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Instructional Leadership and Effective Teaching and Learning

"School leadership has been identified as a key function in assuring quality in education. The instructional leadership model refers to the role and the functions of school leadership to employ different management tasks with regards to teaching and learning. Instructional leadership role includes (a) developing mission and goals, (b) managing the educational production function, (c) promoting an academic learning climate, and (d) developing a supportive work environment. Instructional leaders were described as leading from a combination of both expertise and charisma focused primarily on the improvement of student learning outcomes. The monograph, entitled Instructional Leadership and Effective Teaching and Learning and written by Nazmi Xhomara, is dedicated to school instructional leadership as an important factor that influences teaching and learning at school. In the first chapter, the author presents and analyzes educational leadership vs educational management, as well as models of educational leadership and management. The author argues on the importance of different leadership models, such as managerial leadership, transformational leadership, participative leadership, interpersonal leadership, transactional leadership, postmodern leadership, moral leadership, and contingent leadership. Chapters Two, Three, and Four shed light on instructional leadership and teaching and learning, understanding of instructional leadership, the concept and practice of instructional leadership, instructional school leadership and learning environment, attributes of instructional leaders, instructional excellence, instructional leadership time management, effective teaching and teachers, as well as teaching challenges and learning environment. Meanwhile, the author has analyzed constructivism, student intelligence, understanding of supervision, instructional collegial supervision, supervision approaches, understanding of evaluation of teaching and learning, teacher evaluation, and instructional observing instruments in chapters Five, Six, and Seven. Chapters Eight and Nine are focused especially on the research work of the relationships between instructional leadership and teaching, learning, and students' achievements, as well as on an empirical study designed and conducted in Albania as a case. Chapters Ten and Eleven are dedicated to instructional leadership preparation and the future of instructional leadership As a conclusion, Xhomara indicates that principals are responsible for developing school climates and cultures that support the very best instructional practices. The new era of instructional leadership has predictably placed significant demands for accountability for student success and equity on the principal as well as for the university programs that prepare them. Working in twenty-first-century schools, the instructional leader is held more accountable than ever for student success"--

The monograph, entitled Instructional Leadership and Effective Teaching and Learning and written by Nazmi Xhomara, is dedicated to school instructional leadership as an important factor that influences teaching and learning at school.

Curricular Instruction of Global Leadership at Colleges and Universities in the United States

Colleges and universities in the United States have made leadership education a priority as they prepare students to confront adaptive challenges in the 21st century; "wicked problems" such as poverty, uneven opportunities for education, homelessness, and illnesses worldwide. In addition, with the increased globalization of our world, the need to teach students how to lead in a complicated, multicultural context intensifies. Global leadership is an emergent concept in the leadership field combining leadership practices with those of global cultural competency while highlighting the significance of a dynamic and complex context in the leadership process. While there has been a significant development of leadership theory over the past 100 years much of it has been focused in the west and this can cause difficulties when translating leadership across cultures. This challenge could be addressed through teaching global leadership, and examining how culture and leadership interact in order to better prepare leadership students to be the next generation of global leaders. However, very little research has been conducted to examine if global leadership is being taught at the collegiate level, what content is being communicated, the methods used, and if this curriculum is positively impacting the students. In particular, the purpose of this study was to examine how global leadership was being taught, across the United States, within undergraduate leadership education programs and curriculum. This was accomplished by executing a survey of leadership educators directing undergraduate Leadership Majors, Minors, and Certificates across the country concerning their global leadership courses. After completion of the initial survey (n=57) qualitative interviews (n=3)) were conducted in order to better understand the curriculum, assessment, how decisions were made when designing the curriculum. It was found that global leadership was being taught at 40% of those universities who completed the survey, utilizing a variety of methods and curriculum. Best practices were shared by the interviewees, which in turn could inform others as they work to develop global leadership classes.

Colleges and universities in the United States have made leadership education a priority as they prepare students to confront adaptive challenges in the 21st century; "wicked problems" such as poverty, uneven opportunities for education, ...

Global Business Leadership

The second edition of this bestselling textbook has been fully updated with a synopsis of the latest changes in the fields of intercultural communication and leadership development. This includes new benchmark interviews from some of the world's foremost companies; a wealth of proven guidelines, tools, and models, including Wibbeke’s own Geoleadership Model and two new chapters focusing on the influence of gender and technology on culture and leadership. This new edition also emphasizes practical examples of individuals and organizations that have utilized the core concept of "geoleadership"—including updated research from those at the forefront of various industries, including finance, healthcare, and manufacturing. With contributions and endorsements from some of the most important thought leaders in leadership development and intercultural communication, this edition offers a resource for designing, delivering, and evaluating successful leadership theories and practices to both students and practitioners.

Her book, Global Leadership: The Next Generation, has been translated into Chinese and Polish and greatly supports and is in alignment with Global Business Leadership. Maya's insights for global leaders include a strong emphasis on ...

Global Leadership for Social Justice

Taking it from the Field to Practice

Global Leadership For Social Justice: Taking It From The Field To Practice proposes perspectives for conceptualizing the preparation of leaders for social justice and equity-oriented work in schools. Although faculty in the field of education have prepared thousands of school leaders, and the research continues to expand, limited research exists regarding how to prepare leaders for social justice work in schools, especially considering international contexts. This book builds on extant empirical and theoretical work in the area of educational leadership, and deepens understanding of what leading for social justice and equity-oriented work looks like within diverse schools.

LEADERSHIP. Carl Kalani Beyer ABSTRACT The purpose of this chapter is to share a higher education leadership program at Pacific Oaks College that aims to prepare the next generation of administrators. The goal of this program is to ...

The handbook of education management

teori dan praktik pengelolaan sekolah/madrasah di Indonesia : dilengkapi dengan Undang-Undang nomor 20 tahun 2003 Tentang Sistem Pendidikan Nasional, PP nomor 32 tahun 2013 tentang perubahan atas PP nomor 19 tahun 2005 tentang standar nasional pendidikan

Management of madrasah, Islamic elementary schools in Indonesia.

Management of schools in Indonesia.

Api Sejarah 1

API SEJARAH 1 dan 2, menuturkan kembali juang jihad melancarkan perlawanan bersenjata terhadap penjajah Barat Kerajaan Katolik Portugis dan Kerajaan Protestan Belanda. Dan kerja keras para Ulama Warosatul Ambiya bersama Santri membangun kesatuan dan persatuan membela negara RI Proklamasi 17 Agustus 1945. Ulama dan Santri bersama pemerintah dan TNI menumpas Kudeta PKI. Membubarkan RIS dan menegakkan NKRI 17 Agustus 1950. Dengan melalui Partai Politik Islam Indonesia Masjumi, mengesahkan Lambang Negara Garuda Pantjasila (1950) dan menyelenggarakan Pemilu DPR dan Konstituante (1955). Ulama dan Santri tidak pernah absen dalam perjalanan Sejarah Bangsa dan Negara, hingga hari ini

API SEJARAH 1 dan 2, menuturkan kembali juang jihad melancarkan perlawanan bersenjata terhadap penjajah Barat Kerajaan Katolik Portugis dan Kerajaan Protestan Belanda.

Bank dan Lembaga Keuangan Lainnya

Buku ini terdiri dari 16 bab. Di bab pertama akan disuguhkan topik mengenai sistem perbankan di Indonesia dan Lembaga keuangan di Indonesia. Bab kedua akan membahas penggolongan bank. Bab ketiga akan membahas topik mengenai kesehatan bank dan rahasia bank. Selanjutnya, topik mengenai bank syariah dan leasing akan menjadi fokus pembahasan di bab ke 4 dan bab ke 5. Konsep bisnis pegadaian akan disajikan di bab 6, diikuti oleh pembahasan mengenai dana pension dan pasar modal di bab ke 7 dan bab ke 8. Buku ini juga akan membahas segala sesuatu yang terkait dengan asuransi dan manajemen dana bank di bab ke 9 dan bab ke 10. Bab-bab berikutnya akan berisi pembahasan mendalam mengenai manajemen perkreditan bank, lembaga keuangan internasional, manajemen perbankan dan manajemen sumberdaya manusia perbankan, lembaga keuangan bukan bank, kebijakan moneter dan perbankan di Indonesia, serta ditutup oleh bab pamungkas yang akan membahas mengenai Otoritas Jasa Keuangan (OJK) dan Lembaga Penjamin Simpanan (LPS). Selengkapnya Buku ini membahas tentang: Bab 1 Sistem Perbankan di Indonesia dan Lembaga Keuangan di Indonesia Bab 2 Penggolongan Bank Bab 3 Kesehatan Bank dan Rahasia Bank Bab 4 Bank Syariah Bab 5 Leasing (Sewa Guna Usaha) Bab 6 Pegadaian Bab 7 Dana Pensiun Bab 8 Pasar Modal Bab 9 Asuransi Bab 10 Manajemen Dana Bank Bab 11 Manajemen Kredit Bab 12 Lembaga Keuangan Internasional Bab 13 Manajemen Perbankan dan Manajemen Sumber Daya Manusia Perbankan Bab 14 Lembaga Keuangan Bukan Bank Bab 15 Kebijakan Moneter dan Perbankan Indonesia Bab 16 Otoritas Jasa Keuangan (OJK) dan Lembaga Penjamin Simpanan (LPS)

Buku ini terdiri dari 16 bab.

METODOLOGI STUDI ISLAM

Tujuan studi Islam adalah untuk memahami dan mendalami serta membahas ajaran-ajaran Islam sebagai wacana ilmiah yang dapat diterima oleh berbagai kalangan. Aspek-aspek sasaran studi Islam yaitu aspek keagamaan dan aspek keilmuwan. Dari sisi pengertian studi islam secara sederhana adalah usaha mendasar dan sistematis untuk mengetahui, memahami dan membahas secara mendalam seluk beluk yang berhubungan dengan agama Islam, baik ajaran maupun praktek pelaksanaannya secara nyata dalam kehidupan sehari-hari sepanjang sejarah.

Tujuan studi Islam adalah untuk memahami dan mendalami serta membahas ajaran-ajaran Islam sebagai wacana ilmiah yang dapat diterima oleh berbagai kalangan.