Your search found 2469 results.

Descriptors:
Human Relations; Teacher Leadership; Trust (Psychology); Colleges; Higher Education; Credibility; College Faculty

Abstract:
Where trust is an issue, there is no trust. Trust in diverse organizations has never been lower. A shadow of doubt stalks one's every decision to trust collegially and institutionally. Still, colleagues sense intuitively that institutions cannot function optimally without a bedrock level of trust. In academic life, trust is a form of social capital which serves to reduce uncertainty, deepen learning, and make it psychologically safe to give and receive assistance within and across hierarchical boundaries. Today, however, there is a palpable level of frustration regarding the lack of substantive ideas to address the pervasive trust-deficit in academic settings. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Student Attitudes; Comparative Analysis; Human Relations; Teacher Leadership; Student Surveys; Elementary School Teachers; Secondary School Teachers; Statistical Significance; Self Evaluation (Individuals); Likert Scales; Graduate Students; Measures (Individuals)

Abstract:
In this study, 142 graduate school teachers working in schools throughout southwestern Ohio assessed their human relation skills. A human relations survey was used for the study, and results were compared with colleagues assessing the teachers in the study. The survey was developed using a Likert-type scale, and was based on key elements affecting human relations (Donaldson (2006), Sergiovanni (1992), Goleman (1995), Evans (1996), Herzberg (1968). Results were analyzed to check for comparison of perceptions. Analysis of the surveys revealed no statistically significant differences in teacher self-assessment of human relation skills as compared with colleagues' perceptions. Study participants were encouraged to use the results for specific improvement of areas deemed weak. (Contains 7 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Learning Processes; Human Relations; Curriculum; Learning; Educational Policy; Public Education

Abstract:
"Curriculum" is one of those contested educational concepts that everyone uses, but almost no one agrees upon a definition. Scholars in curriculum studies have been fighting about it for years, and have done so to little ends. So before considering "What Curriculum Could Be," it is important to articulate just what the author means when he talks about "curriculum." His view of curriculum is based on the works of Dewey (1901; 1916), Vygotsky (1987), Freire (1970), Huebner (1999), and Bernstein (1996), and in this article, he briefly explains how he connects this seemingly diverse collection of theorists. From Dewey (1901; 1916), he gleans that the curriculum is an amalgam of both human relations and educational environs. From Vygotsky (1987), he sees the way humans use physical and conceptual tools to engage with the world around them in the process of learning. From both Freire (1970) and Vygotsky (1987), he understands consciousness as thinking-about-thinking, a process that develops from learning with and within the world. From Huebner (1999), he looks at curriculum as a form of complex environmental design. And from Bernstein (1996), he understands the role classroom discourse plays in limiting and shaping classroom consciousness. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Principals; Education Work Relationship; Human Relations; School Based Management; Theories; Leadership; Educational Administration; Democracy; Authoritarianism; Work Environment

Abstract:
This study argues for a new theory in school management based on the notion of positive containment which benefited from the integration of the main two patterns of leadership, i.e., the democratic and the authoritarian. In this theory, the school principal has to deal with one external and five internal circles of positive containments. The principal has to deal with his school staff in an open friendly democratic spirit. However, he has to practice the role of the good tyrant who depends on implicit bargaining with his school staff. In other words, When they perform his orders as stated, they will be rewarded. However, when they do not follow the orders, they will be held accountable. The study concludes with several expected outcomes as a result of theory implementation, including: the theory supports the principle of human relations in school work and works on involving everyone in school tasks no matter how small their job titles are. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Human Relations; Interpersonal Relationship; Humanism; Values Education; Teacher Influence; Teacher Role; Philosophy; Higher Education; College Faculty

Abstract:
This paper reflects on John Macmurray's notions of human relations and of persons in relation to their community. It examines the idea that there cannot be other ways of seeking lucidity about what it means to live a human life than by entering into human relations. Learning about value and about what it can mean to live the life of the mind is inseparable from seeing such value and being moved by seeing it in the lives in which it is realised. (Contains 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Risk Management; Active Learning; Internet; Student Projects; Web Browsers; Information Science; Human Relations; Computer Software; Engineering; Games; Web Based Instruction; Computer Games

Abstract:
The increasing demand for Software Engineering professionals, particularly Project Managers, and popularization of the Web as a catalyst of human relations have made this platform interesting for training this type of professional. The authors have observed the widespread use of games as an attractive instrument in the process of teaching and learning. However, the project of a web-based instructional game that fulfills all pedagogical and technical requirements for training a project manager is not a trivial task. A gap exists between the theoretical concepts that are normally learned in traditional courses and practical aspects required by the real tasks. As such, this paper proposes the use of a persistent browser-based game intended for Risk Management as a component support in the qualifying process of new professionals of Project Management. The game provides to the player some experience in a real context of Project Management, in which new challenges are frequently posed to the enterprises. (Contains 3 tables and 7 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Higher Education; Campuses; School Community Relationship; Guidelines; Partnerships in Education; Cooperation; Attitudes; Perspective Taking; Service Learning; Change; Context Effect; Interpersonal Relationship; Human Relations; Personal Autonomy

Abstract:
Community and campus partners face inherent differences due to their distinct cultures, assumptions, practices, and constituencies. How partners handle the resulting tensions can impact how well the partnership functions. This article introduces relational dialectics as a framework to think about recurring tensions as natural and normal when partners span structural and cultural boundaries to work together. The authors show how three common dialectical tensions work in campus-community partnerships. Next, the ways in which partners can use learning conversations to gather detailed information related to the dialectical tensions are detailed. The authors then demonstrate different ways partners can manage the tensions, and they explain the potential impact(s) of each strategy on the partnership. Finally, the implications of relational dialectics for competency building, engagement practice, and research on community-campus collaboration are considered. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (304K) |  More Info:
Help Find in a Library

Descriptors:
Early Childhood Education; Young Children; Human Relations; Ethics; Place Based Education; Inclusion; Educational Theories; Feminism; Educational Sociology

Abstract:
"Common worlds" is a conceptual framework developed to reconceptualise inclusion in early childhood communities. Common worlds take account of children's relations with all the others in their worlds--including the more-than-human others. The ethics and politics of living together in these common worlds is the central concern of this article. The article begins by charting the interdisciplinary scholarship that has inspired the development of this worlds framework. In particular, the authors acknowledge those feminist relational theorists and philosophers who have helped them to de-centre their understandings of the human (and hence the child), and to refresh their thinking about human/more-than-human relations. Place is also pivotal to an understanding of common worlds, as it is the locus of human and more-than-human differences and relations. In the second half of the article, the authors build upon the traditions of place-attuned pedagogies to suggest that common worlds, like places, are inherently pedagogical. They propose that common worlds is both a generative framework for reconceptualising childhood, and a pedagogical opportunity for practising a politically attuned and non-human-centric ethics of inclusion within early childhood. (Contains 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Civil Rights; Human Relations; Foreign Countries; Educational History; Program Implementation; Educational Objectives; Educational Practices; Change Strategies; Educational Change; Student Empowerment; Concept Formation; Concept Teaching; Guidelines; Educational Policy; Social Change; Comparative Education; Politics of Education

Abstract:
Although human rights are often expressed as universal tenets, the concept was conceived in a particular socio-political and historical context. Conceptualisations and practice of human rights vary across societies, and face numerous challenges. After providing an historical account of the conceptualisation of human rights in Japanese society, this paper examines human rights education in Japan, focusing on implementation of the United Nations Decade for Human Rights Education. Whilst the Decade's Action Plan advocates a comprehensive approach, Japanese human rights education focuses far less attention on imparting knowledge and developing learners' attitudes, placing strong emphasis on aspects of responsibility and harmonious human relations understood in the historical context of Japanese moral education. Pedagogical proposals are made to promote a comprehensive approach, including focus on the role of empowering learners, enabling them to protect themselves by invoking human rights. (Contains 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Academic Achievement; Educational Change; School Effectiveness; Systems Approach; Improvement Programs; Educational Improvement; Guidelines; Educational Principles; Organizational Theories; Human Relations; Superintendents; Politics of Education; Communities of Practice; Inservice Teacher Education; Administrator Effectiveness; Teacher Administrator Relationship; Preservice Teacher Education; Teacher Evaluation; Teacher Expectations of Students; Parent School Relationship; Student Evaluation; Institutional Characteristics; Beliefs; Case Studies; Educational Policy; Government Role; School Districts

Abstract:
Harold Kwalwasser has put together a call to action for education reform that makes a clear case for what has to be done in order to educate all children to their full potential. He visited forty high-performing and transforming school districts, charters, parochial, and private schools to understand why they have succeeded where others have failed. The analysis in "Renewal: Remaking America's Schools for the Twenty-First Century" brings together all of the necessary changes in one dynamic strategy. Many schools, even though facing seemingly impossible odds, have succeeded brilliantly. But their histories also reflect that there are neither silver bullets or demons. The heart of successful reform is systemic change, which requires the patience, understanding, and commitment of every adult who has a role in the process, from parents and taxpayers, to the school board members, superintendents, and teachers, and on to state legislators and members of Congress. "Renewal" offers a clear picture of how to move away from the mass-production style of education that most schools offered throughout the twentieth century to a new, more innovative, and flexible model that can meet this country's promise of truly educating every child and preparing each of them for the challenges ahead. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website