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1 PROBLEM OR OPPORTUNITY? |
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1 | (24) |
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Problem Analysis in Education |
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1 | (2) |
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Leadership and Management in Problem Analysis |
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3 | (3) |
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Problem: A Working Definition |
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6 | (3) |
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The Dilemma as a Problem Indicator |
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9 | (2) |
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11 | (1) |
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Why Try to Find Problems? |
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12 | (2) |
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Mindful, Metacognitive, and Perhaps Even Intuitive |
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14 | (5) |
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Answers May Reveal Their Own Problems |
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19 | (1) |
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The Challenge of Good Problem Analysis: School Restructuring as an Example |
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20 | (3) |
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Incomplete Problem Finding? |
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22 | (1) |
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23 | (2) |
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Some Exercises To Integrate Raised Concepts |
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23 | (2) |
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2 THE PROBLEM OF THE PROBLEM |
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25 | (32) |
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Guiding Questions and Integrating Activity |
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28 | (1) |
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Problem Finding and the Enhancement of Creativity |
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28 | (6) |
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The Problem/Solution Nexus |
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34 | (3) |
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37 | (5) |
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Considering Getzels' Ideas of Problem |
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42 | (1) |
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Proceeding Along the Problem-Finding Path |
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42 | (1) |
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43 | (1) |
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"Schoolish"-Type and Work-Type Problems |
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44 | (1) |
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Frame, Reframe, and Refine the Issues |
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45 | (3) |
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The Role of Communication in Problem Finding |
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48 | (1) |
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Problem Finding is Creative: Have Some Fun, Too! |
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49 | (6) |
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Start the Problem-Finding Process: Integrating Activities |
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55 | (2) |
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3 THE PROBLEM OF THE SOLUTION |
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57 | (42) |
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Seek the Problem of the Solution |
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60 | (2) |
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62 | (4) |
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66 | (2) |
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Four Guideline Questions to Help Structure Problems |
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68 | (1) |
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Clarifying Responses to Initial Problem Analyses |
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69 | (1) |
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The Identified Problem IS the Problem |
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70 | (4) |
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Identification of Likely Causes |
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74 | (3) |
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Searching for Relevant Information |
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77 | (1) |
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Validity and Reliability in Problem-Analysis Steps |
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77 | (2) |
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Structured and Unstructured Problems |
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79 | (2) |
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Some Models for Problem Solving |
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81 | (9) |
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Conceptual Flexibility and Complementary Associations |
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90 | (2) |
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92 | (6) |
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Case Study: How Far Does the School Go? |
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93 | (2) |
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Case Study: Student Discipline |
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95 | (1) |
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Case Study: Oversight or Negligence? |
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96 | (2) |
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98 | (1) |
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4 PROBLEM SHARING, LEADERSHIP IN DECISIONS, AND CHANGE |
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99 | (36) |
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100 | (5) |
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105 | (1) |
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Internships and Practice as Problem-Analysis Sharing |
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106 | (9) |
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Rogue and Runaway (R+R) Problems |
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115 | (15) |
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Implementing Decisions for Change |
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130 | (5) |
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135 | (12) |
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Instructions for the Cases |
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136 | (1) |
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137 | (1) |
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Cases for Practice in Problem Analysis |
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137 | (8) |
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138 | (2) |
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Case 2: Safety and Special-Needs Students |
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140 | (2) |
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Case 3: Mentor or Martinet? |
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142 | (1) |
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Case 4: Sensitivity and Common Sense |
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143 | (1) |
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Case 5: Intimidation or Legal Action? |
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144 | (1) |
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145 | (2) |
| APPENDIX A: REFLECTIVENESS IN THE PROFESSIONS |
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147 | (4) |
| Reflective Practice |
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147 | (2) |
| Expanded Knowledge |
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149 | (2) |
| APPENDIX B: AN EXAMPLE EMPLOYING THE PROBLEM ANALYSIS MODEL IN FIGURE 3.3 |
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151 | (4) |
| ANNOTATED BIBLIOGRAPHY |
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155 | (4) |
| REFERENCES |
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159 | |
