Suchergebnisse

This policy brief examines the recent wave of commission reports that have attacked the American high school and called for its "reinvention." Two conceptions of rigor are dominant: test-based rigor, requiring higher scores on conventional tests; and course-based rigor, requiring more demanding courses. However, these conventional academic conceptions neglect several other conceptions of rigor: as depth rather than breadth; as more sophisticated levels of understanding including "higher-order skills"; and as the ability to apply learning in unfamiliar settings. With very few exceptions, both graduation requirements and exit exams replicate the conventional academic curriculum of the late nineteenth century, and they have little to say about how their imposition will enhance student performance generally. Overall, the push to enhance rigor and standards behind the high school diploma is seriously flawed. Moreover, any gains come at the expense of other goals for high school reform, including equity, curricular relevance, and student interest. A more promising approach to reshaping the high school involves pathways, structured around a coherent theme, either broadly occupational or non-occupational.

Acknowledgements -- Contents -- Contributors -- About the Editors -- Chapter-1 -- Introduction: Making a Jewish Contribution to the Social Sciences: What Are Jewish Social Values and Why Do They Matter? -- Meaning of Jewish Social Values -- An Ethic of Engagement -- Universalism in Jewish Thought -- Making a Jewish Contribution -- Jewish Medical and Business Ethics -- The Current State of Jewish Social Values -- Summary of the Book -- Conclusion -- References -- Part I -- Education -- Chapter-2 -- Self-Regulation Among Students: Sharpening the Questions -- Introduction -- Overview of Chapter -- Student Learning and Development: Self-Regulation -- Research on Self-Regulation -- Belongingness is a Reason to Self-Regulate -- A Jewish Approach to Self-Regulation -- A Note on Jewish Sources -- Two Jewish Ways to Build Self-Regulation Capacity -- Some Examples of Cognitive-Behavioral Approaches Based on Jewish Ideas and Practices -- Social and Environmental Context -- Social Exclusion -- Self-Regulation and Future Orientation -- Applying These Approaches to Nonreligious Youth -- Implications for Educational Change -- The Childhood Roots of Adult Quality of Life -- Self-Regulation and Whole School Reform -- Students' Self-Regulation and Adults Who Care About Them -- Seeking Adult Guidance -- Disrupting Students' Unconscious Internal Responses -- Future Orientation -- Conclusion -- References -- Chapter 3 -- Introduction -- Introducing the Interventions -- Brief Summary of the Relevant Literature -- Background Research Information for the Four-Part Curricular Intervention -- Descriptive, Explanatory, Peer Strategies and Strengths Information -- Descriptive Information -- Explanatory Information -- Peer Strategies Information -- Strengths Information -- Inclusion Considerations -- Curricular Intervention.

How has the experience of managerial work changed in the digital age? This two-phase (2002–2006, 2015–2019) study addresses this question by examining how middle managers perceive the spatio-temporal boundaries of their work to have shifted. Typically, such managers report change occurring in two directions: (i) the contractual employment boundary becoming stretched as hours completed inside the workplace increase; and (ii) this boundary becoming breached as managers conduct additional work voluntarily from locations outside corporate premises. Although such trends can be explained deterministically – the former stemming from corporate acceptance of consultancy-influenced organizational prescriptions (business process reengineering, lean management, agile management etc.), and the latter from widespread adoption of digital communication innovations (BlackBerry, email, WhatsApp etc.) – we argue that to achieve a more rounded appreciation of such work 'extensification' attention must also be paid to agentic forces of strategic and political choice. Developing this argument, and acknowledging paradox when theorizing spatio-temporal change, we suggest future research on managerial employment must entail documenting not only factors influencing the stretching and breaching of work boundaries, but also – given incipient political regulations and innovative surveillance technologies – others serving to strengthen and protect them, notably those directed at improving work–life balance and physical/psychological health.

The impact of technology on society -- The future of work -- The future of industry -- Disruptive leadership -- Women as disruptive leaders -- Leading a diverse workforce -- Don't let technology control-alt-delete your job -- New skills for a digital world -- Disrupted education -- The future of you : is it time for a career selfie

2.3 Data and method2.3.1 Data; 2.4 Computational simulation; 2.4.1 Data preparation; 2.4.2 Learning transmissions; 2.4.3 Modeling diffusion; 2.5 Distribution of individual (vertex) characteristics; 2.6 Conclusion; 3 Scientific teams and networks change the face of knowledge creation; 3.1 Data; 3.2 Findings; 3.2.1 Teams and citations; 3.2.2 Citation impact for solo and team scientists; 3.3 Notes on the link between teams and networks; 3.4 Author networks and team assembly; 3.4.1 Team size in the sciences; 3.4.2 The network; 3.4.3 A plausible model