies a promotion in the hierarchy. Descriptors: Administrator Attitudes, Attitude Change, Organizational Climate, Social Attitudes

Garofalo, Joe; Bennett, Clifford; Mason, Cheryl (1999). Plotting and Analyzing: Graphing Calculators for Social Inquiry, Social Education. Illustrates how graphing calculators can be used to address the knowledge and skills promoted by the National Council for the Social Studies (NCSS) and other educational organizations. Focuses on plotting capability and facilitating various types of data and information analysis. Descriptors: Climate Change, Data Analysis, Geographic Location, Graphing Calculators

Peter, Kenneth B.; Bain, Linda L. (1998). Academic Governance and Academic Reform: Legitimacy and Energy, Metropolitan Universities: An International Forum. A thorough review and revision of curriculum at San Jose State University (California) illustrates that the modern university can achieve major internal academic reforms when two important conditions are met: legitimacy and energy. These two concepts are defined and practical illustrations are drawn from the institution's recent experience in trimming its curriculum from 280 to 190 degree programs. Descriptors: Change Strategies, College Administration, College Curriculum, Curriculum Development

Aram, John D.; And Others (1971). Relation of Collaborative Interpersonal Relationships to Individual Satisfaction and Organizational Performance, Administrative Science Quarterly. Team collaboration is significantly related to satisfaction of individual's needs, but generally not significantly related to organizational performance. Descriptors: Administrative Organization, Individual Needs, Interpersonal Relationship, Organization

Tribus, Myron (1992). Quality Management in Education. When transferring the methods of quality management from industry to academia, there are important differences that must be considered. This paper describes the differences between traditional management and quality management, and shows how Deming's principles of Total Quality Management (TQM) can be applied to education. Some of these principles include the redefinition of the managerial role, the quality-first principle, the process-over-product principle, and the perversity principle. Expectations of education are also discussed, which include the development of knowledge, know-how, wisdom, and character. Suggestions are offered for dealing with the four systems that should be considered when introducing quality management into any enterprise–the educational system, the managerial system, the social system, and tools and techniques. Six figures are included. Descriptors: Educational Change, Educational Quality, Elementary Secondary Education, Organizational Climate

Porter, Lyman W.; And Others (1973). Organizational Commitment, Job Satisfaction and Turnover Among Psychiatric Technicians. Technical Report No. 16. The investigation was designed to study variations in organizational commitment and job satisfaction, as each related to subsequent turnover among a sample of recently employed psychiatric technician trainees. The analysis took the form of a longitudinal study across a 10 and a half month period, with attitude measures collected at four points. It was found that, for this sample, job satisfaction measures were better able to differentiate future stayers from leavers in the earliest phase of the study. However, with the passage of time, organizational commitment measures proved to be a better predictor of turnover, while job satisfaction failed to predict turnover in these later time periods. These findings are discussed in the light of other related studies on the topic, and possible explanations for such findings are examined.   [More]  Descriptors: Job Satisfaction, Organizational Change, Organizational Climate, Psychiatric Aides

Bailey, Stephen K. (1971). Preparing Educational Administrators for Conflict Resolution. A successful conflict manager in the field of education (1) is aware of the problems facing the young, the oppressed, and the sensitive; (2) is harshly realistic about his own personal and role limitations; (3) attempts wherever possible to substitute collective judgments for personal discretion; (4) possesses the leadership and organizational ability necessary to deal with crisis-type conflicts that have gone beyond rational negotiation; and (5) does not become overly discouraged by frequent defeats.   [More]  Descriptors: Administrator Qualifications, Administrator Responsibility, Administrator Role, Behavior

Agron, George (1971). Some Observations on Behavior in Institutional Settings, Environment and Behavior. Discusses the interrelationship between environment and behavior in institutional settings and derives therefrom some understanding of the nature of decision that determines how people live. Descriptors: Attitudes, Behavior Change, Behavior Problems, Institutional Environment

Lawrence, Paul R.; Lorsch, Jay W. (1969). Developing Organizations: Diagnosis and Action. This book represent s a personal statement of the authors' evolving experience as collaborators in the work of developing organizations. Focus is on three critical interfaces: the organization-environment, the group-group, and the individual organization. Close attention is paid to the attainment both of organizational goals and of individual purpose. A sequence of intervention in which diagnosis precedes action planning and the notion that organizations can usefully be conceived of as systems are emphasized. The book is arranged to present first the authors' overview of organization development and a summary of the research on which it is based, then to examine each of the three critical interfaces, presenting brief examples of work on each. Descriptors: Conflict, Goal Orientation, Individual Characteristics, Intergroup Relations

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