Culture re-boot: reinvigorating school culture to improve student outcomes
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Thousand Oaks, Calif.
Corwin
2013
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes index |
| Beschreibung: | XXVI, 240 S. Ill., graph. Darst. |
| ISBN: | 9781452217321 |
Internformat
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| 100 | 1 | |a Kaplan, Leslie S. |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Culture re-boot |b reinvigorating school culture to improve student outcomes |c Leslie S. Kaplan ; William A. Owings |
| 264 | 1 | |a Thousand Oaks, Calif. |b Corwin |c 2013 | |
| 300 | |a XXVI, 240 S. |b Ill., graph. Darst. | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 500 | |a Includes index | ||
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| 700 | 1 | |a Owings, William A. |e Verfasser |4 aut | |
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| 999 | |a oai:aleph.bib-bvb.de:BVB01-025490958 | ||
Datensatz im Suchindex
| _version_ | 1804149788964290560 |
|---|---|
| adam_text | IMAGE 1
CONTENTS
PREFACE XVWHAT IS SCHOOL CULTURE RE-BOOT? XVFEATURES OF CULTURE RE-BOOT:
REINVIGORATING SCHOOLCULTURE TO IMPROVE STUDENT OUTCOMES XVIIWORKING
WITHIN A SCHOOL DISTRICT XVIIIA WORD ABOUT FACILITATING RE-BOOT
ACTIVITIES XIXCHAPTER ORGANIZATION XXACKNOWLEDGMENTS XXIIIABOUT THE
AUTHORS XXVCHAPTER 1: SCHOOL CULTURE AND CHANGE AS LEARNING 1FOCUS
QUESTIONS 1WHY 40 YEARS OF SCHOOL REFORM HAS NOT WORKED(AND WHY CULTURE
RE-BOOT WILL) 1WHAT IS CULTURE RE-BOOT? 2WHAT IS SCHOOL CULTURE? 4
SCHOOLS AS COMPLEX ORGANIZATIONS 4 HOW SCHOOL CUITURE SHAPES THE
ORGANIZATION 6HOW SCHOOL CUITURES DEVELOP 7WHY THE TRADITIONAL PUBLIC
SCHOOL CUITURE NO LONGER WORKS 8THREE LEVELS OF SCHOOL CUITURE 9SCHOOL
CUITURE RE-BOOT 1.1 USING LEVELS OF CUITURE TOUNDERSTAND YOUR SCHOOL
CUITURE 10COMPONENTS OF POSITIVE SCHOOL CULTURES 12 POSITIVE SCHOOL
CUITURE CHARACTERISTICS 12 CHANGE AS ORGANIZATIONAL LEARNING 15
CONCEPTUAL MODELS THAT BOOST ORGANIZATIONAL LEARNING 16 CHARACTERISTICS
OF A LEARNING ORGANIZATION 17
IMAGE 2
SCHOOL CULTURE RE-BOOT 1.2 MAKING OUR SCHOOL
A LEARNING ORGANIZATION THE THREE-STEP CHANGE MODEL SCHOOL CULTURE
RE-BOOT 1.3 USING THE THREE-STEP CHANGE MODEL
THE SINGLE- AND DOUBLE-LOOP LEAMING MODEL SCHOOL CULTURE RE-BOOT 1.4
USING SINGLE- AND DOUBLE-LOOP LEARNING THE MULTIPLE FRAMES MODEL
SCHOOL CULTURE RE-BOOT 1.5 USING MULTIPLE FRAMES IN SCHOOL IMPROVEMENT
UNDERSTANDING YOUR SCHOOL S CULTURE MAKING YOUR SCHOOL CULTURE EXPLICIT
SCHOOL CULTURE RE-BOOT 1.6 PROFILING YOUR SCHOOL S CULTURE WHERE WE GO
FROM HERE RESEARCH: THE IMPACT OF SCHOOL CULTURE ON
STUDENT ACHIEVEMENT RESOURCES SCHOOL CULTURE RE-BOOT 1.7 FACULTY
ACTIVITY TO IDENTIFY ASPECTS OJ YOUR SCHOOL S CULTURE
SCHOOL CULTURE SURVEYS FACULTY CHANGE ORIENTATION SCALE THE
ORGANIZATIONAL HEALTH INVENTORY
CHAPTER 2: SCHOOL LEADERSHIP AS CULTURE BUILDING FOCUS QUESTIONS
LEADERSHIP AS CULTURE BUILDING LEADERSHIP AS CULTURE CREATION
SCHOOL CULTURE RE-BOOT 2.1 IDENTIFYING YOUR SCHOOL S CULTURAL SYMBOLS
THE PRINCIPAL AS A TRANSJORMATIONALLEADER LEADERSHIP AND MANAGEMENT HOW
PRINCIPAL LEADERS TRANSFORM THEIR SCHOOLS
PRINCIPAL LEADERSHIP INCREASES STUDENT ACHIEVEMENT PRINCIPALS FIVE KEY
RESPONSIBILITIES SHAPING AVISION OJACADEMIC SUCCESSJOR ALL STUDENTS
ESTABLISHING A SCHOOLWIDE VISION
CHARACTERISTICS OF A SCHOOLWIDE VISION HOW VISION AFFECTS THE SCHOOL HOW
LEADERS ARTICULATE AVISION SCHOOL CULTURE RE-BOOT 2.2 DEVELOPING SYMBOLS
THAT SUPPORT A SCHOOL VISION
18 19
22 22
24 25
26 27 28
29 31
32 33
33 34 35
35
37 37 37 38
40 41 43 44
44 45 46 46
47 48 49
51
IMAGE 3
HOW LEADERS IMPLEMENT AVISION 52
CREATING A CULTURE THAT SUPPORTS EDUCATION 52
CULTIVATING LEADERSHIP IN OTHERS 53
1MPROVING 1NSTRUCTION 54
MANAGING PEOPLE, DATA, AND PROCESSES 55
UNDERSTANDING THE DYNAMICS AND RESOURCES FOR CULTURE RE-BOOT 56
THE CULTURE RE-BOOT PROCESS 56
MUTUALLY SUPPORTIVE DOMAINS 58
HOW PRINCIPALS CAN PREPARE FOR CULTURE RE-BOOT 59
PREPARE YOURSELF COGNITIVELY AND EMOTIONALLY 59
CREATE A SCHOOL LEADERSHIP TEAM 60
HELP THE SCHOOL LEADERSHIP TEAM LEARN 62
HELP THE TEAM DESIGN THE ORGANIZATIONAL LEARNING PROCESS 63 BE ALERT TO
OBSTACLES 64
RESEARCH: PRINCIPAL LEADERSHIP AND STUDENT ACHIEVEMENT 66 RESOURCES 67
SCHOOL CULTURE RE-BOOT 2.3 CREATING A SCHOOL TOUCHSTONE 67
CHAPTER 3: SCHOOL CULTURE, ETHICAL BEHAVIOR, AND RELATIONAL TRUST 69
FOCUS QUESTIONS 69
SCHOOL CULTURE AND ETHICAL BEHAVIOR 70
ETHICS ARE ABOUT RELATIONSHIPS 71
SCHOOLING 1SAN ETHICAL ENDEAVOR WITH A MORAL PURPOSE 71 SCHOOL CULTURE
RE-BOOT 3.1 ASSESSING YOURSELVES AS A MORAL SCHOOL 73
SCHOOL CULTURE AND RELATIONAL TRUST 74
TRUST IN SUCCESSFUL SCHOOLS 75
FOUNDATIONS OF RELATIONAL TRUST 76
RELATIONAL TRUST SUPPORTS CULTURE RE-BOOT 77
RELATIONAL TRUST AND STUDENT LEARNING 80
DEVELOPING RELATIONAL TRUST 81
FEATURES THAT MAKE ONE WILLING TO TRUST OTHERS 82
FEATURES THAT MAKE OTHERS TRUSTWORTHY 82
ADDITIONAL FACTORS THAT 1NFLUENCE THE 1NCLINATION TO TRUST 83 STARTING,
SUSTAINING, AND REPAIRING RELATIONAL TRUST 84 HOW PRINCIPALS INITIATE
TRUST 85
HOW TEACHERS INITIATE TRUST 86
SUSTAINING TRUST 87
BETRAYING TRUST 88
SCHOOL CULTURE RE-BOOT 3.2 REFLECTING ON 1NCIDENTS OF BETRAYAL IN YOUR
SCHOOL 89
IMAGE 4
GETTING EVEN 90
REPAIRING TRUST 90
BUILDING RELATIONAL TRUST WITH PARENTS 93
RESEARCH: TRUST AND STUDENT ACHIEVEMENT 95
RESOURCES 96
SCHOOL CULTURE RE-BOOT 3.3 HIGH-TRUST AND LOW-TRUST SCHOOL CULTURES 96
SCHOOL CULTURE RE-BOOT 3.4 ASSESSING AND GETTING FEEDBACKON
TRUST-ABILITY 99
THE OMNIBUS T-SCALE 101
THE ORGANIZATIONAL CLIMATE DESCRIPTION QUESTIONNAIRES 101 ORGANIZATIONAL
HEALTH INVENTORY 101
CHAPTER 4: DEVELOPING PROFESSIONAL CAPACITY FOR SHARED INFLUENCE 103
FOCUS QUESTIONS 103
WHY SCHOOLS SHOULD DEVELOP PROFESSIONAL CAPACITY 104
WHY PRINCIPALS BUILD THEIR SCHOOLS PROFESSIONAL CAPACITY 105 CAPACITY
BUILDING AND IMPROVED SCHOOL OUTCOMES 107 SCHOOL CULTURE FACTORS THAT
NURTURE PROFESSIONAL CAPACITY 109 BUILDING TEACHERS INSTRUCTIONAL
CAPACITY 110
TEACHING QUALITY AND STUDENT ACHIEVEMENT 111
TEACHING 21ST-CENTURY SKILLS 111
MEETING 21ST-CENTURY TEACHING STANDARDS 115
SCHOOL CULTURE RE-BOOT 4.1 ASSESSING YOUR CAPACITYFOR 21ST-CENTURY
TEACHING 116
PROFESSIONAL LEARNING COMMUNITIES 119
WHAT PROFESSIONAL LEARNING COMMUNITIES DO 119
WHY PROFESSIONAL LEARNING COMMUNITIES WORK 121 SCHOOL CULTURE SUPPORTS
FOR PROFESSIONAL LEARNING COMMUNITIES 121
GETTING PROFESSIONAL LEARNING COMMUNITIES STARTED 122 SCHOOL CULTURE
RE-BOOT 4.2 IDENTIFYING AREAS FOR INSTRUCTIONAL IMPROVEMENTS 123
BUILDING TEACHERS LEADERSHIP CAPACITIES 125
AREAS FOR TEACHERLEADERSHIP 126
IDENTIFYING AND DEVELOPING TEACHERLEADERS 127
SCHOOL CULTURE RE-BOOT 4.3 IDENTIFYING POTENTIAL TEACHER LEADERS IN YOUR
SCHOOL 128
DEVELOPING TEACHERS LEADERSHIP CAPACITIES 129
CONVERSATIONS 130
COACHING 130
MENTORING 130
IMAGE 5
NEW TEAEHER INDUETION 131
ADDITIONAL MEANS 131
RESEARCH: HOW BUILDING TEACHERS CAPACITY IMPROVES SCHOOL OUTCOMES 132
RESOURCES 133
SURVEY OF CORE INDICATORS THAT SUPPORT PROFESSIONAL CAPACITY 133
COLLECTIVE EFFICACY SCALE 135
CHAPTER 5: ESTABLISHING A STUDENT-CENTERED LEAMING CULTURE 137 FOCUS
QUESTIONS 137
WHY WE NEED TO EDUCATE EVERY CHILD TO HIGH LEVELS 138
DEMOGRAPHIE CHANGES 138
A STUDENT-CENTERED LEARNING ENVIRONMENT 140
WHAT A STUDENT-CENTERED LEARNING CUITURE LOOKS LIKE 141 A SAFE AND
ORDERLY LEAMING ENVIRONMENT 142
BENEFITS OF A SAFE AND ORDERLY ENVIRONMENT 143
SCHOOL CUITURE RE-BOOT 5.1 ASSESSING FOR A SAFE AND ORDERLY LEARNING
ENVIRONMENT 144
TEACHER EXPECTATIONS 146
EVIDENCE THAT EXPECTATIONS INFLUENCE PERFORMANCE 146 SCHOOL CUITURE
RE-BOOT 5.2 TEACHEREXPECTATIONS AND STUDENT ACHIEVEMENT 147
RE-BOOTING TEACHERS EXPECTATIONS 148
SCHOOL CUITURE RE-BOOT 5.3 TEACHERS EXPECTATIONS IN A STUDENT-CENTERED
LEARNING CUITURE 151
SCHOOL CULTURE RE-BOOT 5.4 HIGH EXPECTATIONS AND SCHOOL CHARACTERISTICS
152
ACADEMIC PRESS AND SUPPORTS 154
ACADEMIC PRESS 155
SCHOOL CUITURE RE-BOOT 5.5 ACADEMIC PRESS AND STUDENT ACHIEVEMENT 156
ACADEMIC SUPPORTS 158
CONNEETING STUDENTS TO CURRICULUM 159
ASSESSING TO PROMOTE LEARNING 159
INEREASING STUDENTS CHOICES 159
ENGAGING RESOUREES 160
MORE TIME 160
SOCIAL SUPPORTS 161
SUPPORTS FROM ADULTS AT SEHOOL 161
SUPPORT FROM PEERS 162
SCHOOL CULTURE RE-BOOT 5.6 PROVIDING ACADEMIC AND SOCIAL SUPPORTS 165
IMAGE 6
RELATIONSHIPS 167
RELATIONSHIPS WITH TEACHERS 167
RELATIONSHIPS WITH OTHER EDUCATORS 169
BUILDING STUDENTS RESILIENCE 170
SCHOOL CULTURE RE-BOOT 5.7 RELATIONSHIPS AND STUDENT ACHIEVEMENT 171
RESEARCH 173
CHAPTER 6: PROMOTING AND CREATING STRONG PARENT-COMMUNITY TIES 175
FOCUS QUESTIONS 175
FAMILY INVOLVEMENT AND STUDENT OUTCOMES 176
FAMILY INVOLVEMENT AND STUDENT ACHIEVEMENT 177
FAMILY, COMMUNITY, AND CULTURAL ASSETS 178
BENEFITS OF COLLABORATIONFOR SCHOOLS, FAMILIES, AND COMMUNITIES 179
CHALLENGES OF WORKING WITH PARENTS IN CULTURALLY DIVERSE COMMUNITIES 181
TODAY S FAMILIES AND SCHOOL INVOLVEMENT 181
BARRIERS TO PARENTS OR CARETAKERINVOLVEMENT 182
INSTITUTIONAL BARRIERS 182
IMPERSONAL BARRIERS 182
PERSONAL BARRIERS 183
SCHOOL CULTURE RE-BOOT 6.1 ASSESSING BARRIERS TO SCHOOL-HOME
COLLABORATION 184
HOW PARENTS VIEW SCHOOL-HOME COLLABORATION 184
TRUST IN SCHOOL-PARENT RELATIONSHIPS 185
WHY TRUST BETWEEN EDUCATORS AND PARENTS IS IMPORTANT 186
DEVELOPING CULTURAL COMPETENCE 186
SCHOOL CULTURE RE-BOOT 6.2 DEVELOPING CULTURAL COMPETENCE 190
WAYS TO INVOLVE FAMILIES WITH SCHOOLS 191
PERSONALIZING PARENT INVOLVEMENT 191
ROLESFOR SCHOOL-PARENT COLLABORATION 192
SCHOOL CULTURE RE-BOOT 6.3 SCHOOL-HOME COLLABORATION SURVEY 195
WORKING WITH THE COMMUNITY 197
PURPOSES OF SCHOOL-COMMUNITY PARTNERSHIPS 197
POSITIVE OUTCOMES FROM SCHOOL-COMMUNITY PARTNERSHIPS 199 FINDING THE
BALANCE 200
COLLABORATIONAROUND STUDENT ATTENDANCE 201
IMAGE 7
SCHOOL CUITURE RE-BOOT 6.4 ASSESSING
YOUR ATTENDANCE ISSUES 203
WHERE DO WE GO FROM HERE? 204
RESEARCH 205
CHAPTER 7: DEVELOPING A PLAN FOR ACTION 207
FOCUS QUESTIONS 207
PLANNING OVERVIEW 208
PRIOR TO YEAR 1 209
THE PRINCIPAL CONSIDERS CUITURE RE-BOOT AND GAINS THE SUPERINTENDENT S
SUPPORT 209
THE PRINCIPAL AND KEY SCHOOL LEADERS READ CULTURE RE-BOOT 210 THE
PRINCIPAL SELECTS TEAM MEMBERS FOR LEADING CUITURE RE-BOOT 210
DECIDE HOW TO INCORPORATE THE CUITURE RE-BOOT TEAM INTO THE SCHOOL S
LEADERSHIP AND IMPROVEMENT STRUCTURE 211 GATHER BASELINE STUDENT
ATTENDANCE, BEHAVIOR, AND ACHIEVEMENT DATA 211
IDENTIFY HEAITHY ORGANIZATIONAL CUITURES FOR POTENTIAL SITE VISITS 213
THINK PROFESSIONAL DEVELOPMENT 213
PLAN TO COMMUNICATE CLEARLY AND 0FTEN WITH THE TEAM, THE FACUITY, AND
THE SCHOOL COMMUNITY 214
YEAR 1 214
ORIENT THE LEADERSHIP TEAM 214
READ AND DISCUSS CULTURE RE-BOOT AS A TEAM 215
SELECT CHANGE PROCESS GUIDES 215
MEET ONCE MONTHLY 216
CONDUCT CUITURE RE-BOOT ACTIVITIES WITH FACUITY AND SELECTED PARENTS AND
STUDENTS 216
BEGIN SMALL-SCALE CHANGES 217
SET UP STUDY GROUPS 217
PROFESSIONAL LEARNING COMMUNITIES AND STUDY GROUP MEMBERSHIPS 217
GUIDELINES 219
MEETING FREQUENCY 219
SURVEY TEACHERS 220
PLAN AND CONDUCT WHOLE-SCHOOL CUITURE-BUILDING ACTIVITIES 220
CELEBRATEYEAR 1 S SUCCESSES 220
COLLECT THIS YEAR S STUDENT PERFORMANCE DATA AND REVIEW PROGRESS TOWARD
GOALS 221
CONSIDER OTHER ACTIVITIES 221
IMAGE 8
YEAR 2 221
SCHOOL LEADERSHIP TEAM MEETS MONTHLY 221
PROVIDE LEADERSHIP OPPORTUNITIES 221
STUDY GROUPS MEET TWICE A MONTH 222
DESIGN AND CONDUCT ONGOING PROFESSIONAL DEVELOPMENT 222 DEMONSTRATION
CLASSROOMS 222
MONITOR, ASSESS, REFINE 223
PLAN AND CONDUCT WHOLE-SCHOOL CULTURE-BUILDING ACTIVITIES THAT MIGHT
BECOMEANNUAL EVENTS 223
COLLECT THIS YEAR S STUDENT PERFORMANCE DATA 223
CELEBRATE YEAR 2 S SUCCESSES 223
CONSIDER OTHER ACTIVITIES 224
YEARS 3 TO 5 224
MONITOR AND ADVANCE PROGRESS 224
PROVIDE LEADERSHIP OPPORTUNITIES 224
CONTINUE TO COLLECT STUDENT PERFORMANCE DATA 224
STUDY GROUP REASSIGNMENTS 224
CELEBRATE SUCCESSES 225
MONTHLY YEAR 1 CALENDAR FOR SCHOOL CULTURE RE-BOOT 225
~~~ M
MEET WITH AND ORIENT THE LEADERSHIP TEAM 225
BEGIN TO UNDERSTAND THE ORGANIZATIONAL LEAMING PROCESS 225
SCHEDULE VISITS TO SCHOOLS AND ORGANIZATIONS WITH HEALTHY, STRONG
CULTURES 226
ASSIGN MEMBERS TO HAVE COMPLETED READING CHAPTER 1 OF CULTURE RE-BOOT
BEFORE OCTOBER MEETING 226
~~FF TI6
CHAPTER 1: SCHOOL CULTURE AND CHANGE AS LEAMING 226 NOVEMBER 227
CHAPTER 2: SCHOOL LEADERSHIP AS CULTURE BUILDING 227 DECEMBER 228
CHAPTER 3: SCHOOL CULTURE, ETHICAL BEHAVIOR, AND RELATIONAL TRUST 228
JANUARY 229
CHAPTER 4: DEVELOPING PROFESSIONAL CAPACITY AND SHARED INFLUENCE 229
FEBRUARY 231
CHAPTER 5: ESTABLISHING A STUDENT-CENTERED LEAMING CULTURE 231
IMAGE 9
INDEX
MARCH CHAPTER 6: PROMOTING AND CREATING STRONG PARENT-COMMUNITY TIES
APRIL THROUGH MAY
CHAPTER 7: DEVELOPING A PLAN FOR ACTION YEARS 2, 3, 4, AND 5
232
232 233 233 234
235
ADDITIONAL MATERIALS AND RESOURCES RELATED TO CULTURE RE-BOOT CAN BE
FOUND AT HTTP://WWW.CORWIN.COM/CULTUREREBOOT.
|
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| id | DE-604.BV040664260 |
| illustrated | Illustrated |
| indexdate | 2024-07-10T00:28:36Z |
| institution | BVB |
| isbn | 9781452217321 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-025490958 |
| oclc_num | 844025768 |
| open_access_boolean | |
| owner | DE-29 |
| owner_facet | DE-29 |
| physical | XXVI, 240 S. Ill., graph. Darst. |
| publishDate | 2013 |
| publishDateSearch | 2013 |
| publishDateSort | 2013 |
| publisher | Corwin |
| record_format | marc |
| spelling | Kaplan, Leslie S. Verfasser aut Culture re-boot reinvigorating school culture to improve student outcomes Leslie S. Kaplan ; William A. Owings Thousand Oaks, Calif. Corwin 2013 XXVI, 240 S. Ill., graph. Darst. txt rdacontent n rdamedia nc rdacarrier Includes index Schulentwicklung (DE-588)4126892-1 gnd rswk-swf Schulklima (DE-588)4180169-6 gnd rswk-swf Schulklima (DE-588)4180169-6 s Schulentwicklung (DE-588)4126892-1 s DE-604 Owings, William A. Verfasser aut Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=025490958&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Kaplan, Leslie S. Owings, William A. Culture re-boot reinvigorating school culture to improve student outcomes Schulentwicklung (DE-588)4126892-1 gnd Schulklima (DE-588)4180169-6 gnd |
| subject_GND | (DE-588)4126892-1 (DE-588)4180169-6 |
| title | Culture re-boot reinvigorating school culture to improve student outcomes |
| title_auth | Culture re-boot reinvigorating school culture to improve student outcomes |
| title_exact_search | Culture re-boot reinvigorating school culture to improve student outcomes |
| title_full | Culture re-boot reinvigorating school culture to improve student outcomes Leslie S. Kaplan ; William A. Owings |
| title_fullStr | Culture re-boot reinvigorating school culture to improve student outcomes Leslie S. Kaplan ; William A. Owings |
| title_full_unstemmed | Culture re-boot reinvigorating school culture to improve student outcomes Leslie S. Kaplan ; William A. Owings |
| title_short | Culture re-boot |
| title_sort | culture re boot reinvigorating school culture to improve student outcomes |
| title_sub | reinvigorating school culture to improve student outcomes |
| topic | Schulentwicklung (DE-588)4126892-1 gnd Schulklima (DE-588)4180169-6 gnd |
| topic_facet | Schulentwicklung Schulklima |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=025490958&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT kaplanleslies culturerebootreinvigoratingschoolculturetoimprovestudentoutcomes AT owingswilliama culturerebootreinvigoratingschoolculturetoimprovestudentoutcomes |