Bibliography: Climate Change (page 451 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 Claire Gaudiani, Michael A. Ellicott, Frances C. Welch, Jean A. King, C. Carney Strange, Jerry L. Patterson, John L. Davies, Gareth Williams, Nancy Dixon, and Donald B. Witzke.

Lonnquist, M. Peg; King, Jean A. (1993). Changing the Tire on a Moving Bus: Barriers to the Development of Professional Community in a New Teacher-Led School. This paper examines the multiple challenges that emerged during the development of professional community in a middle school that attempted to decentralize decision making. Kruse and Louis' (1993) framework of the dimensions of professional community is used to analyze qualitative data collected at Whitehead Magnet School (located in a large metropolitan school district on the West Coast) over a 4-year period. The framework consists of five structural preconditions and six human-resource dimensions. Five overall characteristics of a professional community include: reflective dialogue, deprivatization of practice, a focus on learning, collaboration, and shared values. The structural preconditions of a professional community were in place at Whitehead; however, teachers reported a lack of trust among the staff. Barriers to developing a professional community revolved around contextual, leadership, and structural factors: a lack of widespread, long-lasting district support; lack of open communication of the school vision; and a teacher-leadership structure that did not empower all teachers. Although Whitehead had some success in piloting a nontraditional learning experience for its students, it has yet to develop a professional community. Successful development of a professional community requires a team of teacher leaders with a more participatory philosophy and experience.   [More]  Descriptors: Collegiality, Educational Change, Educational Innovation, Faculty Development

Patterson, Jerry L. (1993). Leadership for Tomorrow's Schools. This book presents a vision of leadership at work in the schools of tomorrow. School-based examples are used to provide guidelines for developing core values and using them to guide decision making. Chapter 1 proposes a framework that opens the organization to five areas: participation; diversity; conflict; reflection; and mistakes. The second chapter offers tips to help skeptics overcome their doubts and provides strategies for fighting the organizational status quo. Chapter 3 describes how tomorrow's values will look in action and outlines mistakes to avoid. Ways to create a "preferred future," rather than initiating reform that is pulled by the past, are presented in the fourth chapter. The process undertaken by the Appleton, Wisconsin, School District is also described.  Chapter 5 describes how consensus decision making can be negotiated by openness to the above five areas and offers training suggestions for consensus building. The sixth chapter outlines seven basic guidelines for applying systems thinking to organizational problems. A scenario describes how such an organization might work. The last chapter presents the view that paradoxes are not mutually exclusive choices, but opportunities to combine seemingly incompatible elements. Seven figures are included. Appendices contain a position paper outlining the organizational values of the Appleton Area School District; examples of core values and guidelines for decision making; and a description of tools for reaching group decisions. (Contains 22 references.) Descriptors: Administrator Role, Change Strategies, Educational Administration, Educational Principles

Skipper, P. K. (1988). Diversification: Midland/Odessa Health & Retirement Endeavor. In reaction to the economic risks associated with an over reliance on oil and gas exports, residents of the Midland/Odessa area of Texas began seeking diversification options for the local economy and, in 1986, formed the Midland/Odessa Health and Retirement Endeavor (MOHRE). This non-profit corporation was formed to examine the feasibility of attracting retirees to the Permian Basin and to determine the amount of public support for such a plan. Employing the tools of strategic market planning, in March 1987, MOHRE undertook a telephone survey of 613 Midland and Odessa adults. Findings of the survey included the following: (1) two-thirds of the respondents felt that retirees would benefit the Midland/Odessa area; (2) over three-fourths of the respondents not currently retired and nearly 90% of those over 55 years of age indicated that they would consider retiring to the area themselves; (3) 70% of all respondents indicated that they would recommend the area to friends or relatives; and (4) among the criteria indicated by respondents as most important to consider in choosing a retirement site were the cost of living, personal safety, health care facilities, affordable housing and churches. These site selection criteria were used to develop marketing strategies to draw retirees to the area which have included placing advertisements in national senior magazines, and sponsoring a senior prom and other activities. MOHRE also uses survey data to encourage local businesses to plan their product lines to respond to the needs of retirees. Maps showing responses by state to the nationally run advertisements are included. Descriptors: Business Cycles, Change Strategies, Community Development, Community Planning

Wilson, Robin (1997). Universities Turn to Psychologists To Help Dysfunctional Departments, Chronicle of Higher Education. Employee assistance programs at colleges and universities are increasingly called on to mediate in department politics and faculty disputes. Issues treated include competition among faculty, elitism, alcohol and drug abuse, favoritism, and work-related stress. Defusing personnel problems before they escalate has proven to be a good institutional strategy. Descriptors: Change Strategies, College Faculty, Competition, Consultants

Williams, Gareth (1991). Markets and Higher Education, Higher Education Management. A discussion of experimentation with new and alternative funding mechanisms for higher education in other countries looks at the effects on the academic work of institutions. It is predicted that market approaches to funding higher education and the use of financial incentives rather than administrative intervention will continue indefinitely. Descriptors: College Administration, Economic Change, Economic Climate, Educational Change

Davies, John L. (1997). The Evolution of University Responses to Financial Reduction, Higher Education Management. Examines the nature and characteristics of the phenomenon of retrenchment in universities and systems since the late 1970s. Five categories of financial reduction are identified, giving special attention to the situation of financial reduction coupled with increased demand and to approaches characterized by restructuring. Discusses consequences for university culture and appropriate leadership patterns. Descriptors: Change Strategies, College Administration, College Environment, Educational Demand

Koberg, Christine S. (1986). Adaptive Organizational Behavior of School Organizations: An Exploratory Study, Educational Evaluation and Policy Analysis. This study collected exploratory data on a group of organizational adjustment variables (procedural, personnel, process, structural, and strategic) among a group of schools and school districts. Results provide a preliminary basis for suggesting that the adaptive organizational behavior of schools and school districts may be influenced by perceived environmental uncertainty. Descriptors: Change Strategies, Correlation, Elementary Secondary Education, Organization Size (Groups)

Skinner, Michael E.; Welch, Frances C. (1996). Peer Coaching for Better Teaching, College Teaching. College faculty peer coaching encourages better teaching while addressing the unique nature of college instruction. It is non-evaluative, based on classroom observation or instructional materials review, and targets specific instructional techniques. Programs should have clear purposes and procedures, provide formal coaching training, provide incentives for participation, keep coaching reciprocal, ensure voluntary participation, and reflect supportive institutional culture. Descriptors: Change Strategies, Classroom Observation Techniques, College Faculty, College Instruction

Tierney, William G. (1992). Cultural Leadership and the Search for Community, Liberal Education. Four strategies that college leaders can use to encourage a sense of community are offered. The strategies, focusing on the campus culture, involve allowing conflict to be heard and examined, emphasizing cultural rather than managerial leadership, honoring differences, and creating awareness of differences in others. Descriptors: Change Strategies, College Environment, College Role, Conflict Resolution

Rubeck, Robert F.; Witzke, Donald B. (1998). Faculty Development: A Field of Dreams, Academic Medicine. Describes the faculty development efforts at eight medical schools participating in a large-scale medical curriculum development project, exploring faculty-development topics and the methods and ways the institutions motivated faculty to participate. Outcome measures used to gauge program effectiveness are also discussed. Concludes that approaches and levels of commitment varied at the eight schools. Descriptors: Allied Health Occupations Education, Change Strategies, Educational Change, Faculty Development

Strange, C. Carney (1981). Organizational Barriers to Student Development, NASPA Journal. Analyzes a successful student affairs organization as one which implements innovative student development techniques and programs; actively encourages increases in organizational complexity and job satisfaction; and seeks to moderate its degree of centralization, formalization, and stratification. Urges production and efficiency be emphasized. Descriptors: Change Strategies, College Environment, Higher Education, Job Satisfaction

Gaudiani, Claire (1996). Developing a Vision, New Directions for Higher Education. A framework is offered for college presidents to establish new leadership during the first two years of tenure, with time frames and tasks for engaging the community. Postinauguration strategies include addressing a long-standing need decisively, identifying/achieving one success within the new vision, developing a broadly participatory and comprehensive planning process, establishing systematic management, and learning names.   [More]  Descriptors: Administrator Role, Change Agents, Change Strategies, College Administration

Orenstein, David (1999). Developing Quality Managers and Quality Management: The Challenge to Leadership in Library Organizations, Library Administration and Management. Considers the use of Total Quality Management (TQM) tools by library managers to develop quality relationships between staff and customers. Topics include building a shared vision, putting the needs of customers before organizational politics, cooperation between levels of employees, communication, teamwork, trust, redesigning processes and attitudes, training, and leadership. Descriptors: Change Strategies, Communication (Thought Transfer), Cooperation, Leadership

Ellicott, Michael A.; Conard, Rodney J. (1997). Designing Quality Service: The Service Excellence Model, Facilities Manager. Recent experiences of manufacturing and commercial service industries provide insights to college facilities managers for combining downsizing with quality improvement. The Service Excellence Model emphasizes creation of shared responsibility, focus on core service processes, empowerment of cross-functional process-improvement teams, performance measurements and process controls, environment of positive reinforcement, and management support focused on core service processes. Descriptors: Change Strategies, College Administration, College Buildings, Educational Facilities

Dixon, Nancy (1994). The Organizational Learning Cycle. How We Can Learn Collectively. This book, which is designed for individuals interested in changing and developing their organizations, examines the organizational learning cycle and ways of learning collectively. Among the topics discussed in the book's nine chapters are the following: (1) changing nature of work and organizational learning; (2) theoretical framework of individual learning (data interpretation/organization, learning and truth, relationship of meaning structures to action, limitations of working memory, metacognition, human need to learn); (3) theoretical framework for organizational learning (private, accessible, and collective meaning structures); (4) four steps of the organizational learning cycle (widespread generation of information, integrating new/local information into the organizational context, collectively interpreting information, authority to take responsible action based on interpreted meaning); (5) theory and research regarding the organizational learning cycle (conditions enhancing collective interpretation of information, organizational dialogue, changing tacit organizational assumptions); (6) accelerating the organizational learning cycle (strategic search conferences, principles); (7) developing managers for organizational learning (situating learning in real work, defining less central roles for experts, spaced vs. compressed time frames, community vs. individual learning); (8) defining a culture that supports learning (nature of reality/truth, time, human nature, human relationships, and causality); and (9) beyond organizational learning.  Contains 24 figures/tables and 103 references. Appended are definitions of organizational learning and a glossary. Descriptors: Adult Education, Change Strategies, Group Behavior, Group Dynamics

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