Bibliography: Climate Change (page 464 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 Nona A. Prestine, Claudia B. Isaac, Tony Del Prete, Judith L. Maze, John Hirschbuhl, Karen Evans, Sue Kilpatrick, Rose Mary Wentling, Martina Behrens, and Gary J. Dean.

Kruse, Sharon D.; Louis, Karen Seashore (1993). Developing Professional Community in New and Restructuring Urban Schools. This paper reports on a longitudinal study of four urban schools that sought to develop professional community as part of a restructuring process. The study focuses on how restructuring affected teachers' work over a 3-year period. It reports that the absence of structural conditions can impede the growth of professional community; however, their presence cannot ensure such growth. In addition, the creation of professional community is not an automatic consequence of teacher empowerment or school autonomy. Data support the notion that the most central social and human resources supporting the growth of school communities are: (1) teacher expertise related to cognitive and skill outcomes for classroom practice; and (2) leadership supportive of teacher efforts, including their cognitive and skill acquisition. Such supportive leadership contributes to the development of a base of trust and respect, the creation of an environment open to improvement, and the creation of a sense of efficacy emanating from successful efforts of the staff toward improvement and increased student learning. (Contains 8 references.)   [More]  Descriptors: Case Studies, Community Change, Comparative Analysis, Cooperation

Dewar, Margaret E.; Isaac, Claudia B. (1998). Learning from Difference: The Potentially Transforming Experience of Community-University Collaboration, Journal of Planning Education and Research. The University of Michigan's Detroit Community Outreach Partnership Center fields student-faculty teams who work on community-development projects with community organizations. Projects are designed to enrich students' experiential learning and build communities' organizational capacity. The relationship has exposed a culture clash between university and community organizations in style of work, social justice understanding, and power relations. Descriptors: College Faculty, College Students, Community Development, Culture Conflict

Bloland, Harland G. (1995). Postmodernism and Higher Education, Journal of Higher Education. The concepts of four poststructuralist/postmodern authors are examined in terms of their implications for higher education and the academy's values of merit, community, and autonomy. Twelve reactions to postmodern thought are then presented. A summary of postmodernism's legacy for higher education concludes the discussion. Descriptors: Change Strategies, College Environment, Democratic Values, Educational Attitudes

McLaughlin, Gerald W.; Brozovsky, Paul V.; McLaughlin, Josetta S. (1998). Changing Perspectives on Student Retention: A Role for Institutional Research, Research in Higher Education. Proposes a role for institutional research in changing institutional attitudes about priority placed on student retention efforts. Identifies organizational/attitudinal barriers to improving student retention efforts relative to theory on stages of grief (denial, hostility, bargaining, depression, acceptance); outlines tactics for moving the organization through each stage. Describes efforts at Virginia Polytechnic Institute and State University. Descriptors: Academic Persistence, Change Strategies, College Students, Grief

McKay, Elizabeth R. (1977). A Longitudinal Study of Administrative Evaluation of the MBO System from 1973 to 1977. An administrative program based on Management by Objectives (MBO) was instituted at William Rainey Harper College in 1969 and evaluated in 1973. The evaluation instrument used in 1973 was re-administered in 1977 in order to determine the effectiveness of the current MBO program and administrators' perceptions and evaluations. Subsections of the survey form, completed by 36 Harper administrators, included general evaluation of and commitment to MBO; formulation and implementation of objectives; appraisal process; perception of supervisor; and description of job, self, and institutional organization. Responses were compared to 1973 responses and the percentages of difference were tabulated. Results indicate that administrators of the MBO system at Harper College in 1977 were not as satisfied as those in 1973. There was a decrease in positive perceptions in the seven areas surveyed. Respondents indicated that MBO did not help them in planning; and that little supervisory assistance existed. A significant percentage of respondents stated that their job satisfaction had decreased over the four-year period and a large percentage perceived no increase in personal job effectiveness. A literature review is included and the survey instrument is appended. Descriptors: Administrative Change, Administrative Policy, Administrator Attitudes, Attitude Change

Windolf, Paul (1992). Cycles of Expansion in Higher Education 1870-1985: An International Comparison, Higher Education. The relationship between business cycles and expansion in higher education in 1870-1985 is analyzed and compared for Germany, Italy, France, the United States, and Japan. In most countries, expansion corresponded to economic recession. Spectral analysis, used to explore the cyclical character of the phenomenon, was found to be a powerful analytical instrument. Descriptors: Business Cycles, Comparative Education, Economic Climate, Educational Change

Dean, Gary J.; Murk, Peter J.; Del Prete, Tony (2000). Enhancing Organizational Effectiveness in Adult and Community Education. Professional Practices in Adult Education and Human Resource Development Series. This book, which is intended as a resource for individuals and organizations involved in adult and community education, presents guidelines and activities to assist in enhancing organizational effectiveness in adult and community education. The following are among the topics discussed: (1) experiencing professional and organizational development (linking professional development to organizational development, a process model of experiential learning); (2) implementing strategic planning (the strategic planning process, getting organized and gaining commitment, assessing internal assets and liabilities, making decisions to identify future directions, analyzing organizational dynamics); (3) writing grant proposals and securing funding (idea development, funding sources, proposal development); (4) enhancing leadership skills (the evolution of current theories of leadership, developing leadership skills in adult and community education); (5) planning and implementing effective programs (program planning wheels); (6) resolving the community dilemma and fostering agency cooperation (underlying assumptions for communities, a cyclic process model for developing strategies); (7) managing volunteers (understanding why people volunteer, working with volunteers, recruiting and training volunteers, retaining volunteers); and (8) continuing professional and organizational development (building blocks of effective adult and community educators, assessing strengths and weaknesses). Fourteen tables, figures, and boxes and 14 experiential learning activities are included. The bibliography lists 129 references. Descriptors: Administrator Guides, Adult Education, Adult Educators, Adult Learning

Faseyitan, Sunday O.; Hirschbuhl, John (1992). Computers in University Instruction: What Are the Significant Variables that Influence Adoption?, Interactive Learning International. Describes a study that examined the effects of personal attributes, organizational factors, and attitudinal factors on the adoption of computers for instruction by university faculty. Results are reported which indicate that the technological orientation of the faculty's discipline, computer self-efficacy, computer utility beliefs, and attitude toward computers are predictors of adoption. (37 references) Descriptors: Adoption (Ideas), Computer Assisted Instruction, Faculty, Higher Education

Maze, Judith L.; And Others (1996). Good Ideas Prevail, Trusteeship. Five college and university board chairs discuss briefly the two most important strategic goals they have set for their institutions, and how they ensure that the board addresses issues and priorities in the context of those goals. Institutions represented include Alma College (Michigan), the Montana University system, Maricopa Community College District (Arizona), Texas Woman's University, and Hampton University (Virginia). Descriptors: Administrator Role, College Planning, College Role, Governance

Wentling, Rose Mary; Palma-Rivas, Nilda (1997). Diversity in the Workforce: A Literature Review. Diversity in the Workforce Series Report #1. The literature on diversity in the work force was reviewed to determine the complexity and breadth of workplace diversity issue and identify trends in diversity management and training. The literature review focused on the following: definition of diversity; changing society and work force; reasons organizations are managing and valuing diversity; barriers to managing diversity; diversity training; and future trends. Although many different definitions of diversity were found, none fully included all the characteristics that a diverse population may bring to the workplace. It was concluded that, because the U.S. demographic composition is affecting the makeup of both the labor force and the marketplace, having a diverse work force and managing it properly are increasingly being perceived as competitive strategies that can attract both diverse customers and employees who have different perspectives, enhancing the organization's creativity. Corporate productivity and profitability have been deemed important reasons for implementing diversity initiatives, including diversity training. Needs assessment and evaluation and the qualifications of diversity trainers were identified as essential elements in the process of developing diversity training programs. (The document contains an annotated bibliography of 32 video resources and a list of 210 references.)   [More]  Descriptors: Adult Education, Attitude Change, Change Strategies, Cultural Pluralism

Prestine, Nona A. (1991). Political System Theory as an Explanatory Paradigm for Teacher Education Reform, American Educational Research Journal. Using a political system theory approach, this case study examined the conflict that developed between the University of Wisconsin-Madison and the State Department of Public Instruction between the mid-1970s and mid-1980s for control of a teacher education program. Conclusions highlight political and governance ramifications for teacher preparation programs. Descriptors: Case Studies, Conflict, Decentralization, Educational Change

Vojtek, Rosie O'Brien (1994). Twenty-Five Years in Organization Development: A Conversation with Richard Schmuck and Philip Runkel, Journal of Staff Development. Two professors in the University of Oregon's College of Education reflect upon their consultation and research experiences and share their insights about organization development in education. They discuss such areas in organization development as self-study, value systems, budget, peer cadres, teamwork, conflict management, and staff development. Descriptors: Change Strategies, College School Cooperation, Conflict Resolution, Educational Change

Kilpatrick, Sue; Crowley, Suzanne (1999). Learning and Training: Enhancing Small Business Success. Owners or managers of 181 Australian businesses employing fewer than 20 people in the construction, manufacturing, property and business services, and retail industries in 3 metropolitan and 3 nonmetropolitan locations were interviewed by telephone to identify how they used training to enhance their small business's success. Of those surveyed, one-third had had someone attend a relevant course in the past 12 months, 30% had learned from a consultant or mentor, and more than 60% had attended a business-related meeting or seminar. Small businesses with partners or employees with postschool qualifications were more likely to engaging in ongoing learning activities. The low rate of participation in training, especially by owners, and their preference for informal learning methods are consistent with a picture of small business owners who are supervisors of more formalized training and unaware that training policy could be relevant. The study demonstrated a relationship between success and learning on the job and resulted in 11 recommendations concerning developing a learning culture, learning and training design, and future policy directions relating to the provision of learning/training opportunities for small business. (The report contains 58 references and 13 tables/figures. Appendixes constituting approximately 30% of this document contain the following: 72 additional tables; discussion of the relationship between training and small business; small business training questionnaire; location selection data; and list of reference group members.) Descriptors: Change Strategies, Education Work Relationship, Educational Attainment, Educational Attitudes

Berg, Gunnar (1984). OD in North American Schools: A Scandinavian View, with Comments by Matthew Miles and Michael Fullan. Uppsala Reports on Education, No. 20. This report discusses the structural conditions under which organizational development (OD), as employed in the school systems of the United States and Canada, is more or less applicable to schools. The first section (chapters 1-6) reviews papers and books, concerning either OD in general or the ways in which the ideas of OD have been used in the field of education. Chapter 1 concerns OD in general, while chapter 2 consists largely of a review of the "state of the art" paper on OD in schools published by Fullan, Miles, and Taylor in 1980. In chapter 3, articles critical of OD are considered, and, in chapter 4, a selection of empirical studies of OD are examined. The activities developed by Richard Schmuck and Philip Runkel in Eugene, Oregon (the "Mecca" of school OD) are outlined in chapter 5. Chapter 6 consists of a review of the paper in which Schmuck discusses the future of school-based OD. Chapter 7 consists of commentary on the first six chapters, from which nine conclusions about school OD are derived. In chapter 8, the argument is presented that the effectiveness of OD is dependent on the control structure in which the school operates. This conclusion is the subject of a commentary in chapter 9 by Matthew Miles and Michael Fullan. A four-page bibliography concludes the report. Descriptors: Administrative Change, Change Strategies, Educational Change, Educational Environment

Evans, Karen; Behrens, Martina; Kaluza, Jens (2000). Learning and Work in the Risk Society: Lessons for the Labour Markets of Europe from Eastern Germany. Anglo-German Foundation Series. The education-to-labor market transitions experienced by young people in England and in eastern and western Germany were compared. The eastern German portion of the study was based on a 1996 study that included a survey of 100 trainers and 1,000 apprentices in 12 companies; in-depth interviews with 18 trainers, career advisers, and others; and interviews with 12 young eastern Germans who had experienced relatively smooth education-to-work transitions and 12 young eastern Germans whose education-to-work transitions had not been smooth. The findings were compared with those of earlier interviews with 12 western German and 12 English youths who had recently completed the education-to-labor market transition. The analysis of transition behaviors and experiences in eastern Germany revealed considerable resonances with the problems and contradictions that have beset British education and training policy in recent decades. It was concluded that the erosion of the dual system of vocational education and training (employer-sponsor apprenticeships and government-sponsored vocational schools) documented in eastern Germany might portend future trends in western Germany. (Twenty tables/figures are included. The following items are appended: chronicle of events in 1989-1990; information about Leipzig's school system; diagrams illustrating school-to-work trajectories in West Germany and England; and a report on a study of transitions, careers, and destinations in West Germany and England. The bibliography lists 107 references.) Descriptors: Adult Education, At Risk Persons, Career Choice, Career Development

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