- We will send in 10–14 business days.
/images/books/13967325/9781922607706.jpg)
- Author: Joanne Casey
- Publisher: Amba Press
- ISBN-10: 1922607703
- ISBN-13: 9781922607706
- Format: 15.6 x 23.4 x 0.9 cm, minkšti viršeliai
- Language: English
- SAVE -10% with code: EXTRA
Reviews
Description
Leading with the Social Brain in Mind puts relationships front and centre of the important work that educators do. The number and different types of relationships that educators maintain on daily basis can be undervalued and underestimated. Specifically, it challenges system and school leaders to investigate how social brain theory affects the unintended results of collaborative interactions in their own complex organisational environments.
Designing environments for collaboration in schools is a complex task and requires a lot of skill, especially in those where many institutional practices and structures are so widely accepted that they are rarely questioned. This book discusses the importance of collaboration in schools, explores silo mentality and asks educators to reflect on how their decisions are impacted by implementation barriers.
It is an invaluable read for educators who want to understand associations among cognition, complexity and collaboration in leading change initiatives in schools.
EXTRA 10 % discount with code: EXTRA
The promotion ends in 21d.22:01:35
The discount code is valid when purchasing from 10 €. Discounts do not stack.
- Author: Joanne Casey
- Publisher: Amba Press
- ISBN-10: 1922607703
- ISBN-13: 9781922607706
- Format: 15.6 x 23.4 x 0.9 cm, minkšti viršeliai
- Language: English English
Leading with the Social Brain in Mind puts relationships front and centre of the important work that educators do. The number and different types of relationships that educators maintain on daily basis can be undervalued and underestimated. Specifically, it challenges system and school leaders to investigate how social brain theory affects the unintended results of collaborative interactions in their own complex organisational environments.
Designing environments for collaboration in schools is a complex task and requires a lot of skill, especially in those where many institutional practices and structures are so widely accepted that they are rarely questioned. This book discusses the importance of collaboration in schools, explores silo mentality and asks educators to reflect on how their decisions are impacted by implementation barriers.
It is an invaluable read for educators who want to understand associations among cognition, complexity and collaboration in leading change initiatives in schools.
Reviews