Sentences with phrase «shared norms»

In the late 1980s and early 1990s, the term began to be more specifically identified with practices such as establishing shared norms and beliefs, and solving problems collaboratively.
These findings hold implications for designers of teacher - incentive or school - wide efforts to build shared norms and commitments among staff members.
He argues that there are several circles composing the international society: the closer one gets to the core, the nearest one gets to the smallest circle of shared norms, values and interests.
Denham also made this point, that there should be more space for insiting on shared norms and challenging unmerited rewards at the top.
However, it argues that beyond the mechanic - like interactions prevailing within the international system, there is an international «society» that binds its members through shared norms, interests and institutions.
«Without branding all generals and statesmen as murderers or thieves... a portrait of war makers and state makers as coercive and self - seeking entrepreneurs bears a far greater resemblance to the facts than do its chief alternatives: the idea of a social contract, the idea of an open market... the idea of a society whose shared norms and expectations call forth a certain kind of government.»
But just how this transpires — whether via shared norms, common behavior or just similar environments — has been the subject of much debate.
Go out of your way to speak with and empathize with people who don't share your norms.
Thus, institutions such as diplomacy, international law and the balance of power, as well as shared norms and expectations, forge a sense of society at the international level.
Genuine collegiality grounded in a set of shared norms and standards of practice is nearly impossible under these conditions.
It depends on a strong professional culture characterised by shared norms and values, a focus on student learning, collaborative approaches to work and reflective inquiry into teaching practices, as well as leadership that fosters and supports that professional culture,» Ingvarson says.
By focusing on the structural and human resource conditions necessary for schools to become strongly connected around the goal of student learning, the framework suggests that strong school cultures are based on shared norms and values, reflective dialogue, public practice, and collaboration (Louis & Kruse, 1995).
Students are assigned to groups of three or four, and the first group project meeting begins with groups creating contracts that establish shared norms or expectations for behavior (e.g., being on time, not criticizing each other's ideas, etc.).
The more we share the norms and values, aspirations and ideals, hopes and fears of the community, the more united we are with each other.
The rise of globalised capital and spread of neoliberal governance throws up problems (for example, ecological depredation) that seem to be best dealt with from within a general, universal framework capable of uniting various actors around shared norms.
We examined teachers «perceptions of principals «efforts to involve others, and teachers «descriptions of their own leadership for improvement (measured by sense of collective responsibility and the development of shared norms and values).
The variables are: shared norms and values; a focus on student learning; deprivatized practice; reflective dialogue; and collaboration.
Shields, LaRocque and Oberg (2002) suggest that this might be accomplished by building a «community of difference» in the school, one which encourages respect, dialogue and understanding about differences rather than the shared norms, beliefs and values typically associated with the concept of community.
In this article, I present a neoclassical realist theory of climate change politics that challenges the idea that cooperation on climate change is compelled alone by shared norms and interests emanating from the international level and questions if instead material factors also play a significant constraining role.
The features of musical culture and the ubiquity of musical borrowing reveal a dramatic divergence between the shared norms and practices of music culture and a doctrinal copyright approach.
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