The Intellectual Capital of Schools: Measuring and Managing Knowledge, Responsibility and Reward: Lessons from the Commercial Sector - Couverture souple
Synopsis
A teacher may get good, even astounding, results from his pupils while he is teaching them and yet not be a good teacher; because it may be that, while his pupils are directly under his influence, he raises them to a height which is not natural to them, without fostering their own capacities for work at this level, so that they immediately decline again as soon as the teacher leaves the classroom. Ludwig Wittgenstein, 1889 - 1951. It is difficult to measure effectiveness in not-for-profit organisations like schools, colleges and universities. There is no 'bottom-line' against which to gauge performance, they have limited technical development and managers struggle to make meaningful comparisons between outcomes and targets. In education, well-publicised attempts have been made to establish - some would say impose - a set of criteria by which organisations judge success or failure. These have been largely subjective - the percentage of inspected classes regarded as good, the extent to which staff is involved in decision making, the appropriateness of the leadership shown by senior managers, and so on - if occasionally peppered with quantitative measures, like the percentage of students achieving certain grades in public examinations, to sustain the illusion of objectivity. This is not to fault the aspiration necessarily, though initially at least it created a surveillance culture in schools that did justice to neither the inspected nor the argument for inspection. Happily, this is changing.
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The Intellectual Capital of Schools: Measuring and Managing Knowledge, Responsibility and Reward: Lessons from the Commercial Sector
Vendeur : Ria Christie Collections, Uxbridge, Royaume-Uni
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Etat : New. In. N° de réf. du vendeur ria9781402019357_new
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The Intellectual Capital of Schools
Edité par
Springer Netherlands, Springer Netherlands Feb 2004, 2004
ISBN 10 : 1402019351
ISBN 13 : 9781402019357
Neuf
Taschenbuch
Vendeur : BuchWeltWeit Ludwig Meier e.K., Bergisch Gladbach, Allemagne
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Taschenbuch. Etat : Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -A teacher may get good, even astounding, results from his pupils while he is teaching them and yet not be a good teacher; because it may be that, while his pupils are directly under his influence, he raises them to a height which is not natural to them, without fostering their own capacities for work at this level, so that they immediately decline again as soon as the teacher leaves the classroom. Ludwig Wittgenstein, 1889 - 1951. It is difficult to measure effectiveness in not-for-profit organisations like schools, colleges and universities. There is no 'bottom-line' against which to gauge performance, they have limited technical development and managers struggle to make meaningful comparisons between outcomes and targets. In education, well-publicised attempts have been made to establish - some would say impose - a set of criteria by which organisations judge success or failure. These have been largely subjective - the percentage of inspected classes regarded as good, the extent to which staff is involved in decision making, the appropriateness of the leadership shown by senior managers, and so on - if occasionally peppered with quantitative measures, like the percentage of students achieving certain grades in public examinations, to sustain the illusion of objectivity. This is not to fault the aspiration necessarily, though initially at least it created a surveillance culture in schools that did justice to neither the inspected nor the argument for inspection. Happily, this is changing. 168 pp. Englisch. N° de réf. du vendeur 9781402019357
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The Intellectual Capital of Schools : Measuring and Managing Knowledge, Responsibility and Reward: Lessons from the Commercial Sector
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PF. Etat : New. N° de réf. du vendeur 6666-IUK-9781402019357
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The Intellectual Capital of Schools
Edité par
Springer Netherlands, 2004
ISBN 10 : 1402019351
ISBN 13 : 9781402019357
Neuf
Couverture souple
Vendeur : moluna, Greven, Allemagne
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Etat : New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. The first book to develop a theory of intellectual capital for schools, from an author with considerable experience in extending sophisticated external concepts to educationA teacher may get good, even astounding, results from his pupils while he is tea. N° de réf. du vendeur 4092845
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The Intellectual Capital of Schools | Measuring and Managing Knowledge, Responsibility and Reward: Lessons from the Commercial Sector
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Taschenbuch. Etat : Neu. The Intellectual Capital of Schools | Measuring and Managing Knowledge, Responsibility and Reward: Lessons from the Commercial Sector | Anthony Kelly | Taschenbuch | iv | Englisch | 2004 | Springer | EAN 9781402019357 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg, juergen[dot]hartmann[at]springer[dot]com | Anbieter: preigu. N° de réf. du vendeur 102297851
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The Intellectual Capital of Schools
Edité par
Springer Netherlands, Springer Feb 2004, 2004
ISBN 10 : 1402019351
ISBN 13 : 9781402019357
Neuf
Taschenbuch
Vendeur : buchversandmimpf2000, Emtmannsberg, BAYE, Allemagne
Évaluation du vendeur 5 sur 5 étoiles
Taschenbuch. Etat : Neu. This item is printed on demand - Print on Demand Titel. Neuware -A teacher may get good, even astounding, results from his pupils while he is teaching them and yet not be a good teacher; because it may be that, while his pupils are directly under his influence, he raises them to a height which is not natural to them, without fostering their own capacities for work at this level, so that they immediately decline again as soon as the teacher leaves the classroom. Ludwig Wittgenstein, 1889 ¿ 1951. It is difficult to measure effectiveness in not-for-profit organisations like schools, colleges and universities. There is no ¿bottom-line¿ against which to gauge performance, they have limited technical development and managers struggle to make meaningful comparisons between outcomes and targets. In education, well-publicised attempts have been made to establish - some would say impose - a set of criteria by which organisations judge success or failure. These have been largely subjective - the percentage of inspected classes regarded as good, the extent to which staff is involved in decision making, the appropriateness of the leadership shown by senior managers, and so on ¿ if occasionally peppered with quantitative measures, like the percentage of students achieving certain grades in public examinations, to sustain the illusion of objectivity. This is not to fault the aspiration necessarily, though initially at least it created a surveillance culture in schools that did justice to neither the inspected nor the argument for inspection. Happily, this is changing.Springer-Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 168 pp. Englisch. N° de réf. du vendeur 9781402019357
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The Intellectual Capital of Schools : Measuring and Managing Knowledge, Responsibility and Reward: Lessons from the Commercial Sector
Edité par
Springer Netherlands, Springer, 2004
ISBN 10 : 1402019351
ISBN 13 : 9781402019357
Neuf
Taschenbuch
Vendeur : AHA-BUCH GmbH, Einbeck, Allemagne
Évaluation du vendeur 5 sur 5 étoiles
Taschenbuch. Etat : Neu. Druck auf Anfrage Neuware - Printed after ordering - A teacher may get good, even astounding, results from his pupils while he is teaching them and yet not be a good teacher; because it may be that, while his pupils are directly under his influence, he raises them to a height which is not natural to them, without fostering their own capacities for work at this level, so that they immediately decline again as soon as the teacher leaves the classroom. Ludwig Wittgenstein, 1889 - 1951. It is difficult to measure effectiveness in not-for-profit organisations like schools, colleges and universities. There is no 'bottom-line' against which to gauge performance, they have limited technical development and managers struggle to make meaningful comparisons between outcomes and targets. In education, well-publicised attempts have been made to establish - some would say impose - a set of criteria by which organisations judge success or failure. These have been largely subjective - the percentage of inspected classes regarded as good, the extent to which staff is involved in decision making, the appropriateness of the leadership shown by senior managers, and so on - if occasionally peppered with quantitative measures, like the percentage of students achieving certain grades in public examinations, to sustain the illusion of objectivity. This is not to fault the aspiration necessarily, though initially at least it created a surveillance culture in schools that did justice to neither the inspected nor the argument for inspection. Happily, this is changing. N° de réf. du vendeur 9781402019357
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