Sentences with phrase «effective leader of a research»

Not exact matches

A business leader who can provide an effective bridge between strategy theory and on - the - ground practice, his research interests are related to the micro-foundations of strategy formulation and implementation.

Drawing from a vast body of research, she uncovers the underlying processes that affect relationships within and between groups and helps leaders understand how to promote an appreciation for diversity and build effective collaborations with diverse groups.

Doctors and education leaders are still completing ongoing research about just how effective e-books are for children of all ages, and especially toddlers.

Retail Systems Research, a leader in retail analysis, will share their expertise regarding effective use of retail technology, and share pragmatic investments you can make to maximize your digital, and personal connection with your customers and grow your business.

If we can do that, then we can make flu vaccines that would be even more effective than the current vaccine,» said Professor Derek Smith from the University of Cambridge, one of the two leaders of the research, together with Professor Ron Fouchier from Erasmus Medical Center in The Netherlands.

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Our radiation oncologists, who are at the forefront of research, have been leaders in developing and evaluating new therapeutic methods that spare healthy tissue and deliver effective doses of radiation over a shorter period of time.

Study leader Professor Nazneen Rahman, Head of Cancer Genetics at The Institute of Cancer Research, London, and The Royal Marsden Hospital Foundation Trust, said: «DECoN has transformed our gene testing pipeline, making it more efficient and more effective, whilst also making it much faster and cheaper.

The Governor's Conference on Effective Partnering in Cancer Research brings together world - renowned leaders from the field to discuss the latest science and make recommendations for improving the diagnosis, treatment and prevention of cancer.

Susan L. Cohn, MD, a leader in neuroblastoma research, has been named professor of Pediatrics, section chief of Clinical Sciences at the Institute for Molecular Pediatric Sciences and director of clinical research in pediatric hematology / oncology at the University of Chicago Comer Children's Hospital, effective Jan. 1.

In her synthesis of research on effective teacher professional development that has demonstrated a positive impact on student outcomes, Timperley (2008) identified 10 key principles, including: providing teachers with opportunities to drive their own professional development, allowing teachers to work collaboratively to learn and apply evidence based practices, establishing a professional learning culture that provides a safe and authentic environment for professional enquiry and ensuring school leaders take an active role in developing professional learning, and maintaining momentum within schools.

Research in both education and the private sector has shown that designing an effective compensation system, one that encourages employees to work toward an organization's goals, requires the involvement and support of employees and their leaders.

I think it is extremely important to have knowledge of research, policy, and practice in order to be a thoughtful, trusted, and effective leader in the field.»

The report we produced, Putting Learning First: Governing and Managing the Schools for High Achievement, was the CED's fifth education study and the product of more than 10 years of ongoing research and vigorous debate by a committed group of business leaders on the most effective strategies for improving student achievement.

This year's new cohort consists of principals, researchers at major educational research organizations and centers, teachers who have been highly effective in the classrooms, an executive director for a region of Teach for America, policymakers from ministries of education, a founder of a volunteer organization working on programs for homeless youths, an education fellow on the U.S. Senate Committee on Health, Education, Labor and Pensions, leaders of professional development programs for teachers, a director of development for a private school, and individuals who bring years of experience in the corporate sector and are now turning their energies to the education sector.

Here, I'll concentrate on teacher - student feedback, but should point out that my research into highly effective departments and schools has shown that successful leaders provide high - quality feedback to their staff, an important influence on the quality of teaching in their schools.

Our approach to achieving this goal focuses on three objectives: (1) to develop a reliable, predictive panel of biomarkers (including both biological and bio-behavioral measures) that can identify children, youth, and parents showing evidence of toxic stress, and that can be collected in pediatric primary care settings; (2) to conduct basic, animal and human research on critical periods in development and individual differences in stress susceptibility, thereby informing the timing and design of a suite of new interventions that address the roots of stress - related diseases early in the life cycle; and (3) to build a strong, community - based infrastructure through which scientists, practitioners, parents, and community leaders can apply new scientific insights and innovative measures to the development of more effective interventions in the first three postnatal years.

It is only by understanding how these local leaders actually make decisions, and the role of research in this process, that we can begin to design interventions that promote more effective uses of research.

Recognizing the importance of effective principals for improved student outcomes, TEA identified the need for a principal evaluation system informed by research to provide specific feedback and support for school leaders.

At the same time, policymakers should boost federal research and development (R&D) investments to provide state leaders with more and better information about international best practices, and should help states develop streamlined assessment strategies that facilitate cost - effective international comparisons of student performance.

By using the NSIT in the process of developing a School Improvement plan, schools can ensure they are adopting the practices displayed by highly effective schools and school leaders, and are supporting the development of their school improvement objectives with a solid base of evidence and research.

Based on the largest - ever analysis of research on effective school leaders, our school - level leadership PD guides principals in choosing the right focus for school improvement efforts; effectively leading changes in your school; and transforming your school culture into a purposeful community that believes it can make a difference.

Our research has uncovered many fine grained behaviors that are elements of being an effective leader and has pointed to the conditions that encourage or discourage these productive actions.

The School Principal as Leader: Guiding Schools to Better Teaching and Learning www.wallacefoundation.org/knowledge-center/pages/the-school-principal-as-leader-guiding-schools-to-better-teaching-and-learning.aspx This Wallace Perspective is a summary of a decade of research, identifying what effective school principals do and describing five key practices that are characteristic of those leaders.

Although research on effective schools has been favorably received by school leaders and policymakers, Hoffman (1991) points to limitations of this research stemming from its lack of connection to classroom practice and to insufficient information on the process schools went through to become effective.

The Illinois Story is part of a major effort at Wallace to improve university principal preparation programs and builds on 15 years of Wallace - supported research and experience about what makes for effective school leaders.

However, while these studies indicated that teacher leaders positively impacted the teams they were on, the studies did not reveal much about the nature of the leadership teacher leaders provided and why it was effective, indicating an area for additional research.

In a study by Coggins et al. (2003) coaches (i.e., teacher leaders) reported that they were most effective supporting their schools» reform efforts when facilitating teams of teachers in meetings that were focused on instruction (such as analysis of student achievement data and discussions of research).

Students learn how to be school leaders who understand and adapt to the changing needs of their students, schools, and communities; have a vision of effective instruction grounded in research; and who utilize both qualitative and quantitative data to realize that vision.

As discussed in 5 Reasons Every District Leader Needs an Executive Coach, to be an effective agent of change today in districts requires leaders to have unique expertise in a wide variety of areas, including strategic planning, research and analysis, fiscal management, board and community engagement, implementation planning, communication and training, professional learning design and curriculum, and coaching.

Research behind VAL - ED (the Vanderbilt Assessment of Leadership in Education tool to assess principal performance, developed by researchers at Vanderbilt University) suggests that there are six key steps - or «processes» - that the effective principal takes when carrying out his or her most important leadership responsibilities: planning, implementing, supporting, advocating, communicating and monitoring.40 The school leader pressing for high academic standards would, for example, map out rigorous targets for improvements in learning (planning), get the faculty on board to do what's necessary to meet those targets (implementing), encourage students and teachers in meeting the goals (supporting), challenge low expectations and low district funding for students with special needs (advocating), make sure families are aware of the learning goals (communicating), and keep on top of test results (monitoring).41

«Plenty of research has shown that excellent teachers and highly effective school leaders play the most critical role in student success,» said David Harris, founder and CEO of The Mind Trust.

Research examining how effective leaders leverage incentives and penalties in our schools, districts, and state offices of education, then, is critical for a deeper understanding of how accountability can be a constructive force for meaningful education reform.

He has conducted a wide range of research projects (77 funded) in the areas of educational leadership and change, effective pedagogy / quality teaching, student achievement, postgraduate supervision, professional teaching standards, teachers» professional development, middle - level leaders in schools, and teacher satisfaction, motivation and health.

Responding to research from Stanford University's John W. Gardner Center linking student opinions and perceptions to their own academic outcomes, the Center for Effective Philanthropy — funded by a host of donors, including the Gates, Hewlett and Wallace foundations — created YouthTruth «to better understand from students what was and was not working in their high schools in order to give school and district leaders, as well as education funders, better information to inform improvement efforts.»

The School Principal as Leader: Guiding Schools to Better Teaching and Learning (January 2013): This Wallace Perspective summarizes a decade of foundation research and work in school leadership to identify what it is that effective school principals do.

Effective principal talent management systems coordinate programs and supports that serve both current and future leaders and align them to a common set of research - based competencies or standards for school leadership.

With CEL's new, research - based Attributes of Effective Principal Supervisor Coaching Sessions as an observation framework, participants visited ten different coaching sessions and provided feedback to Denver Public Schools leaders.

In an era of shrinking professional development budgets, and with research showing that embedded staff development is the most effective way to grow teachers, video taping our own has allowed not only our leaders to see themselves as instructional leaders, but has also enhanced the next generation of teachers to learn from people they know and trust.

John Hattie's research on Effective Learning recognizes the critical importance of a capable instructional leader, not just a capable administrator.

Drawing from the research literature and the Center on School Turnaround's extensive practical experience with the University of Virginia Partnership for Leaders in Education (UVA / PLE), the rubric includes 12 key planning domains that support effective year - long or short - cycle SIPs, as follows: Turnaround Vision, Priorities, Process Outcomes, Progress Indicators, Action Steps, School Context, Root Cause Analysis, Sequencing, Schedule / Timeline, Alignment, Directly Responsible Individuals, and Supports.

Updated earlier this year, this summary of dozens of research studies was created to help graduate students, education scholars, professional development leaders, practitioners, and facilitators navigate the landscape of scholarship about effective professional development activities, policies, and structures that contribute to a system of professional learning.

To be an effective agent of change today in districts requires leaders to have unique expertise in a wide variety of areas, including strategic planning, research and analysis, fiscal management, board and community engagement, implementation planning, communication and training, professional learning design, curriculum, and coaching.

To determine the influence of district superintendents on student achievement and the characteristics of effective superintendents, McREL, a Denver - based education research organization, conducted a meta - analysis of research — a sophisticated research technique that combines data from separate studies into a single sample of research — on the influence of school district leaders on student performance.

Decades of rigorous research revealed five nonacademic factors predictive of school success: effective leaders, collaborative teachers, involved families, a supportive environment and ambitious instruction.

The 5Essentials survey is a school culture and climate assessment that provides insight into a school's strengths and areas of improvement on the five key factors research shows are predictive of school success: Effective Leaders, Collaborative Teachers, Involved Families, Supportive Environment, and Ambitious Instruction.

Research conducted by the University of Chicago Consortium on Chicago School Research in 2006 demonstrates there is no single aspect that drives change, but multiple areas that must improve to push student learning and prepare students to graduate from high school and college — Effective Leaders, Collaborative Teachers, Involved Families, Supportive Environment, and Ambitious Instruction.

It stems from research showing schools that are rated highly on measures of effective leaders, collaborative teachers, involved families, supportive environment, and ambitious instruction are far more likely than others to show improvements in students» learning gains.»

We support teachers, coaches, and leaders in our research - based method of classroom management, entitled No - Nonsense Nurturer, and with high - quality pedagogical strategies and the development and implementation of effective school - wide culture plans.

Decades of education research has found that effective leaders who build learning opportunities into the day - to - day work are the key drivers of improvements in early childhood programs.