Shirley M Hord
Biographic Data
| ID | 3828824 |
|---|---|
| NAME | Shirley M Hord |
| GIVEN NAMES | Shirley M |
| FAMILY NAME | Hord |
| SIGNATURE | HORD S M |
| AFFILIATIONS | The University of Texas at Austin |
| VERIFIED | No |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 8 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1980 |
| LATEST PUBLICATION YEAR | 1988 |
| H-INDEX | 2 |
The Principal as Teacher Educator
Effective principals are actively engaged in their teachers' career-long education and the improvement of instructional performance. Ineffective principals per form neither key leadership task well. Programs to prepare would-be effective principals for the role of teacher educa tor are lacking in substance and in effec tive delivery systems. Providers of pro fessional development programs for principals, argues Hord, can and should influence both…
Reflections on Reflections or the Problem with Mirrors
Donmoyer has raised some interesting questions about use of various methodologies and interpretations that can be made of findings. It seems, however, that he may have become a victim of his own premise, hoist by his own petard, so to speak. Early in his discourse Donmoyer states: the researcher's purposes and perspective will influence study's findings and conclusions at least as much as phenomena being studied. The corollary is that a reviewer'…
Three Images: What Principals Do in Curriculum Implementation
The Principal Teacher Interaction (PTI) Study is an analysis of what principals do on a day-to-day basis to bring about curriculum implementation and school improvement. For one year, the study documented the interventions of principals and others facilitating implementation of new curriculum programs in nine elementary schools across the United States. The study asked, (1) What do principals do as change facilitators? and (2) What is the relatio…
Analyzing What Change Facilitators Do: The Intervention Taxonomy
The data base from a series of qualitative and quantitative field studies of the implementation of educational innovations has been used to develop an Intervention Taxonomy. In the Intervention Taxonomy, various levels of interventions have been identified and defined. In subsequent research, this intervention classification system has been used to analyze the interventions made by school principals and other changefacilitators. One outcome of th…
Preparing Principals for Leadership Roles in School Improvement
How Principals Work with Other Change Facilitators
Program Evaluation and Program Development in Teacher Education: A Response to Katz et al. (1981)
Under the Eye of the Ethnographer: Reactions and Perceptions of the Observed
Analyzing What Change Facilitators Do: The Intervention Taxonomy
The data base from a series of qualitative and quantitative field studies of the implementation of educational innovations has been used to develop an Intervention Taxonomy. In the Intervention Taxonomy, various levels of interventions have been identified and defined. In subsequent research, this intervention classification system has been used to analyze the interventions made by school principals and other changefacilitators. One outcome of th…
How Principals Work with Other Change Facilitators
Under the Eye of the Ethnographer: Reactions and Perceptions of the Observed
Under the Eye of the Ethnographer: Reactions and Perceptions of the Observed
Program Evaluation and Program Development in Teacher Education: A Response to Katz et al. (1981)
Analyzing What Change Facilitators Do: The Intervention Taxonomy
The data base from a series of qualitative and quantitative field studies of the implementation of educational innovations has been used to develop an Intervention Taxonomy. In the Intervention Taxonomy, various levels of interventions have been identified and defined. In subsequent research, this intervention classification system has been used to analyze the interventions made by school principals and other changefacilitators. One outcome of th…
Preparing Principals for Leadership Roles in School Improvement
How Principals Work with Other Change Facilitators
Reflections on Reflections or the Problem with Mirrors
Donmoyer has raised some interesting questions about use of various methodologies and interpretations that can be made of findings. It seems, however, that he may have become a victim of his own premise, hoist by his own petard, so to speak. Early in his discourse Donmoyer states: the researcher's purposes and perspective will influence study's findings and conclusions at least as much as phenomena being studied. The corollary is that a reviewer'…
Three Images: What Principals Do in Curriculum Implementation
The Principal Teacher Interaction (PTI) Study is an analysis of what principals do on a day-to-day basis to bring about curriculum implementation and school improvement. For one year, the study documented the interventions of principals and others facilitating implementation of new curriculum programs in nine elementary schools across the United States. The study asked, (1) What do principals do as change facilitators? and (2) What is the relatio…
The Principal as Teacher Educator
Effective principals are actively engaged in their teachers' career-long education and the improvement of instructional performance. Ineffective principals per form neither key leadership task well. Programs to prepare would-be effective principals for the role of teacher educa tor are lacking in substance and in effec tive delivery systems. Providers of pro fessional development programs for principals, argues Hord, can and should influence both…
Psychology (8 works) · Mathematics education (6 works) · Pedagogy (6 works) · Sociology (6 works) · Teacher Education and Leadership Studies (5 works) · Political science (4 works) · Computer Science (3 works) · Social Psychology (3 works) · Social Psychology (3 works) · Educational and Psychological Assessments (2 works)