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1 de 8
Realizing the Potential of Large - Scale Reorganization for Promoting School Improvement.
Wallace, Mike
Educational Management and Administration. Journal of the British Educational Management and Administration Society. (BEMAS)
Educational Management and Administration, Volume 26 Number 3 July 1998 página 229 - 241
REORGANIZATION FOR SCHOOL IMPROVEMENT: A TALL ORDER?BARRIERS TO IMPROVEMENTAREAS FOR IMPROVEMENTRESEARCHING REORGANIZATION
Servicio de referencia sección de publicaciones periódicas, Biblioteca "Dr. Nectario Andrade Labarca"
Ingles
EMA-006-001
Drawing upon research undertaken in two local education authorities in England, this article assesses the degree to which large - scale initiatives to reorganize schooling may encompas elements of what is widely conceived as a school improvement intervention. While some areas of activity promoted improvement in conditions surrounding teaching and learning, they were subjects to a variety of constraints and impacted indirectly on the teaching and learning process which lies at the heart of conventional school improvement efforts. It is suggested tha, in planning such initiatives, policy - makers and practitioners could valuably seek to maximize the potential of reorganization as a means of contributing towards school improvement.

2 de 8
The Maltese Primary School Principal. An Observational Study.
Bezzina, Christopher
Educational Management and Administration. Journal of the British Educational Management and Administration Society. (BEMAS)
Educational Management and Administration, Volume 26 Number 3 July 1998 página 243 - 256
OBJECTIVESMETHODOLOGYTHE PRINCIPALSHIP IN MALTA: AN OVERVIEW
Servicio de referencia sección de publicaciones periódicas, Biblioteca "Dr. Nectario Andrade Labarca"
Ingles
EMA-006-002
This paper reports some of the main finding of an observational study conducted in Malta which looks into the work patterns of a group of primary school principals in the state sector. The study attested to the multi - varied, hectic, discontinuous and essentially superficial nature of the principals role. Their main energy was devoted to keeping the schools ticking over in the short run with litle time being devoted to matters of direct relevance to the teaching and learning process. The dominant model was of a transactional, and not a reflective or transformational, leader engaged primarily in fixing things.

3 de 8
Primary School Governing Bodies and Headteachers Appraisal.
Hancock, Nick
Educational Management and Administration. Journal of the British Educational Management and Administration Society. (BEMAS)
Educational Management and Administration, Volume 26 Number 3 July 1998 página 257 - 268
CONFIDENTIALITYJOB DESCRIPTIONSACCESS OF GOVERNORS TO APPRAISAL STATEMENTSVARYING CAPABILITIES OF GOVERNORSOFFICIAL BACKING FOR GREATER GOVERNOR INVOLVEMENTTHE MONITORING FUNCTION OF GOVERNORSHEADTEACJHER APPRAISAL AND GOVERNORSCAUTION ABOUT GOVERNOR INVOLVEMENTQUALIFIED ACCEPTANCE OF GOVERNOR INVOLVEMENT IN APPRAISALTHE TTA/OFSTED POSITION
Servicio de referencia sección de publicaciones periódicas, Biblioteca "Dr. Nectario Andrade Labarca"
Ingles
EMA-006-003
The 1996 DfEE Circular on schoolteachers salaries reiterates the responsibility of governing bodies for setting salaruy levels for headteachers. In addition, for the first time it links increases to the achievement of performance targets. This paper reports some of the findings of a research project on headteachers appraisal, based on interviews with a sample of primary heads in the West Midlands. These suggest that a substantial proportion of heads and governinig bodies may not yet be ready for the new relations. The paper concludes that the new TTA proposals for headteacher development could provide a context within which heads and governors, despite the inevitable tensions in their separate roles, could work productively together for the good of all.

4 de 8
Improving Ineffective Departaments in Secondary Schools. Strategies for Change and Development.
Harris, Alma
Educational Management and Administration. Journal of the British Educational Management and Administration Society. (BEMAS)
Educational Management and Administration, Volume 26 Number 3 July 1998 página 269 - 278
FINDINGSMETHODOLOGYIMPROVING THE INEFFETIVE DEPARTMENT
Servicio de referencia sección de publicaciones periódicas, Biblioteca "Dr. Nectario Andrade Labarca"
Ingles
EMA-006-004
This article outlines the findings from a small - scale qualitative study of differentially effective departments within a range of secondary schools. It describes the methodology selected for the investigation and considers those factors which contribute to departments being less effective. It is argued that less effective departments have common characteristics, or features, which militate against effective working. The article concludes that different improvement strategies will be required for departments that are at different stages of development and growth.

5 de 8
The Meaning of Management. The Development Needs of Midle Managers in Secondary Schools.
Glover, Derek
Educational Management and Administration. Journal of the British Educational Management and Administration Society. (BEMAS)
Educational Management and Administration, Volume 26 Number 3 July 1998 página 279 - 292
ADMINISTRATION THE DRIVING FORCELEADERSHIP SHARING THE VISIONEVALUATION THE NEW REQUIREMENTPROFESSIONAL OR MANAGER?PREPARATION FOR THE ROLERECOGNITIONTOWARDS EFFECTIVE MIDLE MANAGEMENTBACKGROUNDROLE AND RESPONSABILITY
Servicio de referencia sección de publicaciones periódicas, Biblioteca "Dr. Nectario Andrade Labarca"
Ingles
EMA-006-005
This paper summarizes an investigation of perceptions of the roles and responsibilities of middle managers in seven secondary schools. It considers the various interpretations of the term and the way in which the work of the traditional head of department is changing. It outlines the expectations of middle managers on the part of both senior and managed staff and shows how, through an analysis of leadership, administration and evaluation roles, a tension is developing between the mechanistic and professional approaches. The implications of this for the development of future middle manager are considered together with the view that a balance is needed between competence and professional focuses in development and training.

6 de 8
Teachers Professional Orientation and their Involvement in School Policy Making. Results of a Dutch Study.
Jongmans, Kees
Educational Management and Administration. Journal of the British Educational Management and Administration Society. (BEMAS)
Educational Management and Administration, Volume 26 Number 3 July 1998 página 293 - 304
METHODTHEORETICAL FRAMEWORK
Servicio de referencia sección de publicaciones periódicas, Biblioteca "Dr. Nectario Andrade Labarca"
Ingles
EMA-006-006
The policy of the Dutch Ministry of Education, Culture and Science is to increase school autonomy. To be able to deal with such autonomy, schools must have a policy - making capacity. The level of teacher involvement appears to be an important indicator of the extent of this capacity. This paper is based on a study of the views of 1079 teachers from 98 schools for secondary agricultural education. Two main types of teachers were discovered: those with a more and those with a less extended professional orientation. While the former were more likely than the latter to be involved in policy making, neither was heavily engaged. The report concludes with a plea for a more participatory model of policy making in schools.

7 de 8
What Lies Behind Collegiality, Legitimation or Control?. An Analysis of the Purpoted Benefits of Collegial Management in Education.
Brundrett, Mark
Educational Management and Administration. Journal of the British Educational Management and Administration Society. (BEMAS)
Educational Management and Administration, Volume 26 Number 3 July 1998 página 305 - 316
PRACTICAL PROBLEMS OF COLLEGIAL MANAGEMENT STYLESTHE PERCEIVED BENEFITS OF COLLEGIALITYINTERNATIONAL PERSPECTIVESIDEOLOGICAL CRITICISMS OF COLLEGIAL MANAGEMENTCOLLEGIALITY, CURRICULUM AND CHANGE
Servicio de referencia sección de publicaciones periódicas, Biblioteca "Dr. Nectario Andrade Labarca"
Ingles
EMA-006-007
It can be argued that collegiality has come to be the dominant paradigm for the effective management of educational institutions. This paper first offers a definition of collegiality in educational institutions; second, outlines the perceived advantages which ahve been presented in national and international perspectives; and, third, analyses some of the difficulties, danges and anomalies inherent in such an approach to the governance of institutions. Although not completely dismissing such an all - embracing and widely held aspects of the contemporary culture of management, this paper concludes that collegiality, at least in its most radical form, can be exposed to powerful and ideological critiques.

8 de 8
A Response to Brundrett.
Tomlinson, Harry
Educational Management and Administration. Journal of the British Educational Management and Administration Society. (BEMAS)
Educational Management and Administration, Volume 26 Number 3 July 1998 página 317 - 319
COLLEGIALITYBRUNDRETT
Servicio de referencia sección de publicaciones periódicas, Biblioteca "Dr. Nectario Andrade Labarca"
Ingles
EMA-006-008
This paper is a response to Brundretts examination of What lies behind collegiality, legitimation or control?. In it the author suggest that the argument presented by Brudrett lacks clarity on the realtionship between collegiality and teacher professionalism, and what democracy and autonomy mean for teachers in educational institutions. In contrast to Brundretts perceived scepticism, it is argued that within the tighter structure of the national curriculum and given contemporary development in the professional standars of teachers, collaboration and collegiality can provide a sharper focus for teacher professional development.

Los resultados en: Libros Tesis Revistas Gacetas Videos
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