Bibliography: Climate Change (page 454 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 Donald R. Wentworth, Toni Griffiths, Teresa Oliveira, Barbara Moses, Sabo A. Indabawa, Nigel Bennett, Thomas Bailey, Akpovire Oduaran, P. Tamkin, and Shirley Walters.

Silins, Halia; Zarins, Silja; Mulford, Bill (1998). What Characteristics and Processes Define a School as a Learning Organisation? Is This a Useful Concept To Apply to Schools?. The concept of secondary schools as learning organizations is being examined as part of a research project involving South Australian and Tasmanian secondary schools. The authors defined learning organizations as schools that: employ processes of environmental scanning; develop shared goals; establish collaborative teaching and learning environments; encourage initiatives and risk taking; regularly review all aspects related to and influencing the work of the school; recognize and reinforce good work; and, provide opportunities for continuing professional development. A survey of 2,000 teachers and principals was conducted using items representing these 7 dimensions. This observed data was analyzed and a confirmatory factor analysis procedure using LISREL (structural equation modelling software) was employed to test the measurement models generated. Discussion of these results clarifies the characteristics and processes recognized as existing in secondary schools that relate to the reconceptualization of schools as learning organizations and addresses the usefulness of this approach. (Contains 21 references.)   [More]  Descriptors: Administrators, Educational Administration, Educational Change, Educational Environment

McCary, Mack; And Others (1997). Using Accountability as a Lever for Changing the Culture of Schools: Examining District Strategies. First Edition. What does it mean to be a "good" school district? What are the actions needed to establish a culture of continuous and long-term improvement? This document was written for school and district leaders interested in exploring how to frame and understand accountability for quality. It explores what it really means for a school district to hold itself accountable at all levels. Chapter 1 summarizes the unintended consequences that result from accreditation and accountability policies that put too much pressure on schools to raise test scores. The second chapter tells the story of one school district–Elizabeth City-Pasquotank School District in North Carolina–that developed accountability strategies around the belief that encouraging good school-based thinking about quality teaching and learning practices would lead to good test results. The district strategies evolved over 4 years to include: (1) developing a new set of "process" indicators; (2) district leaders visiting and talking with school faculty; (3) training teachers in classroom assessment; (4) supporting the development of school-based authentic assessment approaches; (5) developing promotion/intervention policies that clarify expectations for student progress and demand accountability from students and parents as well as schools; and (6) involving school administrators and all teachers in the development of agreed-upon standards for "good" teaching in the basics. Chapter 3 discusses how the strategies encouraged accountability at several levels. Appendices include the district's proposed districtwide indicators, a support staff feedback-survey, components of the grades 1-6 communication-skills program, an evaluation rubric for senior project presentations, and the K-8 promotion-intervention policy. (Contains 33 references.)   [More]  Descriptors: Academic Achievement, Accountability, Change Strategies, Educational Assessment

Reinke, Robert W.; Schug, Mark C.; Wentworth, Donald R. (1993). Capstone: The Nation's High School Economics Course. Teacher Resource Manual. This resource book is intended for a one-semester model course for high school economics for eleventh- and twelfth-grade students. The seven units in the book are linked to content ordinarily found in microeconomic and macroeconomic courses. Each unit contains 5 to 11 lessons, an author's note to the teacher, an author's letter to the students, classroom instructional materials, and sample test items. Each self-contained lesson contains a summary of economic content, an economic reasoning summary, instructional objectives, procedures, and student materials. The seven units in the resource book are: (1) "Why Economics Is Important"; (2) "Supply and Demand"; (3) "Consumers and Producers"; (4) "The Role of Government in Economics"; (5) "Macroeconomics"; (6) "Macroeconomics: Forecasting Our Economic Future"; and (7) "International Economics Issues."  The book concludes with a section on extending teaching activities.   [More]  Descriptors: Consumer Economics, Economic Change, Economic Climate, Economic Factors

2000 (2000). Increasing Job Satisfaction. Symposium 22. [Concurrent Symposium Session at AHRD Annual Conference, 2000.]. This document contains three papers from a symposium on increasing job satisfaction that was conducted as part of a conference on human resource development (HRD). "A Systematic Model of Job Design by Examining the Organizational Factors Affecting Satisfaction" (Zhichao Cheng, Danyang Yang, Fenglou Liu) reports on a project in which multiple stepwise regression analysis and factor analysis were used to identify the main organizational variables affecting Chinese satisfaction in work design and proceeds to use the identified variables to develop a systematic job design model to improve the Job Characteristics Theory. "Are Managerial Women Getting What They Need to Succeed? A Look at Job Satisfaction" (Julia Morrison Chambers) reports on a national study of job satisfaction and other variables that revealed definite differences between managers and executives that may serve as a basis for the design of incentive and development programs. "An Assessment of the Validity of the Natural Work Goals Profile" (C. Layden Colby, R. Wayne Pace) reports on a study that used a test-retest method to examine the construct validity and reliability of the Natural Work Goals Profile with respect to male junior and mid-level enlisted Army personnel. The papers contain reference sections.   [More]  Descriptors: Administrators, Attitude Change, Career Choice, Career Planning

Bowen, Gail; Adkison, Judith (1996). Institutionalizing Professional Development Schools: Supporting the Principal. Professional-development schools are collaborations between universities and public schools to improve the nation's teaching force. Prospective teachers are assigned to K-12 schools for formal instruction, planned experiences in classrooms, and mentoring from master teachers. This paper presents findings of a qualitative study that described the role of the principal in the professional-development school (PDS) in seven elementary schools participating in the Texas Centers for Professional Development and Technology. Data were gathered through site visits conducted in 1994-95, a review of documents, and interviews with key participants in the schools. Findings indicate that the configuration, size, complexity, and staffing of the school had a significant effect on the PDS roles, and consequently, on the probability of institutionalization of the PDS model at the school. The study applied the Miles and Huberman (Miles 1983) model of institutionalization to predict which of the schools would institutionalize the PDS and which would abandon it as external funding was reduced. The paper also offers recommendations for increasing the probability of successful implementation and institutionalization: (1) Provide staff support for principals in schools with large numbers of interns and other students; (2) develop job descriptions and expectations for principals; (3) provide orientation and staff development; (4) offer training in other related areas, such as conflict resolution and communication skills; and (5) provide additional funds for educational technology and communication linkages. Five tables are included.   [More]  Descriptors: Administrator Responsibility, Administrator Role, Elementary Education, Institutional Cooperation

Indabawa, Sabo A., Ed.; Oduaran, Akpovire, Ed.; Afrik, Tai, Ed.; Walters, Shirley, Ed. (2000). The State of Adult and Continuing Education in Africa. This document contains 21 papers examining the state of adult and continuing education in Africa. The following papers are included: "Introduction: An Overview of the State of Adult and Continuing Education in Africa" (Akpovire Oduaran); "Setting the Tone of Adult and Continuing Education in Africa" (Michael A. Omolewa); "Significant Post Independence Developments in Adult and Continuing Education in Africa" (Tai Afrik); "Research and Scholarship in Adult and Continuing Education in Africa" (Akpovire Oduaran); "From Adult Education to Lifelong Learning in Southern Africa over the Last Twenty Years" (Shirley Walters, Kathy Watters); "The State of Adult and Continuing Education in Botswana" (Gbolagade Adekanmbi, Oitshepile Modise); "Creating a Knowledge Society through Distance and Open Learning in Cameroon" (Ajaga Nji); "The State of Adult Literacy in the Democratic Republic of Congo" (Ikete E. Belotsi, Muntumosi Atukimba); "Research Priorities in Adult and Continuing Education in Kenya" (Florida A. Karani); "The State of Adult and Continuing Education in Lesotho" (Lephoto H. Manthoto, Dele Braimoh, and A. Adeola); "The State of Adult and Continuing Education in Madagascar" (Violette Rabakoarivelo, Rakotozafy-Harisson, Solo Randriamahaleo); "Diversity of Adult and Nonformal Education Provisions in Namibia" (Sabo A. Indabawa); "Continuing Education Policy Provisions and Options in Nigeria" (Gidado Tahir); "The State of Adult and Continuing Education in Senegal" (Lamine Kane); "The Political and Social Contexts of Adult Education and Training in South Africa" (Zelda Groener); "The Development and Provision of Adult Education and Literacy in Zambia" (Derek C. Mulenga); "The State of Adult Literacy Education in Zimbabwe" (Stanley T. Mpofu); "Re-Defining Adult and Continuing Education in Africa" (Paul Fordham); "Inventing a Future for Adult Education in Africa" (H.S. Bhola); "International Cooperation in Adult Education: A German View of Focus on Africa" (Heribert Hinzen); and "Annotated Bibliography of 44 Selected Works of Jones Akinpelu" (Sabo A. Indabawa). (Most papers contain substantial bibliographies.)   [More]  Descriptors: Access to Education, Adult Education, Adult Learning, Adult Literacy

Appelbaum, Eileen; Bailey, Thomas; Berg, Peter; Kalleberg, Arne L. (2000). Manufacturing Advantage: Why High-Performance Work Systems Pay Off. A study examined the relationship between high-performance workplace practices and the performance of plants in the following manufacturing industries: steel, apparel, and medical electronic instruments and imaging. The multilevel research methodology combined the following data collection activities: (1) site visits; (2) collection of plant performance data; (3) extensive interviews with managers and union officials; and (4) surveys of blue-collar employees, supervisors, and white-collar employees. The study focused on the following topics: (1) manufacturing in the 21st century; (2) discretionary effort and the organization of work; (3) market dynamics and work organization in the steel, apparel, and medical electronic instruments and imaging industries; (4) workplace transformation and its effects on plants and workers; (5) measurement of the components of a high-performance work system; (6) performance effects of high-performance work systems; (7) the relationship between high-performance work systems and worker outcomes; (8) the effect of high-performance practices on earnings; and (9) the relationship between work systems and productivity growth. The study produced hard evidence that high-performance workplace practices, including employee empowerment and shop-floor participation, are not only good for workers but are also a major source of competitive advantage for companies. (Thirty-eight tables/figures are included. The bibliography contains 202 references.) Descriptors: Biomedical Equipment, Blue Collar Occupations, Case Studies, Economic Impact

Moses, Barbara (2000). The Good News about Careers: How You'll Be Working in the Next Decade. This book provides practical strategies and techniques that everyone can use to increase their marketability and personal satisfaction in today's world of work. The following are among the topics discussed: (1) the new workplace (the cult of busyness; the new obsession with work; living and working in a world of temporary employment; being a player; the importance of vacations; and why the grass isn't always greener elsewhere); (2) the new worker (the search for authenticity; determining what kind of worker you are; career-defining moments; career success for introverts and extroverts; the career angst of 20-somethings; careers and 20-somethings; careers and 40-somethings; questions 20-somethings ask about work and careers; career-proofing one's children); (3) the new manager (the new employment contract; 10 strategies for managing the new worker; older workers versus new workers; the coaching boom; managers as career coaches; mentors; ways to give people a belief in the future); and (4) a new set of skills (becoming a career activist; selling oneself; right and wrong ways of networking; communicating on fast forward; the politics of bad fit; and recession-proofing one's career). The conclusion focuses on positive aspects of the new work environment, including the end of paternalism, freedom to design one's work, and opportunities for authenticity. Descriptors: Adjustment (to Environment), Administrators, Adult Education, Age Differences

Bennett, Nigel; Harris, Alma (1997). Hearing Truth from Power? Organisation Theory, School Effectiveness and School Improvement. School-effectiveness and school-improvement researchers are increasingly looking to establish some kind of synergy between their respective fields; however, current attempts lack a clear understanding of organizations. School-effectiveness research tends to emphasize structural dimensions, while the focus in school-improvement work is on organizational cultures. This paper proposes that by incorporating a third dimension–power–the two fields can be more successfully brought together. A concept of organizations that uses structure, culture, and power as mutually reinforcing analytical tools is outlined, and ways in which "power" can illuminate both school-effectiveness and school-improvement research are discussed. The paper concludes by proposing some research questions that might provide a basis for a more successful integration of the two research traditions: (1) What forms of knowledge power are deemed to be legitimate and where are they located within the school? and (2) How is it deemed legitimate to exercise different forms of power resources for the purposes of school improvement? Two figures are included. (Contains 81 references.)   [More]  Descriptors: Educational Change, Educational Improvement, Educational Theories, Effective Schools Research

Tackey, N. D.; Tamkin, P.; Sheppard, E. (2001). The Problem of Minority Performance in Organisations. IES Report 375. Relatively little research has focused on how organizational culture and existing methods of evaluating the job performance of minority ethnic groups have contributed to exclusion from, and discrimination in, the workplace or on how organizations can address these issues. The evidence suggests the existence of a widespread tendency in organizations to evaluate the performance of minority ethnic employers much lower than that of white staff. These differences may be due to the following factors: bias in the systems used to measure and improve performance; biased perceptions of white managers; and actual differences in performance. The lack of studies examining the issue of race in organizations is particularly evident in the United Kingdom. Two theories–cognitive processing theory and the theory of in-groups and out-groups–provide a useful explanation for individual (managerial) behavior. Corporate organizations wishing to improve the fairness of their evaluation of minority workers' job performance should take the following actions: (1) undertake a thorough work force review to identify areas of concern, including access and treatment; (2) examine systems, processes, attitudes, and behaviors as possible contributory factors; and (3) assess what needs to be changed and what can be changed within the cultural context. (Contains 43 references.) Descriptors: Adjustment (to Environment), Administrator Attitudes, Adult Education, Career Development

Collin, Audrey, Ed.; Young, Richard A., Ed. (2000). The Future of Career. This book presents many views of the concept of "career," reviewing its past and considering its future in an international context including viewpoints from sociology, psychology, and human resources management. Following an introduction, "Framing the Future of Career" (Richard Young and Audrey Collin), the book contains the following 17 additional chapters by various authors: (Part 1, Changing Contexts) "'Fracture Lines' in the Career Environment" (Julie Storey); "Some Contributions of Sociology to the Understanding of Career" (Marie-France Maranda and Yvan Comeau); "Renovating the Psychology of Careers for the Twenty-First Century" (Mark Savickas); "Changing Career: The Role of Values" (Wendy Patton); "Dancing to the Music of Time" (Audrey Collin); (Part 2, New Perspectives)"The Future of Boundaryless Careers" (Suellen Littleton, et al.); "Career Development in a Changing Context of the Second Part of Working Life" (Danielle Riverin-Simard); "The Future of Women's Career" (Heather Hopfl and Pat Hornby Atkinson); "Career or Slide? Managing on the Threshold of Sense" (Damian O'Doherty and Ian Roberts); "Epic and Novel: The Rhetoric of Career" (Audrey Collin); (Part 3, New Directions for Theory, Practice, and Policy) "Reconceptualizing Career Theory and Research: An Action-Theoretical Perspective" (Richard Young and Ladislav Valach); "A New Perspective for Counselors: From Career Ideologies to Empowerment through Work and Relationship Practices" (Mary Sue Richardson); "Adapting to the Changing Multicultural Context of Career" (Frederick Leong and Paul Hartung);"Managing Careers in Organizations" (Mike Doyle); "Learning for Work: Global Causes, National Standards, Human Relevance" (Bill Law); "The New Career and Public Policy" (A.G. Watts); and "The Future of Career" (Audrey Collin and Richard Young). Each chapter lists references; the book is indexed by author and subject. Descriptors: Career Change, Career Choice, Career Development, Careers

Freeland, Brett (2000). International Comparisons of Vocational Education and Training. This report, which is based primarily on figures released by the Organisation for Economic Cooperation and Development (OECD), reviews the indicators available for international comparisons of vocational education and training (VET) to clarify the following issues: the kinds of comparability problems that exit, their extent and severity, their causes, and possible ways of correcting them. Chapter 1 provides an overview of existing international comparative studies of VET. Chapter 2 looks at the data sets currently used by the OECD in international comparisons of VET. Chapters 3-5, which are devoted to the problems associated with use of the data sets, address the following topics: problems of comparison (definitions, comparisons in practice, case studies in comparative analysis); defining the "average" country (problems and concerns in determining the "average," theoretical considerations, absolute and comparative advantage); and lessons from existing methods (problems of scope or coverage, categorization, and measurement when collection data). Chapters 6-7, which consider arguments for making meaningful comparisons of VET and place particular emphasis on the Australian perspective, emphasize the need to take the uniqueness of countries' economies into account when comparing their VET systems and offer recommendations regarding putting theory into practice. Chapter 8 reviews the report's findings. (Contains 33 references.) Descriptors: Case Studies, Change Strategies, Comparative Analysis, Cultural Differences

Manning, Sabine, Ed.; Griffiths, Toni, Ed.; Oliveira, Teresa, Ed. (2002). VETNET ECER 2002 Proceedings: Current Research in European Vocational Education and Human Resource Development. Proceedings of the Programme Presented by the Research Network on Vocational Education and Training (VETNET) at the European Conference of Educational Research (ECER) (5th, Lisbon, Portugual, September 11-14, 2002). This document contains the papers from a conference on current research in vocational education and training (VET) and human resource development in Europe. The following papers are among those included: "The Contribution of the German Pilot Project 'New Learning Concepts within the Dual Vocational Education and Training System' towards the Development of Work Process Related and Competence-Based Curricula" (Waldemar Bauer, Karin Przygodda); "Accreditation of Experiential Learning in France" (M'Hamed Dif); "Two Work Cultures–Two Learning Environments" (Eva Ellstrom, Bodil Ekholm); "Organizational Learning and Knowledge Sharing" (Martin Fischer, Peter Roben); "The French APEL System Rationale and Philosophy" (Benedicte Gendron); "Learning Entrepreneurs" (Patricia M. Gielen, Aimee Hoeve, Loek F.M. Nieuwenhuis); "Learning and Work Experience" (Toni Griffiths, David Guile); "First Results from a Comparative Study of the Professional Reality of Vocational Teachers" (Philipp Grollmann); "Professionals as Flexible Workers or Portfolio People" (Graham Guest); "A Theory of Informal Learning at Work" (John Halliday, Paul Hager); "Gender-Specific Key Qualifications for Working Life" (Gerald Heidegger, Anke S. Kampmeier, Beatrix Niemeyer); "Learning Organization in a Pre-accession Country" (Palmira Juceviciene); "Challenges for Research in Vocational Higher Education" (Antii Kauppi, Seppo Peisa, Liisa Torvinen, Hannu Valkama); "Competence and Learning in Late Career." (Leif Chr. Lahn); "Internationalization of Vocational Education" (Johanna Lasonen); "Flexibility within Vocational Education and Training in Sweden" (Mats Lindell); "Vocational Identity and Working Conditions in the Sector of Tourism" (Fernando Marhuenda); "Methodological Debates in Research on Vocational Identities" (Fernando Marhuenda); "Engage to Learn" (Beatrix Niemeyer, Sue Cranmer, Inka Neunaber, Eeva Laamminpaa); "European Perspectives on Organisational Innovation and Learning" (Barry Nyhan, Peter Cressey, Massimo Tomassini, Michael Kelleher, Rob Poell); "Evaluation and Training Schemes for the Hard-to-Place" (Francesca Salva Mut, Miquel F. Oliver Trobat, Antonio Casero Martinez, Maria Agnes Melia Barcelo, Joan Nadal Cavaller); "Overcoming Barriers to Employment for Women" (Jan Shepherd, Sue Saxby-Smith); "Educational Motivation among Adult Students over 40″ (Marja-Leena Stenstrom);"Mentoring in Undergraduate Business Management Programmes" (Jim Stewart, Vanessa Knowles); and "Integrating Work and Learning in Organizations" (Jonathan Winterton). Most papers contain substantial bibliographies.   [More]  Descriptors: Adult Learning, Adult Students, Apprenticeships, Case Studies

Morton, John S. (1996). Advanced Placement Economics. Macroeconomics: Student Activities. This book is designed to help advanced placement students better understand macroeconomic concepts through various activities. The book contains 6 units with 64 activities, sample multiple-choice questions, sample short essay questions, and sample long essay questions. The units are entitled: (1) "Basic Economic Concepts"; (2) "Measuring Economic Performance"; (3) "Aggregate Demand and Aggregate Supply: Fluctuations of Outputs and Prices"; (4) "Money, Monetary Policy, and Economic Stability"; (5) "Monetary and Fiscal Combinations: Economic Policy in the Real World"; and (6) "The United States in a Global Economy." Descriptors: Advanced Placement, Capitalism, Decision Making, Economic Change

Reinke, Robert W.; Schug, Mark C.; Wentworth, Donald R. (1991). Capstone: The Nation's High School Economics Course. Student Activities. This student activities book is intended for a model one-semester course for high school economics for eleventh- and twelfth-grade students. The seven units in the book are linked to content ordinarily found in microeconomic and macroeconomic courses. Each unit contains 5 to 11 lessons, an author's note to the students and classroom instructional materials. Each lesson contains a summary of economic content, an economic reasoning summary and student materials. The seven units in the activities book are: (1) "Why Economics Is Important"; (2) "Supply and Demand"; (3) "Consumers and Producers"; (4) "The Role of Government in Economics"; (5) "Macroeconomics"; (6) "Macroeconomics: Forecasting Our Economic Future"; and (7) "International Economics Issues." All relevant handouts are included in the unit.   [More]  Descriptors: Consumer Economics, Economic Change, Economic Climate, Economic Factors

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