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1 de 7
Transformational Leadership. Democratic or Despotic?.
Allix, Nicholas M
Educational Management and Administration. Journal of the British Educational Management and Administration Society. (BEMAS)
Educational Management and Administration, Volume 28 Number 1 January 2000 página 07 - 20
BURNSS VIEW OF LEARDESHIPEPISTEMOLOGICAL CONSIDERATIONSBURNSS VIEW OF VALUESPROBLEMS WITH BURNSS THEORY
Servicio de referencia sección de publicaciones periódicas, Biblioteca "Dr. Nectario Andrade Labarca"
Ingles
EMA-008-001
Much contemporary theorizing in leadership studies incorporates ideas and concepts that, in one form or another, derive from James MacGregor Burns conceptualization of transforming leadership, which overhauled many traditional assuptioms about the phenomenon. In particular, his formulation emphasized the moral and educative nature of the relationship between leaders and followers, which Burns believed was consistent with contemporary democratic norms. However, from the standpoint of a coherent epistemological framework, critical examination of Burnss account uncovers philosophical and technical difficulties with some of his central claims, including those upholding the theorys democratic and educational credentials. Thus, to the extent that current formulations of leadership look to Burnss theory as a source of ideas, similar problems are likely to carry over and manifiest themselves in these accounts too, with implications for administrative practice, and its further development.

2 de 7
An Evaluation of the Teacher Training Agency Headteacher Leadership and Management. Programme (HEADLAMP).
Blandford, Sonia
Educational Management and Administration. Journal of the British Educational Management and Administration Society. (BEMAS)
Educational Management and Administration, Volume 28 Number 1 January 2000 página 21 - 32
MANAGEMENT OF TRAININGGOVERNOR INVOLVEMENTPARTNERSHIP WITH OTHER HEADLAMP PROVIDERSNEEDS ANALYSISMANAGEMENT DEVELOPMENT TRAINING/OPPORTUNITIESRANGE OF PROVISION BEYOND NEEDS ANALYSISTHE IMPACT OF HEADLAMP ON LEA PROVISIONMANAGEMENT OF HEADLAMPHEADTEACHERS EVALUATION OF HEADLAMPTRAINING COURSES AND OTHER POST - INDUCTION PROVISION
Servicio de referencia sección de publicaciones periódicas, Biblioteca "Dr. Nectario Andrade Labarca"
Ingles
EMA-008-002
The Headteacher Leadership and Management Programme (HEADLAMP) was introduced by the Teacher Training Agency (TTA) in 1995, providing access to an open market of induction and management development opportunities for newly appointed headteachers who would each have an entitlement of 2500 for the purchase of training within two years of their appointment. This paper reviews HEADLAMP provision from the headteachers perspective based on a cohort study that investigated attitudes towards issues such as mangement of the programme, sources of needs assesssment, role of LEAs, funding and quality. There was a positive response to HEADLAMP, but questions were raised regarding management of the programme. Recomendations for the future development of HEADLAMP are offered.

3 de 7
Towards an Understanding of the Concept of Non - Decision Making and its Manifestation in the School Sector.
McCalla Chen, Doreen
Educational Management and Administration. Journal of the British Educational Management and Administration Society. (BEMAS)
Educational Management and Administration, Volume 28 Number 1 January 2000 página 33 - 46
EXAMPLES OF NON - DECISION MAKINGTHE CONCEPT OF NON - DECISION MAKINGMETHODS AND THE OPERATIONALIZATION OF NON - DECISION MAKING
Servicio de referencia sección de publicaciones periódicas, Biblioteca "Dr. Nectario Andrade Labarca"
Ingles
EMA-008-003
Drawing on research from an Economic and Social Research Council (ESRC) project on Benign and Malign Definitions of Conflictual Power in School Sector Decision Making: Theory and Practice, the paper will examine the nature of non - decision making, how it is empirically operationalized and its practical realization in the school sector. Current research on school sector decision making concentrates almost exclusively on the role of decision makers and activities performed in formal decision making arenas. These studies fail to consider an integral element of decision making, that is, the conscious or unconscious decision to exclude certain issues from formal locations of decision and from relevant decision makers. Reasons for non - decision making and the kind of issues which do not enter the political arena will be the focus of this paper. The impact of market forces on school decision making will also be considered.

4 de 7
Workload and the Professional Culture of Teachers.
Timperley, Helen
Educational Management and Administration. Journal of the British Educational Management and Administration Society. (BEMAS)
Educational Management and Administration, Volume 28 Number 1 January 2000 página 47 - 62
EXPLAINING THE WORKLOAD PROBLEMSPACIFIC STUDENT ACHIEVEMENT INITIATIVEAUTONOMY AND COLLEGIALITYTHE CASE STUDYSYSTEMS THINKINGMETHOD
Servicio de referencia sección de publicaciones periódicas, Biblioteca "Dr. Nectario Andrade Labarca"
Ingles
EMA-008-004
An increase in teacher workload and stress has been identified as an undesirable consequence of sitebased school management. We argue that this increase can be attributed, in part, to the ways in which teachers organize themselves. Organizing principles developed to meet the challenges of managing single - cell classrooms, such as autonomy, collegiality and strong subject department identity, may impede the systematic thinking required for developing coherent school - wide initiatives. We illustrate this argument with a school - based case study in which a group of teachers undertook an initiative to improve the achievement of a minority student group. This group of busy teachers unintentionally created workload pressures by developing parallel structures to solve similar problems, by relying on volunteers with high workloads to undertake key tasks and by uncritically accepting all suggestions for how the students might be assisted. Engagement in systematic reform in ways that do not unreasonably increase workloads may require teachers to adopt different organizing principles from those developed for managing their single - cell classrooms.

5 de 7
Performance Improvement in Schools. A Case of Overdose?
Walker, Allan
Educational Management and Administration. Journal of the British Educational Management and Administration Society. (BEMAS)
Educational Management and Administration, Volume 28 Number 1 January 2000 página 63 - 76
ANOTHER ACTION REPLAYTHE LAST LAPACTION REPLAYON THE STARTING BLOCKSEDUCATIONS PERFORMANCE BOOSTERSBOOSTING SPORTS PERFORMANCENATURAL PERFORMANCE ENHANCEMENT METHODS FOR SCHOOLS
Servicio de referencia sección de publicaciones periódicas, Biblioteca "Dr. Nectario Andrade Labarca"
Ingles
EMA-008-005
In this article, we suggest a parallel can be drawn between pressures to perform in sport and pressures on schools to perform. In developing this analogy we hold that schools, like athletes, have been exposed to the temptation of using artificial performance - enhancing susbtances. The application of such measures, although sometimes successful in the short term, has led to a number of unpleasant side effects and litle enduring change in classrooms. This has given rise in some quarters to negative feelings about the future of education. On a more positive note, we extend the analogy by discussing several natural performance - enhancing methods that are available to principals. These, we argue, offer increased hope for sustainable change in schools.

6 de 7
Resourcing the Continuum of Special Educational Needs in Two Local Education Authorities.
Marhs, Alan J
Educational Management and Administration. Journal of the British Educational Management and Administration Society. (BEMAS)
Educational Management and Administration, Volume 28 Number 1 January 2000 página 77 - 88
DESCRIPTIVE COMPARISON OF THE LEVEL OF RESOURCES WITHIN THE TWO LEASAPRROACHES TO DIFFERENTIATED FUNDING IN TWO LEASEVALUTIVE COMPARISON OF THE TWO LEASCASE STUDIES TO EXPLORE PROFESSIONAL VIEWS ABOUT LEA RESORCING POLICIES FOR SPECIAL EDUCATIONAL NEEDSTHE RELATIONSHIP BETWEEN THE CONTINUUM OF SEN AND DIFFERENTIATED RESOURCE LEVELS
Servicio de referencia sección de publicaciones periódicas, Biblioteca "Dr. Nectario Andrade Labarca"
Ingles
EMA-008-006
This paper examines the relationship between special educational needs (SEN) and resource levels and looks at two LEAs as case studies. One LEA uses a professional audit approach to allocate resources for pupils with special educational needs but without statements while the other LEA uses educational tests. Interviews were conducted with headteachers, special educational needs coordinators (SENCOs) and heads of department in English, mathematics and science. A theoretical framework is used to evaluate the two LEAs resourcing policies against the criteria of simplicity, equity, effectiveness, efficiency and accountability.

7 de 7
Crossing the Border into Leadership: Experiences of Newly Appointed British Headteachers and American Principals.
Daresh, John
Educational Management and Administration. Journal of the British Educational Management and Administration Society. (BEMAS)
Educational Management and Administration, Volume 28 Number 1 January 2000 página 89 - 101
PROFESSIONAL SUPPORT RECEIVED THROUGH THE INDUCTION PERIODCULTURE SHOCK OF THE TRANSITIONRELEVANT BACKGROUND INFORMATIONMETHODOLOGY
Servicio de referencia sección de publicaciones periódicas, Biblioteca "Dr. Nectario Andrade Labarca"
Ingles
EMA-008-007
This article investigates the phenomena associated with English headteachers and US Principals croosing the professional border into school leadership. Based on empirical evidence accumulated in both countries through in - depth interviews, the work explores the ways in which the successful candidates were prepared for the new role and the levels of professional support they received during the induction period. What becomes evident from the findings is that all respondents went throufh a process of culture shock as none were prepared for the change in perceptions of others or of the intensity of the job. The article concludes by calling for a blend of theoretical and practical programmes of preparation and induction that allow those stepping into the school leaders role to spend time reflecting on personal values, ethical stances and other similar matters as a way of adjusting to the demands of the not seat.

Los resultados en: Libros Tesis Revistas Gacetas Videos
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