Results for 'School administrators Professional ethics'

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  1.  48
    Ethical Leadership for School Administrators and Teachers.Joseph P. Hester - 2003 - Mcfarland & Co..
    This book suggests that the time has come for educational leaders to re-evaluate their mission and redirect their schools to a broader curriculum emphasizing ...
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  2. The Ethical Concerns of Professional School Administrators.S. J. Knezevich - 1970 - In Glenn L. Immegart & John M. Burroughs (eds.), Ethics and the School Administrator. Danville, Ill., Interstate Printers & Publishers.
  3. Ethics and the School Administrator: Balancing Today's Complex Issues.Daniel J. Mahoney - 2006 - Rowman & Littlefield Education.
    A body of knowledge -- Organizations -- Behavior -- Ethics -- Organizational politics -- Interpersonal dynamics -- Professional ethics -- Balancing it all.
     
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  4.  19
    Ethics for School Business Officials.William T. Hartman - 2005 - Scarecroweducation.
    Ethics and school business officials -- Making ethical decisions -- Ethics for school business officials -- Examining personal and professional codes of ethics -- Approaching ethical dilemmas -- Human resource management -- Financial resource management -- Facility, property, and information management -- Ancillary services : transportation.
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  5. The Ethics of Educational Management: Personal, Social, and Political Perspectives on School Organization.Mike Bottery - 1992 - Cassell.
     
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  6. Educational Management Turned on its Head: Exploring a Professional Ethic for Educational Leadership: A Critical Reader.William Frick (ed.) - 2012 - P. Lang.
     
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  7.  13
    Ethical School Leadership.Spencer J. Maxcy - 2002 - Scarecrow Press.
    This book provides an up-to-date treatment of the subject without arcane terminology or abstract argument.
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  8. Ethical Leadership and Decision Making in Education: Applying Theoretical Perspectives to Complex Dilemmas.Joan Poliner Shapiro - 2001 - L. Erlbaum Associates.
    The authors developed this textbook in response to an increasing interest in ethics, and a growing number of courses on this topic that are now being offered in educational leadership programs. It is designed to fill a gap in instructional materials for teaching the ethics component of the knowledge base that has been established for the profession. The text has several purposes: First, it demonstrates the application of different ethical paradigms (the ethics of justice, care, critique, and (...)
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  9.  34
    Ethics Beyond the Academy: Service-Learning as Professional Development.Matthew C. Altman - 2010 - Teaching Philosophy 33 (2):149-171.
    In addition to preparing students for graduate school or emphasizing transferable skills that are useful in any career, philosophy departments ought to give majors the education and work experience that will train them to become ethics officers outside of academia. This is a growing field that allows students to engage non-philosophers in setting corporate policies and addressing morally significant social issues. Using a course in medical ethics as an example, I show how incorporating service-learning into philosophy classes (...)
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  10. Leading Through the Quagmire: Ethical Foundations, Critical Methods, and Practical Applications for School Leadership.Ernestine Enomoto - 2007 - Rowman & Littlefield Education.
  11. Meaningful Work: Rethinking Professional Ethics.Mike W. Martin - 2000 - Oxford University Press.
    As commonly understood, professional ethics consists of shared duties and episodic dilemmas--the responsibilities incumbent on all members of specific professions joined together with the dilemmas that arise when these responsibilities conflict. Martin challenges this "consensus paradigm" as he rethinks professional ethics to include personal commitments and ideals, of which many are not mandatory. Using specific examples from a wide range of professions, including medicine, law, high school teaching, journalism, engineering, and ministry, he explores how personal (...)
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  12.  8
    Factors Affecting Professional Ethics in Nursing Practice in Iran: A Qualitative Study.Ali Dehghani, Leili Mosalanejad & Nahid Dehghan-Nayeri - 2015 - BMC Medical Ethics 16 (1):1-7.
    BackgroundProfessional ethics refers to the use of logical and consistent communication, knowledge, clinical skills, emotions and values in nursing practice. This study aimed to explore and describe factors that affect professional ethics in nursing practice in Iran.MethodsThis qualitative study was conducted using conventional content analysis approach. Thirty nurses with at least 5 years of experience participated in the study; they were selected using purposive sampling. Data were collected through semi-structured interviews and analyzed using thematic analysis.ResultsAfter encoding and (...)
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  13. Professional Ethics in University Administration.Ronald H. Stein & M. Carlota Baca (eds.) - 1981 - Jossey-Bass.
  14.  30
    The Health Professional Ethics Rubric: Practical Assessment in Ethics Education for Health Professional Schools. [REVIEW]Nathan Carlin, Cathy Rozmus, Jeffrey Spike, Irmgard Willcockson, William Seifert, Cynthia Chappell, Pei-Hsuan Hsieh, Thomas Cole, Catherine Flaitz, Joan Engebretson, Rebecca Lunstroth, Charles Amos & Bryant Boutwell - 2011 - Journal of Academic Ethics 9 (4):277-290.
    A barrier to the development and refinement of ethics education in and across health professional schools is that there is not an agreed upon instrument or method for assessment in ethics education. The most widely used ethics education assessment instrument is the Defining Issues Test (DIT) I & II. This instrument is not specific to the health professions. But it has been modified for use in, and influenced the development of other instruments in, the health professions. (...)
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  15.  11
    Professional Ethics as Experienced by Student Teachers: A Neoliberal View.Marita Cronqvist - 2020 - Phenomenology and Practice 14 (1):89-104.
    Student teachers’ experiences of professional ethics, as lived practice, need to be visualized and verbalized to support their ability to develop an ethical practice. The aim of this article is to discuss the lived experiences of professional ethics from beginning teachers’ internship, based on a phenomenological study. Some of the essential meanings are interpreted in relation to the tension between responsibility and accountability that is emerging from neoliberal influences in teacher education. Inspired by Reflective Life World (...)
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  16.  3
    Professional Ethics and a Call for Philosophical Literacy.Andrew Knight - 2020 - Think 19 (54):37-47.
    It could be argued that there is now a crisis of confidence in the professions. Although many professionals individually undertake their roles with care and diligence, there have been so many systematic failures involving professionals across a range of sectors, both in the UK and globally, that the special status enjoyed by the professions is being widely questioned. In this article, I argue that recent cases are symptomatic of a lack of ethical reasoning in professional practice, yet professions enjoy (...)
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  17.  17
    Ethics and Law for School Psychologists.Susan Jacob - 1996 - J. Wiley & Sons.
    The revised classic on the professional and legal standards of school psychology This completely updated edition of the leading ethics and law guide provides ...
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  18.  33
    How Corporate Social Responsibility and Business Ethics Are Perceived in China.Jiyun Wu & Kirk Davidson - 2010 - Proceedings of the International Association for Business and Society 21:23-31.
    The paper explores how the concepts of corporate social responsibility (CSR) and business ethics are perceived by business managers and business school professors/administrators in China, using interviews. The findings suggest that the perceptions of both concepts are tinged with cultural nuances. The study has implications for further developing business ethics research programs in the Chinese context and for crosscultural communications and management.
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  19. Professional Standards for Administrators.American Association of University Administors - 1981 - In Ronald H. Stein & M. Carlota Baca (eds.), Professional Ethics in University Administration. Jossey-Bass.
     
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  20.  33
    Integrating Ethics Into the Business School Curriculum.Thomas W. Dunfee & Diana C. Robertson - 1988 - Journal of Business Ethics 7 (11):847 - 859.
    A project on teaching business ethics at The Wharton School concluded that ethics should be directly incorporated into key MBA courses and taught by the core business faculty. The project team, comprised of students, ethics faculty and functional business faculty, designed a model program for integrating ethics. The project was funded by the Exxon Education Foundation.The program originates with a general introduction designed to familiarize students with literature and concepts pertaining to professional and business (...)
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  21. Professions, Ethics, and Professional Ethics.L. W. Beck - 1970 - In Glenn L. Immegart & John M. Burroughs (eds.), Ethics and the School Administrator. Danville, Ill., Interstate Printers & Publishers.
     
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  22.  12
    The Adaptive Professional: Teachers, School Leaders and Ethical-Governmental Practices of (Self-) Formation.Peter C. O’Brien - 2018 - Educational Philosophy and Theory 50 (3):229-243.
    This article analyses the relations that teachers and school leaders establish with themselves and with others—especially those who would seek to govern them—through the professional and personal–professional activities that increasingly accompany pedagogical and administrative practice today. Specifically, the article seeks to analyse the conditions under which such ‘ethical-governmental’ relations have become possible and to clarify the lines of power, truth and ethics that are in play within them. In this way, it is argued, their intelligibility may (...)
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  23.  23
    The Effects of Professional Education on Values and the Resolution of Ethical Dilemmas: Business School Vs. Law School Students. [REVIEW]Donald L. McCabe, Janet M. Dukerich & Jane E. Dutton - 1994 - Journal of Business Ethics 13 (9):693-700.
    Prior research on the impact of ethics education within the business curriculum has yielded mixed results. Although the impact is often found to be positive, it appears to be both small and short-lived. Interpretation of these results, however, is subject to important methodological limitations. The present research employed a longitudinal methodology to evaluate the impact of an M.B.A. program versus a law program on the values and ethical decision making behavior of a cohort of students at two major universities (...)
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  24.  13
    Tracking U.S. Professional Athletes: The Ethics of Biometric Technologies.Katrina Karkazis & Jennifer R. Fishman - 2017 - American Journal of Bioethics 17 (1):45-60.
    Professional sport in the United States has widely adopted biometric technologies, dramatically expanding the monitoring of players’ biodata. These technologies have the potential to prevent injuries, improve performance, and extend athletes’ careers; they also risk compromising players’ privacy and autonomy, the confidentiality of their data, and their careers. The use of these technologies in professional sport and the consumer sector remains largely unregulated and unexamined. We seek to provide guidance for their adoption by examining five areas of concern: (...)
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  25.  6
    Implicit epistemology in charter of professional ethics for psychologists in Chile.Alejandro Cifuentes-Muñoz - 2019 - Cinta de Moebio 64:51-67.
    Resumen: Este artículo pretende develar los supuestos epistemológicos que se encuentran implícitos en el código deontológico del Colegio de Psicólogos de Chile. Para resolver tal problema se realiza un análisis de discurso que abarca la interpretación del contenido del documento, del contexto en el que se inserta y de los actores involucrados. El análisis sugiere que el código de ética se sustenta implícita y sustancialmente en el paradigma positivista de la ciencia, al alero de la modernidad como contexto. Finalmente, se (...)
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  26. Ethics and the School Administrator.Glenn L. Immegart & John M. Burroughs (eds.) - 1970 - Danville, Ill., Interstate Printers & Publishers.
     
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  27. Collaborative Administration: Academics and Administrators in Higher Education.Martinelli-Fernandez Susan A. - 2009 - In Elaine Englehardt (ed.), The Ethical Challenges of Academic Administration. Springer.
    This book is an invitation to academic administrators, at every level, to engage in reflection on the ethical dimensions of their working lives.
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  28. Ethics in Psychotherapy and Counseling: A Practical Guide.Kenneth S. Pope - 2007 - Jossey-Bass.
    Praise for Ethics in Psychotherapy and Counseling, Third Edition "This is absolutely the best text on professional ethics around. . . . This is a refreshingly open and inviting text that has become a classic in the field." —Derald Wing Sue, professor of psychology, Teachers College, Columbia University "I love this book! And so will therapists, supervisors, and trainees. In fact, it really should be required reading for every mental health professional and aspiring professional. . (...)
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  29.  43
    Exploring Business School Ethics.Johannes Brinkmann & Ken Peattie - 2005 - Journal of Business Ethics Education 2 (2):151-169.
    There is much more written about how and why business schools could and should talk about business ethics than about how they could “walk the talk.” When ethics is discussed, it is usually in relation to the position of business ethics within the curriculum, rather than about what does and does not constitute ethical behaviour on the part of a business school and its members. This paper seeks to explore how ethics can develop beyond the (...)
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  30.  17
    College Organization and Professional Development: Integrating Moral Reasoning and Reflective Practice.St John & P. Edward - 2009 - Routledge.
    Professional responsibility -- Social justice -- Professional development -- Actionable knowledge -- Expert knowledge and skills -- Strategy and artistry -- Professional effectiveness -- Critical social challenges -- Transformational practice -- Conclusions.
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  31. Balancing Instructional Integrity With Stakeholder Concerns in Technology-Based Educational Collaboratives: Is the Tail Wagging the Dog?James S. Lenze & Paul R. Fossum - 2000 - Bulletin of Science, Technology and Society 20 (1):35-39.
    This article discusses ethical problems related to postsecondary–K-12 collaborative work involving instructional technologies. Technology related school-university collaboration in particular can give rise to some ethical dilemmas, due to the variety of skills, interests, and obligations of participating teachers, tech specialists, professors, and school administrators. Participants, in promoting narrow interests and concerns too immoderately, can lose sight of a learning-driven framework for decision making. Ethics are implicated, because student learning should be at the heart of the codes (...)
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  32.  7
    Assessment of Orientation Practices for Ethics Consultation at Harvard Medical School-Affiliated Hospitals.Danish Zaidi & Jennifer C. Kesselheim - 2018 - Journal of Medical Ethics 44 (2):91-96.
    Background Few studies have been conducted to assess the quality of orientation practices for ethics advisory committees that conduct ethics consultation. This survey study focused on several Harvard teaching hospitals, exploring orientation quality and committee members’ self-evaluation in the American Society of Bioethics and Humanities ethics consultation competencies. Methods We conducted a survey study that involved 116 members and 16 chairs of ethics advisory committees, respectively. Predictor variables included professional demographics, duration on committees and level (...)
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  33.  33
    Teaching Professional Behaviors: Differences in the Perceptions of Faculty, Students, and Employers.Allen Hall & Lisa Berardino - 2006 - Journal of Business Ethics 63 (4):407-415.
    A review of the literature indicates that faculty, students, and employers recognize the importance of professional behaviors for a successful career. These professional behaviors were defined by business school faculty to include honesty and ethical decision making, regular attendance and punctuality, professional dress and appearance, participation in professional organizations, and appropriate behavior during meetings. This paper presents the results of a survey administered to managers, faculty, and students about how business school professors can teach (...)
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  34. Education for Professional Responsibility in the Law School.Robert J. National Council on Legal Clinics & Levy - 1962 - National Council on Legal Clinics, American Bar Center.
  35.  18
    Put an Ethicist on the Team!: A Promising But Neglected “Third Way” to Teach Ethics in a Business School.Wayne Norman - 2004 - Journal of Business Ethics Education 1 (2):257-273.
    How can business schools best prepare their students to deal with the ethical challenges they will face in the ‘real world’? For three or four decades members of business schools have debated the relative merits of teaching ethics in a stand-alone “foundational” course or teaching a little bit of ethics “across the curriculum” in every course. This paper explores a third option—having an ethicist as a member of a team that teaches an integrated approach to management—which combines the (...)
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  36. Moral Development in the Professions: Psychology and Applied Ethics.James R. Rest & Darcia Narváez (eds.) - 1994 - L. Erlbaum Associates.
    Every year in this country, some 10,000 college and university courses are taught in applied ethics. And many professional organizations now have their own codes of ethics. Yet social science has had little impact upon applied ethics. This book promises to change that trend by illustrating how social science can make a contribution to applied ethics. The text reports psychological studies relevant to applied ethics for many professionals, including accountants, college students and teachers, counselors, (...)
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  37.  17
    The Status of Ethics Courses in the Business School Curriculum.Wang Xingchao - 2008 - Journal of Business Ethics Education 5:267-270.
  38.  62
    The Defining Issues Test and the Four Component Model: Contributions to Professional Education.Muriel J. Bebeau - 2002 - Journal of Moral Education 31 (3):271-295.
    This article reviews studies examining the effect of professional education on ethical development. Most studies limit assessment to the measurement of moral judgement, observing that moral judgement plateaus during professional school unless an ethics intervention is present. Whereas interventions influence the shift to postconventional reasoning (the DIT P score), a more illuminating picture of change may emerge if researchers examined DIT profiles. More importantly, limiting assessment to measures of moral judgement ignores important aspects of moral functioning (...)
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  39.  19
    Values and Ethical Decision-Making Among Professional School Students.Jane E. Dutton - 1992 - Professional Ethics 1 (3/4):117-136.
  40.  23
    Values and Ethical Decision-Making Among Professional School Students.Donald L. McCabe, Janet M. Dukerich & Jane E. Dutton - 1992 - Professional Ethics, a Multidisciplinary Journal 1 (3):117-136.
  41.  49
    Does Academic Dishonesty Relate to Unethical Behavior in Professional Practice? An Exploratory Study.Donald D. Carpenter, Trevor S. Harding, Cynthia J. Finelli & Honor J. Passow - 2004 - Science and Engineering Ethics 10 (2):311-324.
    Previous research indicates that students in engineering self-report cheating in college at higher rates than those in most other disciplines. Prior work also suggests that participation in one deviant behavior is a reasonable predictor of future deviant behavior. This combination of factors leads to a situation where engineering students who frequently participate in academic dishonesty are more likely to make unethical decisions in professional practice. To investigate this scenario, we propose the hypotheses that (1) there are similarities in the (...)
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  42.  21
    The Impact of an “Ethics Across the Curriculum” Initiative on the Cognitive Moral Development of Business School Undergraduates.Pedro F. Pellet - 2005 - Teaching Ethics 5 (2):31-72.
  43.  49
    Cheating During the College Years: How Do Business School Students Compare?Helen A. Klein, Nancy M. Levenburg, Marie McKendall & William Mothersell - 2007 - Journal of Business Ethics 72 (2):197-206.
    When it comes to cheating in higher education, business school students have often been accused of being the worst offenders; if true, this may be a contributing factor in the kinds of fraud that have plagued the business community in recent years. We examined the issue of cheating in the business school by surveying 268 students in business and other professional schools on their attitudes about, and experiences with, cheating. We found that while business school students (...)
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  44.  17
    Individuals or Persons—What Ethics Should Help Constitute the School as Community?Christine Doddington - 2007 - Ethics and Education 2 (2):131-143.
    This paper critically examines some assumptions involved in determining the nature of the relationships and work that constitute a school as a community dedicated to learning and knowledge. Rather than arguing from first principles, the paper assumes that respect for other people as ends is preferable to seeing individuals in terms of their function or status; and it argues, in particular, for the reinstatement of a sense of agency for teachers that seems to have been lost in recent education (...)
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  45.  35
    Ethical Transgressions of School Psychology Graduate Students: A Critical Incidents Survey.Georgiana Shick Tryon - 2000 - Ethics and Behavior 10 (3):271-279.
    This study examines ethical transgressions of school psychology graduate students using the critical incidents technique. Program directors of school psychology programs listed in the Directory of School Psychology Graduate Programs were asked to describe ethical violations committed by their students during the past 5 years. Violations dealt primarily with issues involving confidentiality, competence, and professional and academic honesty. Directors believed that the majority of students would not find most ethical issues problematic. Implications for training are discussed.
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  46.  6
    A Psychiatrist on the Law School Faculty: Influences on Professional Careers.Andrew S. Watson - 1988 - Journal of Law, Medicine and Ethics 16 (3-4):240-247.
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  47.  5
    A Psychiatrist on the Law School Faculty: Influences on Professional Careers.Andrew S. Watson - 1988 - Journal of Law, Medicine and Ethics 16 (3-4):240-247.
  48.  48
    The Ethics of Teaching: A Casebook.Patricia Keith-Spiegel (ed.) - 2002 - Lawrence Erlbaum.
    The Ethics of Teaching provides a frank discussion of the most frequently encountered ethical dilemmas that can arise in educational settings, as well as tips on how to avoid these predicaments and how to deal with them when they do occur. The goal is to stimulate discussion and raise faculties' consciousness about ethical issues. Ethical dilemmas are presented as short, engaging case scenarios, most of which are based on actual situations, so as to furnish more realistic and interesting stimuli (...)
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  49.  16
    Meaning and Value in Medical School Curricula.Wendy Lipworth, Ian Kerridge, Miles Little, Jill Gordon & Pippa Markham - 2012 - Journal of Evaluation in Clinical Practice 18 (5):1027-1035.
    Rationale, aims and objectives: Bioethics and professionalism are standard subjects in medical training programmes, and these curricula reflect particular representations of meaning and practice. It is important that these curricula cohere with the actual concerns of practicing clinicians so that students are prepared for real-world practice. We aimed to identify ethical and professional concerns that do not appear to be adequately addressed in standard curricula by comparing ethics curricula with themes that emerged from a qualitative study of medical (...)
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  50. Ethical Dilemmas and Moral Temptations: Cases in Administration: (Ghanaian Administrators Talk About Everyday Moral Challenges).Samuel N. Woode - 1998 - Asempa Publishers, Christian Council of Ghana.
     
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