Results 41 to 50 of about 7,531,298 (310)

校長領導對教師學習領導的影響：檢視信任關係與學業強調的調節作用 The Effect of Principal Leadership on Teacher Leadership for Learning: How Trust and Academic Emphasis Moderate?

Journal of Research in Education Sciences, 2019
在講求分享管理的學校經營中，教師學習領導十分重要，惟過去甚少有研究觸及其如何受到校長領導之影響。為了檢視校長對教師發揮促進學習的領導具有何等效應，特別是此效應是否會因學校裡的信任關係及重視學業程度而有所差異，本研究以國中教師為對象，運用問卷調查法進行探討，共回收 1,340 份有效問卷，研究結果獲得以下重要發現：一、國中教師對於本研究所探討的四個焦點（校長領導、教師學習領導、教師對校長的信任關係及學校學業強調），知覺程度均達中高標。不過，教師學習領導之得分顯著高於其他三者；得分次高者為信任關係。二 ...
陳文彥 Wen-Yan Chen, 潘慧玲 Hui-Ling Wendy Pan   +1 more
doaj   +1 more source

Minutes: Educational Policy Committee, November 8, 2006 [PDF]

, 2006
University of Minnesota Duluth. Educational Policy Committee. (2006). Minutes: Educational Policy Committee, November 8, 2006.
University of Minnesota Duluth. Educational Policy Committee
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Design and evaluation of FEBS Education and Training Academy module – Integrating generative artificial intelligence into life‐science education

FEBS Open Bio, EarlyView.
Life‐science educators from 14 countries redesigned their own course materials with generative AI in a three‐session, pedagogy‐first FEBS Education and Training Academy workshop built on PICRAT. Among 12 matched respondents, four more reported high confidence in each of five practical domains, and 10 of 13 reported implementing at least one idea ...
Zvonimir Mlinarić, Ali Burak Özkaya
wiley   +1 more source

AI in School EFL Learning: A Systematic Review of Impact Pathways for Engagement, Achievement, and Satisfaction

Journal of Language and Education
Background: Artificial Intelligence (AI) is increasingly integrated into school-based English as a Foreign Language (EFL) instruction, yet the mechanisms through which it shapes learners’ engagement, achievement, and satisfaction remain insufficiently ...
Arnab Kundu, Tripti Bej
doaj   +1 more source

Minutes: Educational Policy Committee, November 7, 2007 [PDF]

, 2007
University of Minnesota Duluth. Educational Policy Committee. (2007). Minutes: Educational Policy Committee, November 7, 2007.
University of Minnesota Duluth. Educational Policy Committee
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Self‐Regulated Learning Meets AI: Reinterpreting Self‐Regulation, Co‐Regulation, and Socially Shared Regulation in Human–AI Interaction

New Directions for Adult and Continuing Education, EarlyView.
ABSTRACT Advancing artificial intelligence (AI) has transformed learning and work, yet higher education and professional development programs have not systematically equipped learners for AI‐prevalent environments. This lack of preparation creates uncertainty regarding control, responsibility, trust, and accountability.
Moon‐Heum Cho, Jerusalem Merkebu
wiley   +1 more source

Habits of culturally responsive school leaders: lessons and takeaways for future leaders from award-winning principals

Frontiers in Education
This case study overlays the behaviors of award-winning principals through a lens of culturally responsive school leadership (CRSL) to identify exemplary illustrations and gaps in theoretical alignment.
Brian C. Vedder, Amanda B. Roberts, Jayson W. Richardson, William L. Sterrett, Erin Anderson   +4 more
doaj   +1 more source

“Constant Communication”: Rural Principals' Leadership Practices During a Global Pandemic

Frontiers in Education, 2021
Rural school leaders are met with serious challenges and opportunities to lead rural schools in times of normalcy, but these challenges are amplified during a crisis.
Sonya D. Hayes, Jamon Flowers, Sheneka M. Williams   +2 more
doaj   +1 more source

Minutes: Educational Policy Committee, May 12, 1999 [PDF]

, 1999
University of Minnesota Duluth. Educational Policy Committee. (1999). Minutes: Educational Policy Committee, May 12, 1999.
University of Minnesota Duluth. Educational Policy Committee
core  

Ethical Foreground and Background in Adult Educator Work

New Directions for Adult and Continuing Education, EarlyView.
ABSTRACT Adult educators work in a complex ethical environment. The very act of contributing to the learning of another is fraught with moral overtones. In this paper we consider the ethical dimensions of adult educator practice by distinguishing the ethical features of the context or ‘background’ of practice from the ethical capabilities and decision ...
Steven Hodge, Sonal Nakar
wiley   +1 more source