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000723917 019__ $$a908090114
000723917 020__ $$a9789812872333$$qelectronic book
000723917 020__ $$a9812872337$$qelectronic book
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000723917 0247_ $$a10.1007/978-981-287-233-3$$2doi
000723917 035__ $$aSP(OCoLC)ocn894245729
000723917 035__ $$aSP(OCoLC)894245729$$z(OCoLC)908090114
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000723917 049__ $$aISEA
000723917 050_4 $$aLB1025.3$$b.C44 2014
000723917 08204 $$a370.71/1$$223
000723917 1001_ $$aCheng, Eric C. K.,$$eauthor.
000723917 24510 $$aKnowledge management for school education$$h[electronic resource] /$$cEric C.K. Cheng.
000723917 264_1 $$aSingapore :$$bSpringer,$$c[2014]
000723917 264_4 $$c©2015
000723917 300__ $$a1 online resource (vii, 83 pages) :$$billustrations.
000723917 336__ $$atext$$btxt$$2rdacontent
000723917 337__ $$acomputer$$bc$$2rdamedia
000723917 338__ $$aonline resource$$bcr$$2rdacarrier
000723917 4901_ $$aSpringerBriefs in Education,$$x2211-1921
000723917 504__ $$aIncludes bibliographical references.
000723917 5050_ $$a1 Challenges for Schools in a Knowledge Society; Abstract ; 1.1 The Impacts of Knowledge Expansion; 1.2 The Challenges from Education Policies; 1.2.1 The Knowledge Gap for Self-evaluation and Planning; 1.2.2 The Knowledge Gap for Developing a Self-regulated Learner; 1.3 Developing a Knowledge-Sharing Culture; 1.4 Sharing of Best Practices by Social Learning; 1.5 Teachers as Knowledge Workers; 1.6 Capitalising on School Knowledge; 1.7 Schools Need Knowledge Management; 1.8 Summary; References; 2 Knowledge Management for School Development; Abstract ; 2.1 What is Knowledge?
000723917 5058_ $$a2.1.1 Positivist Perspective of Knowledge2.1.2 Social Constructivism Perspective of Knowledge; 2.2 What is Knowledge Management?; 2.3 How Does KM Contribute to Schools?; 2.4 The Nonaka and Takeuchi KM Model; 2.5 The SECI Model and Japanese Lesson Study; 2.5.1 Combination; 2.5.2 Internalisation; 2.5.3 Socialisation; 2.5.4 Externalisation; 2.6 Knowledge Management Strategy; 2.7 Summary; References; 3 Managing Culture for Knowledge Management Implementation; Abstract ; 3.1 School Culture and KM Implementation; 3.2 Organisational Learning; 3.3 Strategies for Promoting Organisational Learning
000723917 5058_ $$a3.4 A Study of Senge's Five Disciplines3.5 Kotter's Model for Culture Change; 3.6 Management Strategies for Developing Organisational Learning; 3.6.1 Strategies in the Policy Domain; 3.6.2 Strategies in the Cultural Domain; 3.6.3 Strategies in the Leadership Domain; 3.7 Summary; References; 4 Cultivating Communities of Practice for Leveraging Knowledge; Abstract ; 4.1 CoP as a KM Tool; 4.2 What Are Communities of Practice?; 4.3 Applying CoPs in Schools; 4.4 Knowledge Transfer in a CoP; 4.5 CoP Facilitation; 4.6 A Study of CoP Facilitation Strategies
000723917 5058_ $$a4.7 Incorporating After-Action Review in CoP Activities4.8 ORID Group Facilitation Techniques; 4.9 Chapter Summary; References; 5 Nurturing Teachers' Personal Knowledge Management Competencies; Abstract ; 5.1 Why is PKM Important?; 5.2 What is PKM?; 5.3 PKM in Teacher Education; 5.4 How to Develop PKM?; 5.5 PKM Tools; 5.6 E-Learning Activities; 5.7 Collaborative Action Research; 5.8 Personal Learning Environment; 5.9 Summary; References; 6 Institutionalising a School Knowledge Management System; Abstract ; 6.1 What is a KM System?; 6.2 Why is a KM System Important?
000723917 5058_ $$a6.3 Studies of KM Systems in the Education Sector6.4 Designing a KM System; 6.4.1 IT Elements in KM Systems; 6.4.2 Layers in KM Systems; 6.5 Building Taxonomy; 6.6 Knowledge Portal; 6.7 Data Mining; 6.8 Promoting a KM System; 6.9 Summary; References; 7 A Knowledge Management Model for School Development; Abstract ; 7.1 Strategic Planning; 7.2 KM Enhances Strategic Planning; 7.3 How Can KM Contribute to Strategic Planning?; 7.4 How Can KM Improve School Performance?; 7.5 Towards a Normative Model for KM Initiative and Implementation; 7.5.1 Knowledge Leadership; 7.5.2 Building KM Vision
000723917 506__ $$aAccess limited to authorized users.
000723917 520__ $$a​This book introduces the application of knowledge management (KM) theories, practices, and tools in school organization for sustainable development. Schools in Asia Pacific have long faced a variety of challenges in terms of sustainable development under the education reforms and curriculum reforms to meet the demands of a knowledge society. Schools are inevitably expected to develop human capital for the knowledge society within the competitive global economy, and to interact with its policy environment and know how to leverage pedagogical knowledge. The high speed of expansion change and ex.
000723917 588__ $$aOnline resource; title from PDF title page (SpringerLink, viewed November 3, 2014).
000723917 650_0 $$aEducation$$xStudy and teaching.
000723917 650_0 $$aKnowledge management.
000723917 77608 $$iPrint version:$$aEric C.K., Cheng$$tKnowledge Management for School Education$$dSingapore : Springer Singapore,c2014$$z9789812872326
000723917 830_0 $$aSpringerBriefs in education.
000723917 852__ $$bebk
000723917 85640 $$3SpringerLink$$uhttps://univsouthin.idm.oclc.org/login?url=http://link.springer.com/10.1007/978-981-287-233-3$$zOnline Access$$91397441.1
000723917 909CO $$ooai:library.usi.edu:723917$$pGLOBAL_SET
000723917 980__ $$aEBOOK
000723917 980__ $$aBIB
000723917 982__ $$aEbook
000723917 983__ $$aOnline
000723917 994__ $$a92$$bISE