Analytic processes for school leaders Cynthia T. Richetti and Benjamin B. Tregoe.
Detalles de publicación: Alexandria, Va. Association for Supervision and Curriculum Development c2001.Descripción: vi, 137 p. 25 cmISBN:- 0871205165 (alk. paper)
- 371.2 R529a 21
- LB2806 .R5554 2001
| Imagen de cubierta | Tipo de ítem | Biblioteca actual | Biblioteca de origen | Colección | Ubicación en estantería | Signatura topográfica | Materiales especificados | Info Vol | URL | Copia número | Estado | Notas | Fecha de vencimiento | Código de barras | Reserva de ítems | Prioridad de la cola de reserva de ejemplar | Reservas para cursos | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Libro | Biblioteca Encarnación Valdés Colección General bev | 371.2 R529a (Navegar estantería(Abre debajo)) | Disponible | 80000002382979 |
Descripciones mejoradas de Syndetics:
How do you make a decision? How do you know you've made a good one? Whether you're a 7th grade student selecting a science fair project, or a school board choosing a superintendent, the basic requirements of decision making are the same. You need information and the ability to analyze that information effectively. This is rational thinking, and it doesn't happen by accident. It's an acquired skill.
Analytic Processes for School Leaders describes four rational-thinking processes: Decision analysis. Potential problem analysis. Problem analysis. Situation appraisal.
The authors explain how educators can use these analytic processes to handle four common types of situations: when something goes wrong, when we need to make a choice, when we need to implement a change, and when we need to better understand a complex issue. Using these processes teaches rational thinking and benefits administrators, teachers, and students.
Throughout the book, extended examples in administrative and classroom settings translate theory into practice, taking the reader step-by-step through each process. Key questions guide the reader. The authors describe how breaking the thinking process down into steps helps us reach better conclusions because we can understand, fine-tune, and improve our own approaches; communicate our rationale to others; more effectively involve others in solving problems; and teach these skills to others.
Includes bibliographical references (p. 130-132) and index.
Rational thinking as a process -- Thinking about questions -- Decision analysis : what's our best choice? -- Potential problem analysis : what could go wrong? : guarding against future trouble -- Problem analysis : why did this happen? : solving problems by finding true cause -- Situation appraisal : what's going on? : sorting out complexity -- Getting started.