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010   $a981-287-233-7
024 7 $a10.1007/978-981-287-233-3
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035   $a(EBL)1968626
035   $a(OCoLC)908090114
035   $a(SSID)ssj0001372676
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035   $a(PQKBTitleCode)TC0001372676
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035   $a(DE-He213)978-981-287-233-3
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035   $a(PPN)182095525
035   $a(EXLCZ)993710000000262460
100   $a20141015d2015      u|         0
101 0 $aeng
135   $aur|n|---|||||
181   $ctxt
182   $cc
183   $acr
200 10$aKnowledge Management for School Education /$fby Eric C. K. Cheng
205   $a1st ed. 2015.
210  1$aSingapore :$cSpringer Nature Singapore :$cImprint: Springer,$d2015.
215   $a1 online resource (89 p.)
225 1 $aSpringerBriefs in Education,$x2211-193X
300   $aDescription based upon print version of record.
311   $a981-287-232-9 
320   $aIncludes bibliographical references.
327   $aChallenges for Schools in a Knowledge Society -- Knowledge Management for School Development -- Managing Culture for Knowledge Management Implementation -- Cultivating Communities of Practice for Leveraging Knowledge -- Nurturing Teachers? Personal Knowledge Management Competencies -- Institutionalising a School Knowledge Management System -- A Knowledge Management Model for School Development.
330   $aThis book introduces the application of knowledge management (KM) theories, practices, and tools in school organization for sustainable development. Schools in Asia Pacific have long faced a variety of challenges in terms of sustainable development under the education reforms and curriculum reforms to meet the demands of a knowledge society. Schools are inevitably expected to develop human capital for the knowledge society within the competitive global economy, and to interact with its policy environment and know how to leverage pedagogical knowledge. The high speed of expansion change and expansion of knowledge have dramatically influence the development of flexibility of teacher and school works. The nature of teacher work becomes increasingly less routine, more analytical, and disruptive yet often come with a sense of urgency and need to be more collaborative. Teachers not only require data and information, but also knowledge and experience of individual, they also need to collaborative task execution, decision making and problem solving. Helping school leaders and teachers to manage their knowledge and become ?know how? to cope with the change is important.
410  0$aSpringerBriefs in Education,$x2211-193X
606   $aTeachers$xTraining of
606   $aLearning, Psychology of
606   $aSchool management and organization
606   $aSchool administration
606   $aTeaching and Teacher Education
606   $aInstructional Psychology
606   $aOrganization and Leadership
615  0$aTeachers$xTraining of.
615  0$aLearning, Psychology of.
615  0$aSchool management and organization.
615  0$aSchool administration.
615 14$aTeaching and Teacher Education.
615 24$aInstructional Psychology.
615 24$aOrganization and Leadership.
676   $a658.4038
700   $aCheng$b Eric C. K$4aut$4http://id.loc.gov/vocabulary/relators/aut$01060224
801  0$bMiAaPQ
801  1$bMiAaPQ
801  2$bMiAaPQ
906   $aBOOK
912   $a9910484958403321
996   $aKnowledge Management for School Education$92844898
997   $aUNINA